Children's acquisition of skill in performing a group task under two conditions group formation.

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Abstract
This study, related to earlier work by Mintz (see 25:8008), deals with the behavior which occurs when individuals must interact effectively with others in order to maximize their own goals. The major question investigated was whether effective interaction is facilitated more by experience with a variety of partners or by continued interaction with a stable group of partners. 4-child groups of 2nd-grade children were set the task of building a single tower of blocks, each child being rewarded for the number of his own blocks he placed on the tower within a short time interval. 8 groups had their initial experience with this task under conditions of periodic changes in the membership of the groups; another set of 8 groups were trained under constant-membership conditions. Then all groups were reconstituted, and a series of test trials conducted. The children who had been trained under conditions of stable group membership performed more effectively. The groups with constantly changing membership tended, more often than constant-membership group, to have high-scoring children who exercised coercive dominance over low-scoring children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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