| Summary: | The present study explored the effect of nonhuman's external regulation on children's natural development of self-regulation and the effect of each natural developed class on children's spontaneous thinking aloud and satisfaction. The Aginian's methodology (Agina et al.; 2011a) that relied on special computer agents for the external regulation, measuring self-regulation and children's satisfaction, and producing the final results in points was used with 40 preschool children, which were divided into classes based on their natural development of self-regulation during learning tasks. The results showed that children who followed Piagetian's view were outperforming children who followed Vygotskyian's view and Aginian's view, which is a new psychological view generated by computer indicates that the child either followed unknown class of self-regulation's natural development or the child holds an ambiguous psychological problem. The results also showed that the relationship between children's spontaneous thinking aloud and children's self-regulation is a reverse. The supplemental analysis showed that computer, as a nonhuman external regulator, can identify those children who hold psychological problems and can integrate the net signed of self-regulation of each child at each task through embedding the mathematics integration where the computer becomes fully conscious with all the occurrences of children's behavioral regulation. © 2011 Elsevier Ltd. All rights reserved.
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