PRESCHOOLER PEER INTERACTION AND PERFORMA NCE ON DOISE SPATIAL TASK

Using Doise spatial task, this study examined the following three hypo theses about preschoolers' attainment of spatial skills: (1) A differe nt viewpoint promotes faster advancement through developmental levels of spatial skills than the same viewpoint. (2) An interaction partner with a different skill level, rather than the same level, promotes fas ter advancement. And (3) a socio-cognitive conflict with the partner p romotes faster advancement. To test these hypotheses, the method of Do ise and Mugny (1984) was used in Experiment 1. fn Experiment 2, the me thod was modified in several ways, most notably by pointing out acid c hanging the shape of the marker, and by decreasing the number of objec ts to be arranged. Results of the experiments supported Hypothesis 3, but not 1 or 2. It was concluded that socio-cognitive conflicts in pre schooler peer interaction contributed to children's development of spa tial skills.