A Sequenced Questioning Paradigm as a General Facilitator of Preschoolers' Associative Fluency

Abstract

To investigate the extent to which free play vs a sequenced questioning paradigm were general facilitators of preschoolers' associative fluency 36 children (15 girls and 21 boys, M_age. = 52.52 mo.; SD = 9.197 mo.) were randomly assigned to one of three conditions, free play, questioning, or control. In the first two conditions children interacted with two conventional objects, randomly chosen from a set of four. Children in all conditions were asked to articulate novel uses for conventional objects they had not interacted with during their respective treatments. The condition significantly affected creative responses. Responses in the questioning condition were significantly greater than in the other conditions; there was no significant difference between play and control conditions.