Learner Resource 3
Cognitive development and education (cognitive): Key research activity – Wood et al (1976)
This activity is based on Wood et al’s research into ‘The role of tutoring in problem solving.’[1]
Main finding / Age group result was found in (3,4 or 5)Children produced a larger number of correct constructions whereby they put self made pieces of puzzle together correctly.
75% acts of correct pair construction to make a correct pyramid.
50% acts of correct pair construction to make a correct pyramid.
10% acts of correct pair construction to make a correct pyramid.
No one in this age group could put four blocks together correctly.
Children in this age group could put four blocks together correctly at least once.
These children frequently (median of seven times) picked up matching pieces for construction without previously trying them out.
These children picked up matching pieces for construction without previously trying them out an average of three times.
These children picked up matching pieces for construction without previously trying them out an average of less than one times.
These children took apart as many constructions as they put together.
Using the main results outlined below, match each result to whether it was found in 3, 4 or 5 year olds.
Version 11© OCR 2016
Child Psychology
Main finding / Age group result was found in (3,4 or 5)When these children disassembled a correct construction they put it back together again two-thirds of the time without intervention from the tutor.
These two age groups were both able to identify the difference between acceptable constructions and those inappropriately constructed.
The proportion of unassisted constructions was 64.5%.
The proportion of unassisted constructions was 79.3%.
The proportion of unassisted constructions was 87.5%.
The median instances of constructions that were aided by the tutor were nine construction pieces.
The median instances of constructions that were aided by the tutor were 6.5 construction pieces.
The median instances of constructions that were aided by the tutor were three construction pieces.
This age group were more likely to ignore the tutor’s suggestions.
This age group were more likely to accept the tutor’s suggestions.
Children in this age group had more direct interventions of the tutor showing them how to do the task.
This age group had the most total verbal interventions from the tutor.
Version 11© OCR 2016
Child Psychology
[1]Wood, D., Bruner, J.S. and Ross, G. (1976) The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, (2), 89–100.