The production of memory-monitoring behaviors was investigated on two occasions, 1 yr. apart, for 9- and 10-yr.-old children and their parents. A structured block-design task was used to elicit verbal and nonverbal problem-solving strategies from children and their parents during dyadic interactions. Based on Vygotsky's zone of proximal development, it was proposed that children acquire more sophisticated cognitive skills through social interaction. Results support this view in that with experience, children and parents used fewer overt memory-monitoring strategies in problem solving.
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