INTERPERSONAL PROBLEM-SOLVING, EXTERNALIZING BEHAVIOR, AND SOCIAL COMPETENCE IN PRESCHOOLERS - A KNOWLEDGE-PERFORMANCE DISCREPANCY

A modified interpersonal problem-solving paradigm was developed to dis criminate between response access/production and response availability in preschoolers. Examination of the sequence of preschoolers' solutio ns to hypothetical interpersonal dilemmas revealed increased competenc e in response to directive probes, suggesting that children possessed knowledge about prosocial problem solving that was not reflected in th eir spontaneous behavior. Similar patterns emerged in nonsymptomatic y oungsters and those with externalizing behavior problems, but the latt er group showed overall deficits. Social problem-solving styles predic ted teacher ratings of children's behavioral and social adjustment. Co nceptual, methodological, and applied implications of the findings are discussed.