p. 87 missing from manuscript. / This study investigated the strategie or task-specific planning skills of students of varying abilities using intelligent eomputer-assisted instruction (ICAI). The sample eonsisted of 39 boys and girls in grades four to six attending summer programs for the gifted and non-gifted in the Greater Montreal area. They were divided into three eomparison groups: a high-ability-gifted HG) group (n=13), a high-ability-not-identified-as-gifted (HNG) group .(n=11), and an average-ability (A) group (n=15). Each student created three adventure plans with an ICAI called SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Écriture) for three, thirty-minute sessions over an observation period of two weeks. Results of this research demonstrate no statistically significant differences among ability groups HG, and on the two levels of strategic planning skills. The good problem solving since higher levels of strategic planning could also involve other variables which remain to be investigated. / Cette recherche étudie les techniques de planification stratégique chez des enfants d'habilité moyenne ou supérieure utilisant un logiciel d'enseignement intelligent assisté par ordinateur (EIAO). Trente-neuf garçons et filles du deuxième cycle du primaire (4e à 6e année) inscrits dans des programmes d'été de la région du Grand Montréal, ont été choisis et répartis en trois groupes: le premier, d'habileté-supérieure-identifiés doués (n=13); le deuxième, d'habileté-supérieure-non-identifiés doués (n=11);et le troisième, d'habilité- moyenne (n=15). Chaque trois scénarios d'aventure à l'aide de SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Ecriture) pendant trois sessions de trente minutes pour une durée d'observation de deux semaines. Les résultats indiquent que les trois groupes de sujets ne diffèrent pas de façon significative sur les deux niveaux de techniques de planification stratégique. Ces données suggèrent que le niveau d'habileté ne serait pas une variable déterminante dans la résolution de problème avancé de techniques de planification stratégique impliquerait d'autres variables qu-il reste ci explorer.

p. 87 missing from manuscript.

Persons with intellectual disability have been found to perform more poorly on tasks, demanding the use of executive functions like planning, than their peers. This study investigated difficulties with planning, and how problems with planning ability can be supported by using cognitive artifacts to help performance on activities in everyday life, for adolescents with intellectual disability. The approach taken is one of situated cognition, where the natural environment plays a big role, to see if the same difficulties arise as results from traditional research has shown. The traditional view focuses a lot on executive functions, and experimental studies in controlled settings and often suggests interventions and practice of certain functions to get better abilities. Another way is to focus on the use of cognitive artifact, to support problematic abilities, and to get a well-rounded understanding of how the problems actually appear in everyday life, the alternative view of situated cognition is a way to go. The data was gathered through interviews and surveys with the individual’s parents and analyzed through categorization and a repeated measures ANOVA, with a bonferroni corrected post hoc test. Results show several problematic areas, and that there is a difference in how problematic these areas are estimated to be when it comes to planning in everyday situations. It is discussed how the natural contexts helps knowing what planning really means for the group, as well as how it can help finding properties in cognitive artifacts that can help raise the level of independence in planning related tasks.

Persons with intellectual disability have been found to perform more poorly on tasks, demanding the use of executive functions like planning, than their peers. This study investigated difficulties with planning, and how problems with planning ability can be supported by using cognitive artifacts to help performance on activities in everyday life, for adolescents with intellectual disability. The approach taken is one of situated cognition, where the natural environment plays a big role, to see if the same difficulties arise as results from traditional research has shown. The traditional view focuses a lot on executive functions, and experimental studies in controlled settings and often suggests interventions and practice of certain functions to get better abilities. Another way is to focus on the use of cognitive artifact, to support problematic abilities, and to get a well-rounded understanding of how the problems actually appear in everyday life, the alternative view of situated cognition is a way to go. The data was gathered through interviews and surveys with the individual’s parents and analyzed through categorization and a repeated measures ANOVA, with a bonferroni corrected post hoc test. Results show several problematic areas, and that there is a difference in how problematic these areas are estimated to be when it comes to planning in everyday situations. It is discussed how the natural contexts helps knowing what planning really means for the group, as well as how it can help finding properties in cognitive artifacts that can help raise the level of independence in planning related tasks.

The work is based on the theoretical and empirical analyses of the correlation between the social intelligence and the accentuation of personality traits made by Russian and foreign researchers. The scientific work has ongoing practical importance for the adolescence issue studies in order to form the personality of a teenager and build a solid capacity to show relevant reactions to the multitude of the influential factors (internal and external) that lead to successful adaptation and socialization in the community. There were examined models and indices of the social intelligence (social flexibility, empathy, assertion, self-control and etc.) and were illuminated the classification types of the accentuation and specification of personality traits. 74 schoolchildren (42 girls and 32 boys) at the age of 13-14 were tested using the M. O'Sullivan and J. P. Guilford Social Intelligence Test (adapted by E.S. Mihailova) and by the modify questionary on the accentuation types of personality traits in adolescents (modification of the diagnostician psychopathy questionary by A.Y. Lichko). For the statistical analysis were used t-distribution, Kruskal–Wallis one-way analysis of variance, chi-squared distribution. The types of accentuations were examine, having in mind the social intelligence development level, in the mixed group of the teenagers as well as in groups divided by sex. The outcomes of the research can be used as a framework for psycho-social capacity-building projects, disorder treatment programs, and as an informational source to form the recommendations for the teachers and parents in order to reduce number of conflicts and minimize their effects in the school and families of the teenagers. / В исследовании проведен анализ теоретических и эмпирических исследований по проблеме взаимосвязи социального интеллекта и акцентуации характера по данным зарубежных и отечественных источников. Обоснована актуальность и практическая значимость данной проблемы для подросткового возраста как значимого для формирования личности в условиях влияния на подростка множества факторов (внешних и внутренних) когда необходимо научиться адекватно выстраивать свое поведение с учетом этих факторов с целью успешной социализации и адаптации в обществе. Рассмотрены модели и индикаторы социального интеллекта социальная пластичность, эмпатия, самооценка, саморегуляция и т.д.), а также существующие классификации акцентуаций характера. и присущие разным типам поведенческие особенности. Приведены результаты исследования подростков 13-14 лет (74 учащихся, из них – 42 девочки, 32 мальчика) по методикам социального интеллекта Дж. Гилфорда и М. Салливана (адаптация Е. С. Михайловой) и модифицированного опросника идентификации типов акцентуации характера у подростков (модификация патохарактерологического диагностического опросника А. Е. Личко). Для статистической обработки данных использовались t – критерий Стьюдента, критерий Краскела-Уоллеса, Хи-квадрат Пирсона. Проанализированы типы акцентуаций с точки зрения уровня выраженности социального интеллекта в группе подростков в целом, а также отдельно в группах девочек и мальчиков. Полученные данные могут служить основой для разработки программ социально-психологического тренинга, коррекционной программы, а также рекомендаций учителям и родителям с целью минимизировать конфликты и их последствия в школе и семьях подростков.