NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ993577
Record Type: Journal
Publication Date: 2012-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0305-0009
Gender and Age Effects Interact in Preschoolers' Help-Seeking: Evidence for Differential Responses to Changes in Task Difficulty
Thompson, R. Bruce; Cothran, Thomas; McCall, Daniel
Journal of Child Language, v39 n5 p1107-1120 Nov 2012
This study explored preschool age and gender differences in help-seeking within the theoretical framework of scaffolded problem-solving and self-regulation (Bruner, 1986; Rogoff, 1990; Vygotsky, 1978; 1986). Within-subject analyses tracked changes in help-seeking among 62 preschoolers (34 boys, 28 girls, mean age 4.22 years) solving a challenging puzzle with an adult. The goal was to document whether age and gender interact with fluctuating difficulty to affect children's spontaneous help-seeking. ANOVAs indicated that girls used more help-seeking during difficult segments of the task, despite performance equal to the boys. This pattern was strongest among older girls, who outperformed all other children and used the most help-seeking. Partial correlations, controlling for solving time, indicated that age predicted children's help-seeking during the most difficult segments of the task, but only among girls. Gender differences in social-linguistic maturation and cognitive development are discussed within the framework of Vygotskian theory and related educational practice.
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A