Self-instruction interventions with non-self-controlled children: Effects of discovery versus faded rehearsal
Abstract
48 non-self-controlled (Connors Teachers Rating Scale) 3rd and 4th graders were individually assessed on a prorated version of the WISC-R, the Matching Familiar Figures Test, a math test, and the Peabody Individual Achievement Test and assigned to self-instructional interventions. A directed discovery procedure was compared with task-specific faded rehearsal self-instructions, general problem-solving faded rehearsal self-instructions, and a didactic control group. Although Ss in the specific self-instruction group demonstrated significant gains on the task used during training (math problems), neither these Ss nor those in the didactic control group showed significant generalization of training effects. The broadest range of generalization was shown by Ss in the discovery training group. Results suggest the importance for generalization of teaching children a systematic method for generating and applying a problem-solving strategy. (5 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1983 American Psychological Association.
Publication Title
Journal of Consulting and Clinical Psychology
Recommended Citation
Schleser, R., Meyers, A., Cohen, R., & Thackwray, D. (1983). Self-instruction interventions with non-self-controlled children: Effects of discovery versus faded rehearsal. Journal of Consulting and Clinical Psychology, 51 (6), 942-944. https://doi.org/10.1037/0022-006X.51.6.942
