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Subject Variables in Cognitive Self-Instructional Training.

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Title: Subject Variables in Cognitive Self-Instructional Training.
Language: English
Authors: Copeland, Anne P., Hammel, Robert
Peer Reviewed: N
Page Count: 26
Publication Date: 1980
Sponsoring Agency: Kent State Univ., OH.
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Age Differences, Attribution Theory, Children, Individual Characteristics, Learning Problems, Observation, Problem Solving, Psychoeducational Methods, Self Control, Verbal Ability, Verbal Learning
Assessment and Survey Identifiers: Frostig Developmental Test of Visual Perception, Matching Familiar Figures Test, Peabody Picture Vocabulary Test, Wechsler Intelligence Scale for Children
Abstract: Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of understanding the influence of subject characteristics in self-control studies, while often ignored in actual research, has been repeatedly advocated verbally. This paper presents a study designed to explore and confirm the relevance of subject characteristics such as language level, attribution of personal causality, and relationship with the therapist to CSI training outcome. In a treatment analogue study, 15 children received CSI training and 15 were in an attention control group. The children, aged 72 to 139 months, were from a non-clinical population attending a summer day camp. Each child participated in a subject measure assessment, pre- and post-training assessments, and two 20 minute training sessions. Training materials for both groups included tasks which varied in their similarity to the assessment measure. The CSI group improved more than the control group on Porteus Mazes; both groups improved over time on other measures. Cognitive maturity, personal attributions of causality, private speech, and therapist ratings were related for the CSI group to improvement on the Porteus Mazes but not the other measures. These same subject variables, especially the attribution measure, were related for the control group to all outcome measures. Prediction and detection of treatment versus practice effects are discussed. (Author/RH)
Entry Date: 1980
Accession Number: ED188775
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED188775
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PubType: Report
PubTypeId: report
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  Data: Subject Variables in Cognitive Self-Instructional Training.
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  Data: <searchLink fieldCode="AR" term="%22Copeland%2C+Anne+P%2E%22">Copeland, Anne P.</searchLink><br /><searchLink fieldCode="AR" term="%22Hammel%2C+Robert%22">Hammel, Robert</searchLink>
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  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1980
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  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Kent State Univ., OH.
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Psychoeducational+Methods%22">Psychoeducational Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Learning%22">Verbal Learning</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Frostig+Developmental+Test+of+Visual+Perception%22">Frostig Developmental Test of Visual Perception</searchLink><br /><searchLink fieldCode="SU" term="%22Matching+Familiar+Figures+Test%22">Matching Familiar Figures Test</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Intelligence+Scale+for+Children%22">Wechsler Intelligence Scale for Children</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of understanding the influence of subject characteristics in self-control studies, while often ignored in actual research, has been repeatedly advocated verbally. This paper presents a study designed to explore and confirm the relevance of subject characteristics such as language level, attribution of personal causality, and relationship with the therapist to CSI training outcome. In a treatment analogue study, 15 children received CSI training and 15 were in an attention control group. The children, aged 72 to 139 months, were from a non-clinical population attending a summer day camp. Each child participated in a subject measure assessment, pre- and post-training assessments, and two 20 minute training sessions. Training materials for both groups included tasks which varied in their similarity to the assessment measure. The CSI group improved more than the control group on Porteus Mazes; both groups improved over time on other measures. Cognitive maturity, personal attributions of causality, private speech, and therapist ratings were related for the CSI group to improvement on the Porteus Mazes but not the other measures. These same subject variables, especially the attribution measure, were related for the control group to all outcome measures. Prediction and detection of treatment versus practice effects are discussed. (Author/RH)
– Name: DateEntry
  Label: Entry Date
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  Data: 1980
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  Label: Accession Number
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  Data: ED188775
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Learning Problems
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Psychoeducational Methods
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Verbal Learning
        Type: general
      – SubjectFull: Frostig Developmental Test of Visual Perception
        Type: general
      – SubjectFull: Matching Familiar Figures Test
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
        Type: general
      – SubjectFull: Wechsler Intelligence Scale for Children
        Type: general
    Titles:
      – TitleFull: Subject Variables in Cognitive Self-Instructional Training.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Copeland, Anne P.
      – PersonEntity:
          Name:
            NameFull: Hammel, Robert
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      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1980
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