ERIC Number: ED035447
Record Type: Non-Journal
Publication Date: 1968-Sep
Reference Count: N/A
Effect of Verbalization on Young Children's Learning of a Manipulative Skill.
Lombard, Avima; Stern, Carolyn
To determine the effect of verbalization on the acquisition of manipulative skills in young children, a puzzle-assembly experiment was designed. Each of 65 Head Start children between the ages of 47 and 58 months was randomly assigned to one of the four treatment groups: practice with verbalization (PV); practice with no verbalization (PNV); verbalization with no practice (VNP); and a control group. All children were pretested on the Peabody Picture Vocabulary Test, Goodenough Draw-a-Man Test, a simple puzzle assembly, the specific vocabulary from the task, and progressively more difficult puzzles. The PV group was taught puzzle assembly with a carefully sequenced program of puzzles and related vocabulary. The PNV group spent equal time with the same puzzles, but were not taught vocabulary. The VNP group read books that emphasized the special vocabulary but were not given puzzles. The control group spent an equal amount of time on a neutral task. PV and PNV groups showed high interest and similar, significant gains in puzzle-assembly skills. The VNP groups, however, regressed in performance and showed little interest. Verbalization and practice manipulation seemed to be important elements in improving puzzle-assembly skills. (MH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Los Angeles.