EFFECT OF INTERACTION-MODEL ON PROBLEM-SO LVING BY CHILDREN, AGES 5-6

Children aged 5-6 years performed a problem-solving task designed to i nvestigate the source of cognitive gain observed after peer social int eraction. In a joint problem-solving context, pairs of subjects had to work by using a tool whose function was to facilitate and regulate th eir solving activity. The role of each partner in the dyads was establ ished by the experimenter in the ''socio-regulated interaction'' group but not in the ''free interaction'' group. A control group of single children was also included in the present study. The assumption was th at role allocation would facilitate semiotic mediation and lead to dif ferentiation in the solving activities. The ''free interaction group'' obtained the highest performance in the joint problem solving context , whereas a delayed post-test revealed that ''socio-regulated interact ion'' leads to the highest improvements in individual performance. The se findings are discussed with reference to the activity-regulation sy stems and the appropriation mechanisms of regulation.