Interpersonal problem solving, externalizing behavior, and social competence in preschoolers: A knowledge-performance discrepancy?

A modified interpersonal problem-solving paradigm was developed to discriminate between response access/production and response availability in preschoolers. Examination of the sequence of preschoolers' solutions to hypothetical interpersonal dilemmas revealed increased competence in response to directive probes, suggesting that children possessed knowledge about prosocial problem solving that was not reflected in their spontaneous behavior. Similar patterns emerged in nonsymptomatic youngsters and those with externalizing behavior problems, but the latter group showed overall deficits. Social problem-solving styles predicted teacher ratings of children's behavioral and social adjustment. Conceptual, methodological, and applied implications of the findings are discussed.