The effects of self-verbalization on the performance of proficient and less proficient learners.
Item
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Title
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The effects of self-verbalization on the performance of proficient and less proficient learners.
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Identifier
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AAI9119664
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identifier
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9119664
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Creator
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Page, Leslie Kinstler.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1991
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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This study investigated how model verbalization and self-verbalization of strategies influenced 46 proficient and 43 less proficient six- to nine-year olds' performance on a difficult maze. Students in the first condition observed a model verbalize strategies and were then instructed to verbalize strategies themselves. Those in the second condition observed the model verbalizing but did not self-verbalize. Those in the third condition viewed a silent model and were instructed to self-verbalize while solving a posttest maze. In the fourth condition students viewed the silent model and did not self-verbalize. A control condition worked without viewing a model. Self-verbalization of strategies led to better performance at follow-up for the less proficient students. Proficient students who self-verbalized after observing a silent model showed diminished performance at follow-up. Paivio's (1971) dual coding theory is discussed in relation to the interference effect observed with the proficient learners.;Self-efficacy judgments were positively correlated with performance; however, they did not differ by treatment condition. This study also investigated whether a state orientation as defined by Kuhl (1981) is associated with less proficient performance. The state orientation scale did not distinguish proficient and less proficient learners.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
