SOME GENERAL CONCLUSIONS ABOUT CHILDREN'S STRATEGY CHOICE PROCEDURES

This article presents conclusions that have emerged from my recent work on how children choose strategies on familiar tasks such as arithmetic, time-telling, and spelling. Among these conclusions are that children use diverse strategies on many tasks; that ignoring this diversity of strategies can lead to seriously flawed cognitive models; that children's pattern of strategy choices have considerable adaptive value; that children's strategy choices do not always reflect the operation of metacognitive processes; that associative knowledge directs at least some strategy choices; that among the factors that influence the development of strategy choices are the difficulty of executing backup strategies, the impact of related problems and operations, and the frequency of problem presentation; and that individual differences in both knowledge and cognitive style influence strategy choices.     

Strategy Discovery as a Competitive Negotiation between Metacognitive and Associative Mechanisms

Both metacognitive and associative models have been proposed to account for children's strategy discovery and use. Models based on only metacognitive or only associative mechanisms cannot entirely account for the observed mix of variability and constraint revealed by recent microgenetic studies of children's strategy change. We propose a new approach where metacognitive and associative mechanisms interact in a competitive negotiation. This approach provides the flexibility to model the observed variability and constraint.     

Developmental Differences in Rule Learning: A Microgenetic Analysis

Trial-by-trial strategy assessments and a microgenetic design were used to examine 4- and 5-year-olds' learning of rules for solving balance scale problems. The design allowed us to examine simultaneously the contribution to rule learning of distal variables (qualities and knowledge with which children enter the learning situation) and proximal variables (processes that they execute during learning). Developmental differences in learning arose through two distal variables that were correlated with age—initial rule use and initial encoding-helping older children to execute several proximal processes—noticing the potential explanatory role of a key variable, formulating a more advanced rule, and generalizing and maintaining the rule. Joint consideration of distal and proximal influences seems likely to be generally useful for understanding learning and development.     

Reliability of interview-assessed hostility ratings across mode of assessment and time

These studies addressed 2 questions concerning interview-based hostility assessments: whether they are affected if the interview is conducted face-to-face versus telephone and whether they are stable across an extended time period. In Study 1A, 54 students were interviewed face-to-face and by telephone in a laboratory setting. Half the sample was reinterviewed in the laboratory 6 weeks later. The other half was reinterviewed by telephone at home. With 1 exception, all intraclass correlation coefficients (ICCs) comparing interview modes were above .62. In Study 1B, 48 adults were interviewed face-to-face in a laboratory and by telephone in their homes with a 2-week intervening interval. The ICC comparing interview modes was .78. In Study 2, 100 adults were interviewed face-to-face in a laboratory and approximately 4 years later by telephone in their homes. The ICC across interviews was .69. Thus, support was found for the stability of interview-based hostility assessments across interview methods and extended periods of time.     

Self-perceptions of stability and change in personality at midlife: the UNC Alumni Heart Study

The finding of personality stability in adulthood may be counterintuitive to people who perceive a great deal of change in their own personality. The purpose of this study is to determine whether self-reported perceived changes in personality are associated with actual changes based on a 6- to 9-year follow-up of 2,242 middle-aged male and female participants of the UNC Alumni Heart Study (UNCAHS). Respondents completed the Revised NEO Personality Inventory on two occasions and were asked to reflect back over a 6-year period and assess changes in their personality. The majority of respondents (n = 1,177; 52.5%) reported they had "stayed the same," while 863 (38.5%) reported they had "changed a little" and 202 (9%) reported they had "changed a good deal." Coefficients of personality profile agreement computed to evaluate global personality change for the three perceived change groups were essentially equivalent. Further, directional analyses of domain-specific changes in personality showed that perceived changes were weak predictors of residual gain scores. In an absolute sense, perceptions of stability or change were discordant in 8 of 15 (53%) comparisons. Self-perceptions of change are not an adequate substitute for objective assessments.     

Personality at midlife: stability, intrinsic maturation, and response to life events

Although developmental theories and popular accounts suggest that midlife is a time of turmoil and change, longitudinal studies of personality traits have generally found stability of rank order and little or no change in mean levels. Using data from 2,274 men and women in their 40s retested after 6 to 9 years, the present study examined two hypotheses: (a) that retest correlations should be no higher than about .60 and (b) that there should be small decreases in Neuroticism, Extraversion, and Openness, and small increases in Agreeableness and Conscientiousness. The study also explored the effects of recalled life events on subsequent personality scores. Results did not support the first hypothesis; uncorrected retest correlations uniformly exceeded .60. This was true for all personality traits, including facets of Agreeableness and Conscientiousness not previously included in longitudinal studies. The hypothesized decreases in Neuroticism, Extraversion, and Openness were found, but Conscientiousness showed a small decrease instead of the predicted increase. Life events in general showed very little influence on the levels of personality traits, although some effects were seen for changes in job and marital status that warrant further research.     

Magnitude knowledge: the common core of numerical development

The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: (1) representing increasingly precisely the magnitudes of non‐symbolic numbers, (2) connecting small symbolic numbers to their non‐symbolic referents, (3) extending understanding from smaller to larger whole numbers, and (4) accurately representing the magnitudes of rational numbers. The present review identifies substantial commonalities, as well as differences, in these four aspects of numerical development. With both whole and rational numbers, numerical magnitude knowledge is concurrently correlated with, longitudinally predictive of, and causally related to multiple aspects of mathematical understanding, including arithmetic and overall math achievement. Moreover, interventions focused on increasing numerical magnitude knowledge often generalize to other aspects of mathematics. The cognitive processes of association and analogy seem to play especially large roles in this development. Thus, acquisition of numerical magnitude knowledge can be seen as the common core of numerical development.     

Inclusivity in the latter-days: Gay Mormons

Individuals who identify as Mormon – adherents to The Church of Jesus Christ of Latter-day Saints (“Church”), a distinct and peculiar form of Christianity – and also identify as gay or lesbian face a unique challenge to their mental health as they wrestle with the integration of their faith and their sexuality. Compounding this matter is the commonly held belief that one cannot authentically be gay and Mormon nor can one be a practising Mormon and gay. As academics and professionals gain a more nuanced understanding of the complexity of (a) those who identify as both Mormon and a sexual/gender minority and (b) of the Church itself, they will begin to deconstruct their own biases and increase their multicultural competence, thus becoming better equipped to address the mental health concerns of this particular sexual minority group.     

Differentiation and integration: guiding principles for analyzing cognitive change

Differentiation and integration played large roles within classic developmental theories but have been relegated to obscurity within contemporary theories. However, they may have a useful role to play in modern theories as well, if conceptualized as guiding principles for analyzing change rather than as real-time mechanisms. In the present study, we used this perspective to examine which rules children use, the order in which the rules emerge, and the effectiveness of instruction on water displacement problems. We found that children used systematic rules to solve such problems, and that the rules progress from undifferentiated to differentiated forms and toward increasingly accurate integration of the differentiated variables. Asking children to explain both why correct answers were correct and why incorrect answers were incorrect proved more effective than only requesting explanations of correct answers, which was more effective than just receiving feedback on the correctness of answers. Requests for explanations appeared to operate through helping children notice potential explanatory variables, formulate more advanced rules, and generalize the rules to novel problems.