Self-instructions: Effects of cognitive level and active rehearsal
Abstract
This research examined the effects of a self-instruction intervention on the relationship between cognitive level and conceptual tempo. Preoperational and concrete operational children received the Matching Familiar Figures Test prior to and after serving in either a no training control group, a content only control group, or a self-instruction group. Children in the content only control group received the same set of self-guiding strategy statements as those in the self-instruction group but without overt rehearsal of the statements. Cognitive level and conceptual tempo were strongly related; preoperational children tended to be classified as impulsive, concrete operational chidlren, as reflective. Although cognitive level predicted overall performance, with concrete operational children being more successful and more reflective than preoperational children, the influence of training was similar for both groups. On posttest, children in the self-instruction groups made more correct responses and were more reflective than children in the other two training groups. © 1981.
Publication Title
Journal of Experimental Child Psychology
Recommended Citation
Cohen, R., Schleser, R., & Meyers, A. (1981). Self-instructions: Effects of cognitive level and active rehearsal. Journal of Experimental Child Psychology, 32 (1), 65-76. https://doi.org/10.1016/0022-0965(81)90093-X
