Freund

Question 1

Aim

Answer 1

investigated the effcet of mother-child interaction on the child’s ability to problem solve

Question 2

Procedure

Answer 2

• Thirty 3 years olds and 30 5 year old were assigned in equal numbers to one of two condition: to either work with thei mother (interaction) or to practice alone and be given corrective feedback (feedback)
• task presented to all particpants was to sort miniature pieces of common household furniture and appliances into two to six rooms in a doll house
• materials included 36 pieces of teh miniature furniture and appliance repordctions found ina typical middle-class ome and six distractor items that would not be found ina typical house e.g a lamppost, a boat, a deer

Question 3

results

Answer 3

• children who interacted with their mother throughout the furniture- sorting task subsequently created more correct, adult-like groupings on their own than children who practived the take on their own and were shown the corret solution at teh end of eahc trial
• found that those who had previously worked with their mother (ZPD) showed the greatest imporvment compared with their first attempt at the task

Question 4

conclusion

Answer 4

-guided learning led to greater understanding/performance than working alone

Question 5

strength

Answer 5

• control of variables increased the internal validity of the study
• use of a control group allowed for comparisions to be made and helped to establish causality between guided learning and increased performance
• experiemnt is replicable, increasing the validity and reliability of teh findings

Question 6

limitations

Answer 6

• small sample size, decreasing the generaliziability of teh fidnigind
• the focus of the mother-child interaction is one-sided. the effect of the child’s behaviour on the mothers behaviour throughout the joint interaction session is never addressed
• the analysis of the mother-child interaction was short term decreasing validity