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dc.contributor.authorROSENBLUM, JUDITH BARBARA
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 44-06, Section: B, page: 1948.
dc.description.abstractThis study examined conditions under which children could succeed on tasks they previously failed. It focused upon how stimuli could be systematically altered to create conditions for success through a cueing procedure developed for a visual-motor task (Block Design Subtest of WISC). It was assumed that task-analysis is a valid approach for training.;Hypotheses were: (1) Experimental (E) group would differ from Control (C) group, after manipulation (cueing for E group, more time for C group), in that E group would successfully complete more designs before two consecutive failures, than C group. (2) Sex would have no influence on performance.;The procedure involved three phases, pretest, intervention, posttest phases. In pretest phase, 40 children, from upper middle class suburban school, between ages 8 and 10, who were of average intelligence, were divided into an E and a C group, with a matching procedure. In the intervention phase, E group was administered cues at points of failure, whereas C group was permitted to spend more time with failed designs. One week later, in posttest phase, E and C groups were retested.;E group showed greater improvement than C group, when comparing their performance in terms of individual gain between pretest and posttest. The greater increase in E group, between pre- and posttest condition was attributed to cueing intervention.;When success was redefined from an examination of amount of average gain across all subjects to presence or absence of success (direction), a seemingly different picture emerged. No significant difference in performance between E and C groups was found. However, a strong trend for improvement was present in E group. Also, by comparing average gains for E and C groups, it became apparent that those children who improved in E group, gained more than those in C group. Therefore, it is crucial that amount of change also be considered. When taking into account how much children improved, as well as direction, a significant difference in performance between E and C groups was found.;It was found that sex had no influence on rate of improvement.;Psychoeducational implications, limitations of the study and suggestions for future research were presented.
dc.publisherProQuest Dissertations & Theses

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