Social Influences on Children's Problem Solving

Three studies examined the nature and limiting conditions of effects of peer interaction on children's problem solving. 150 children (4 to 11 years old) worked alone or with a same-age peer at a computer. Age, task complexity, and task familiarity were found to qualify effects of peer interaction on both motivation and learning. At all ages, except when the task was very complex or very familiar, working with a peer increased task engagement and positive affect. For younger preschool children, working with a peer had no effect on retention of simple or moderately complex tasks but had a negative effect on retention of more complex tasks. For older preschool children, peer interaction had a positive effect on retention of simple tasks, a neutral effect on retention of moderately complex tasks, and a negative effect on retention of more complex tasks. For elementary-school children, peer interaction had a positive effect on retention of even the most complex tasks.