Six Years in the Cognitive and Metacognitive Life of 71 Families

Seventy-one families from a low socio-economic background, each with a son at risk of developing psychosocial problems at the onset of the study, were observed three times over a six-year period while solving a combinatorial task presented on a microcomputer. The permutations task was used to gather information with regard to cognitive functioning and cognitive self-regulation of the families, which were observed as a developmental unit. Cognitive functioning was assessed according to three variables: cognitive strategies, performance, and completion of the task. Six self-regulatory activities were assessed: task definition, planning, supervision, evaluation, parental support, and sharing of responsibilities. Although inefficient strategies were mainly used across the six years, the cognitive level of functioning improved over the years. Cognitive self-regulatory activities most often used across time were supervision and parental support. Differences were observed in the three time periods for supervision, task definition, parental support, and individual involvement. Results indicated a link between cognitive strategies used by the families to solve the task and their self-regulatory activities. Results are interpreted within both the Piagetian and Vygotskian perspectives. Families' cognitive self-regulatory activities observed in this study are an example of parental disengagement and children's growing involvement in a joint activity.