ERIC Number: ED219162
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
The Effects of Verbal Self-Instructions on Children's Persistence Task Performance.
Tinsley, Virginia S.
The effectiveness of verbal strategies on children's performance of tasks requiring persistence was investigated among 36 male and female preschool children ranging in age from 4 years to 5 years, 5 months. Two tasks designed to measure persistence ability were sequentially presented to the children: one task required the child to drop wooden pegs, one at a time, into a large jar. The other task required the child to find and mark circles in an array of geometric figures. The tasks were performed under three different conditions: task-relevant self-instruction, task-irrelevant instruction, or no-instruction. In the task-relevant self-instruction condition children were asked to verbalize statements reflecting the task requirements. Children in the task-irrelevant condition were asked to generate statements about things they found pleasant to do. In the no-instruction condition, children were told only how to perform the tasks. It was hypothesized that task-irrelevant verbal plans would be effective in improving children's performance on both tasks. Results are discussed. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Verbal Self Instruction
Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (Baltimore, MD, April 15-18, 1982).