Molloy G N, Das J P, Pierce C M
Faculty of Education, Monash University, Melbourne, Victoria, Australia.
Psychol Rep. 1990 Apr;66(2):443-8. doi: 10.2466/pr0.1990.66.2.443.
The problem-solving strategies of 120 children from two age levels were compared by means of exploratory factor analyses. Essentially, these results replicated the factor structures of earlier studies based on the Das-Luria model. Disparities in factor loadings on some tasks were interpreted as suggestive of developmental differences in children's coding strategies which are compatible with Bruner's description of the course of cognitive growth.
通过探索性因素分析比较了两个年龄组的120名儿童的问题解决策略。从本质上讲，这些结果复制了早期基于达斯-卢里亚模型的研究中的因素结构。某些任务上因素负荷的差异被解释为表明儿童编码策略存在发展差异，这与布鲁纳对认知发展过程的描述是一致的。
