ERIC Number: ED062001
Record Type: RIE
Publication Date: 1971-Oct
Reference Count: 0
Overt and Covert Verbalization in Problem Solving.
Wilder, Larry; Harvey, Donald J.
This study explored the effects of overt and covert verbalization instructions on problem solving in high school subjects. A series of three-circle problems were administered to groups instructed to either (1) say a reason for each move they made (overt verbalization), (2) think of a reason for each move as if they were going to say it (covert verbalization), or (3) work the problems silently (control). Consistent with previous findings, subjects instructed to overtly verbalize were superior to control subjects on a transfer task requiring no overt verbalization. No significant differences, however, were observed between overt and covert verbalizers. This finding was interpreted to indicate that, in adults, covert verbalization can be as effective in mediating problem solving behavior as talking aloud. It was suggested that this may not hold true for children, however. (For related document, see PS 005 424.) (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: Covert Verbalization; Overt Verbalization
Note: Report from the Project on Variables and Processes in Cognitive Learning