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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2013

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Department of Graduate Psychology

Abstract

The purpose of this study was to investigate the impact of instructing 7- and 8-year old children to plan their moves prior to beginning Tower of London (TOL) problems and the degree to which inhibitory control ability was related to performance on the TOL. Half of the sample received explicit instructions to plan their moves while half of the sample did not. The results indicate that the two groups of children do not differ significantly in their TOL performance. Thus, prompting children to use more efficient problem solving strategies may not result in improved problem solving ability. Contrary to previous research, performance on the inhibitory control task was not related to performance on the TOL. The findings challenge the idea that executive functions cannot be considered separate processes.

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Psychology Commons

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