The ability related differences and the role of peer interaction in preschool children's planning skill on a sociocultural task was investigated. Shopping routes through a model grocery store were planned by 50 children ranging in age from 3 years, 2 months to 5 years, 11 months. There were 30 children with average ability (Differential Ability Scales GCA score 85-115) and 20 children with high ability (DAS scores above 120). All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a same-ability peer, or with a mixed-ability peer.Data were analyzed with a series of multivariate analyses of variance (MANOVA) with a within-subjects factor representing the measures of planning skill across Lists 2, 3, and 4. Preschool-aged children did not differ in planning skill on the basis of cognitive ability at the onset of the task. Dyads planned more efficient routes than individuals and also employed a more mature item location strategy. Children of average ability improved in planning performance from List One to List Five regardless of the ability level of their partner during Lists 2, 3, and 4. High ability preschoolers performed equally well when working alone, with a peer of same ability, or with a peer of less ability.Dyads of average children working together engaged in arguments and disagreements concerning the task but planned less efficient routes than did dyads of high-ability children. Mixed-ability dyads and those of high ability peers planned more efficient routes but engaged in little discussion. Thus, average children working together may have experienced growth in social competence as a result of social conflict concerning the social problem solving task. Such advances were most likely minimal for children in mixed-ability and high ability dyads. Advances in social competence may be of primary importance for preschool aged children. Future research should seek to clarify the relationship between ability and peer interaction in an effort to identify the features of social interaction which are necessary for cognitive growth. / Department of Educational Psychology

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Steven E. Landau (chair), Alycia M. Hund, Dawn M. McBride, Glenn D. Reeder, Susan K, Sprecher. Includes bibliographical references (leaves 163-182) and abstract. Also available in print.

Thesis (M. Ed.(Opvoedkundige sielkunde))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Newcastle, 2000. / Faculty of Education. Includes bibliographical references (leaves 243-286). Also available online.

Thesis (M.Ed.)(Hons)--University of Western Sydney, Nepean, 1996. / Includes bibliography.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 240-251).

Thesis (Ph.D.) in Psychology--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 146-164).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 90-103). Also available online.

Thesis (M.A.)--Carleton University, 2002. / Includes bibliographical references (p. 71-81). Also available in electronic format on the Internet.