Abstract
Two training methods (individual versus dyadic) were devised to improve children's performance on a mobile construction task. Forty eight subjects of similar cognitive levels were assigned to one of four training conditions involving opportunities for either individual or group practice, on materials which were either identical to or different from those used during the pretest. Subjects were given a pretest and immediate and delayed posttests consisting of the same mobile construction task used during the training. Posttest evaluations revealed improvement for both groups exposed to individual or group mobile training. However, only the performances of the children who organized the mobile hierarchically at the pretest improved significantly. Results are discussed in terms of opportunities for interpersonal coordination and prerequisites for profitful group interaction.
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