ERIC Number: ED189508
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Interpersonal Problem Solving: A Developmental Analysis.
Feldgaier, Steven; Serafica, Felicisima C.
To date, the focus of research has been to demonstrate the link between interpersonal problem-solving skills and adjustment. Little attention has been given to the study of how specific interpersonal problem-solving abilities evolve or to age-related changes in overall ability. White students (N=30) identified as socially well-adjusted, academically proficient and of at least average intelligence, completed the Test of Interpersonal Problem Solving, the Means-Ends Problem Solving Test, and the Peabody Picture Vocabulary Test. Grade- or age-related changes were found in all of the skills required at each step of the interpersonal problem-solving process, except alternative thinking. There was a consistent increase with age in children's abilities to recognize problems, consider information, foresee consequences, plan steps, and select solutions. Kindergarteners defined situations in concrete, simplistic terms and generated more forceful solutions than older groups who expressed more abstract conceptualizations. In general, interpersonal problem-solving ability appeared to be a developmental process characterized by quantitative and qualitative sequential changes. (Author/NRB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (51st, Hartford, CT, April 9-12, 1980).