6 YEARS IN THE COGNITION AND METACOGNITIVE LIFE OF 71 FAMILIES

Seventy-one families from a low socio-economic background, each with a son at risk of developing psychosocial problems at the onset of the s tudy, were observed three times over a six-year period while solving a combinatorial task presented on a microcomputer. The permutations tas k was used to gather information with regard to cognitive functioning and cognitive self-regulation of the families, which were observed as a developmental unit. Cognitive functioning was assessed according to three variables: cognitive strategies, performance, and completion of the task. Six self-regulatory activities were assessed: task definitio n, planning, supervision, evaluation, parental support, and sharing of responsibilities. Although inefficient strategies were mainly used ac ross the six years, the cognitive level of functioning improved over t he years. Cognitive self-regulatory activities most often used across time were supervision and parental support. Differences were observed in the three time periods for supervision, task definition, parental s upport, and individual involvement. Results indicated a link between c ognitive strategies used by the families to solve the task and their s elf-regulatory activities. Results are interpreted within both the Pia getian and Vygotskian perspectives. Families' cognitive self-regulator y activities observed in this study are an example of parental disenga gement and children's growing involvement in a joint activity.