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This study examined the strategic use of questions to solve problems across early childhood. Participants (N = 54, 4-, 5-, and 6year-olds) engaged in two tasks: a novel problem-solving question task that required asking questions to an informant to determine which card in an array was located in a box and a cognitive flexibility task that required classifying stimuli by multiple dimensions. The results from the question task indicated that there were age differences in the types of questionsdoi:10.1016/j.jecp.2012.07.002 pmid:23044374 fatcat:nwhjbkssb5h45oryltf62v2lma