This study investigated the ability-related differences in planning skill on a sociocultural task, as well as the performance impact of working with a peer. Shopping routes through a model grocery store were planned by 30 average-ability and 20 high-ability preschool children. All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a sane-ability peer, or with a peer of different ability.
Data were analyzed With a series of multivariate analyses of variance (MANOVA) with a within-subjects factor representing the measure of planning skill across Lists 2, 3, and 4. Results indicated that preschool-aged children did not differ in planning skill on the basis of cognitive ability. In addition, high-ability preschoolers performed equally we1l when working alone, with a peer of One ability, or with a peer of less ability.
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