RESUMO
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The aim of these paper was to evaluate the effect of three types of instructions (general, precise, and specific) on the performance of a problem solving task and its relation with verbal regulation using the Tower of London (TOL) as methodological tool. Participants (30 adults and 30 children) held a session of 24 trials of different complexity, carried out according to the number of movements required to reach the goal (4, 5 and 6). The results showed significant differences between children and adults in all dependent variables, acording on the number of movements required in trials. Although less strongly, differences were also observed as a result of the type of instruction to which the participants were exposed. The analysis of verbal reports served as indicators of the type of verbal regulation that mediated the performance. It is discussed the need to elaborate comparative studies that allow to systematically evaluate the types of verbal regulation deployed during problem solving tasks in participants of different ages
