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The role of tutoring in problem solving.

THIS PAPER is concerned with the nature of the tutorial process; the means whereby an adult or "expert" helps somebody who is less adult or less expert. Though its aim is general, it is expressed in terms of a particular task: a tutor seeks to teach children aged 3, 4 and 5 yr to build a particular three-dimensional structure that requires a degree of skill that is initially beyond them. It is the usual type of tutoring situation in which one member "knows the answer" and the other does not, rather like a "practical" in which only the instructor "knows how". The changing interaction of tutor and children provide our data. A great deal of early problem solving by the developing child is of this order. Although from the earliest months of life he is a "natural" problem solver in his own right (e.g. Bruner, 1973) it is often the ease that his efforts are assisted and fostered by others who are more skilful than he is (Kaye, 1970). Whether he is learning the procedures that constitute the skills of attending, communicating, manipulating objects, locomoting, or, indeed, a more effective problem solving procedure itself, there are usually others in attendance who help him on his way. Tutorial interactions are, in short, a crucial feature of infancy and childhood. Our species, moreover, appears to be the only one in which any "intentional" tutoring goes on (Bruner, 1972; Hinde, 1971). For although it is true that many of the higher primate species learn by observation of their elders (Hamburg, 1968; van Lawick-Goodall, 1968), there is no evidence that those elders do anything to instruct their charges in the performance of the skill in question. What distinguishes man as a species is not only his capacity for learning, but for teaching as well. It is the main aim of this paper to examine some of the major implications of this interactive, instructional relationship between the developing child and his elders for the study of skill acquisition and problem solving. The acquisition of skill in the human child can be fruitfully conceived as a hierarchical program in which component skills are combined into "higher skills" by appropriate orchestration to meet new, more complex task requirements (Bruner, 1973). The process is analogous to problem solving in which mastery of "lower order" or constituent problems in a sine qua non for success with a larger jjroblcm, each level influencing the other—as with reading where the deciphering of words makes possible the deciphering of sentences, and sentences then aid in the deciphering of particular words (F. Smith, 1971). Given persistent intention in the young learner, given a "lexicon" of constituent skills, the crucial task is often one of com-