Objective: Previous research in children and adults has questioned the interchangeability of the Tower of Hanoi (ToH) and Tower of London (ToL) problem solving tasks. Non-essential administrative (e.g., modality, instructions) and structural (e.g., start/goal positions) differences between tasks have been cited as sources of non-shared variance in adult populations, but child studies have only addressed administrative differences. We hypothesized that, within a preschool population, equating both administrative and structural features of the tasks would replicate findings from adult studies of task equivalence. Method: A within-subjects design assessed child (N = 29; M age = 55 months) performance on the two Tower tasks, matched for administrative and structural features, as well as additional EF measures. Results: Analyses revealed approximately 44% shared variance between the Towers (r = .668, p < .001), increasing to 59% in children who had valid ending points on both Towers without quitting (r = .768, p <...

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