The Effects of Exploration on Preschoolers’ Problem-Solving Ability

Megan P. Goodwin, Janet K. Sawyers, Kris Bailey

Research output: Contribution to journalArticlepeer-review


Specific contributions of exploration for divergent and convergent problem-solving ability in preschool children were investigated. Participants were identified as players or nonplayers based on naturalistic observations of free-play activities, and were assigned to either an exploration or nonexploration control condition prior to administration of two divergent and two convergent problem-solving tasks. No significant differences were found between the exploration and nonexploration groups on either divergent or convergent problem-solving tasks. Subjects in the exploration group, however, spent significantly less time in the related convergent problem-solving task than in the nonrelated convergent task. The player/nonplayer distinction was also nonsignificant.

Original languageEnglish
Pages (from-to)317-333
Number of pages17
JournalJournal of Genetic Psychology
Issue number3
StatePublished - Sep 1988


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