Dyadic interaction in a logical reasoning problem requiring inclusion ability.

Abstract

This study involved a test of the hypothesis that dyadic performance is superior to the performance of children working alone because children in dyads are able to cooperatively coordinate their different perspectives. A novel task requiring inclusion reasoning was given to children 4--8 years old working in dyads and working alone. Dyadic performance was not superior and correct dyadic solution was frequently based on the incorrect child's compliance with the correct partner's judgment, a finding that is consistent with results of previous studies. Thus, the hypothesis was not supported because children working together did not do better than children working alone, and correct dyadic solutions were sometimes based on compliance rather than on cooperative coordination of perspectives.