DEVELOPMENT OF INQUIRY BEHAVIOR IN CONCEPT-IDENTIFICATION

We studied inquiry behavior in concept identification in first-, fifth-, eighth-grade, and college students with problems involving eight four-letter strings. The task was to identify the correct string by asking questions related to either one letter or four letters that were answered by yes or no. Processing demands were manipulated by comparing (a) a condition in which letter strings were removed from view as feedback eliminated them as possible solutions with a condition in which strings remained in view and (b) problems that were structured so that relevant letter categories were easy to identify with problems that were not. Problem solving generally improved with age. First graders tended to ask questions that eliminated solutions one by one, whereas the older groups asked more informative questions. At the three upper grade levels, strategies for selecting queries were adapted to situations, with less demanding strategies being used when processing demands were higher.