Este trabajo enfatiza la importancia de considerar y definir las características del contexto al estudiar la respuesta a problemas interpersonales hipotéticos. Para ello, se han comparado dos grupos de diferente edad (edad escolar y adolescencia). La elección de estrategias elaboradasy la estrecha relación entre tipo de problemas y tipo de estrategias de solución aparece claramente en el grupo de mayor edad (13–14 años) frente a un mayor uso de estrategias “unilaterales” y mayor diversificación en las respuestas de los niños de edad escolar (9–10 años).
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