The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks
Because of several analytical and methodological critiques on the findings and contexts of children's private speech (PS), self-regulation learning (SRL), and thinking aloud (TA), the present study was conducted to shed new light on the effect of the nonhuman's/computer's versus human...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Elsevier
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/51691 |
| _version_ | 1848758756004855808 |
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| author | Agina, A. Kommers, Petrus Steehouder, M. |
| author_facet | Agina, A. Kommers, Petrus Steehouder, M. |
| author_sort | Agina, A. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Because of several analytical and methodological critiques on the findings and contexts of children's private speech (PS), self-regulation learning (SRL), and thinking aloud (TA), the present study was conducted to shed new light on the effect of the nonhuman's/computer's versus human's/teacher's intervention (C-Condition versus T-Condition) on young children's speech use, SRL, and satisfaction during learning tasks. Four developmental measurements with novel criteria were used to measure: (1) speech analysis, (3) SRL as a function of task level selection, (3) SRL as a function of task precision, and (4) a friendly-chat questionnaire to measure children's satisfaction. Two types of intervention (enacted versus verbal encouragement) were applied through computer-based learning environment and investigated by forty preschool children divided by their teachers between the two conditions equivalently. It was hypothesized that children who acted alone (C-Condition) were more PS productive, manifested higher SRL, task performance, and satisfaction. The results confirmed the hypothesis with no significant differential effect of the gender on performance, showed that the injudicious use of encouragement hindered the children's regulation behavior, and proved that PS and TA elicitation were fully different. However, the results were not confirmed Vygotsky's view and simultaneously not fully inline with Piaget's view of self-regulation development. © 2010 Elsevier Ltd. All rights reserved. |
| first_indexed | 2025-11-14T09:49:02Z |
| format | Journal Article |
| id | curtin-20.500.11937-51691 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:49:02Z |
| publishDate | 2011 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-516912017-09-13T15:36:20Z The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks Agina, A. Kommers, Petrus Steehouder, M. Because of several analytical and methodological critiques on the findings and contexts of children's private speech (PS), self-regulation learning (SRL), and thinking aloud (TA), the present study was conducted to shed new light on the effect of the nonhuman's/computer's versus human's/teacher's intervention (C-Condition versus T-Condition) on young children's speech use, SRL, and satisfaction during learning tasks. Four developmental measurements with novel criteria were used to measure: (1) speech analysis, (3) SRL as a function of task level selection, (3) SRL as a function of task precision, and (4) a friendly-chat questionnaire to measure children's satisfaction. Two types of intervention (enacted versus verbal encouragement) were applied through computer-based learning environment and investigated by forty preschool children divided by their teachers between the two conditions equivalently. It was hypothesized that children who acted alone (C-Condition) were more PS productive, manifested higher SRL, task performance, and satisfaction. The results confirmed the hypothesis with no significant differential effect of the gender on performance, showed that the injudicious use of encouragement hindered the children's regulation behavior, and proved that PS and TA elicitation were fully different. However, the results were not confirmed Vygotsky's view and simultaneously not fully inline with Piaget's view of self-regulation development. © 2010 Elsevier Ltd. All rights reserved. 2011 Journal Article http://hdl.handle.net/20.500.11937/51691 10.1016/j.chb.2010.12.014 Elsevier restricted |
| spellingShingle | Agina, A. Kommers, Petrus Steehouder, M. The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| title | The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| title_full | The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| title_fullStr | The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| title_full_unstemmed | The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| title_short | The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| title_sort | effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks |
| url | http://hdl.handle.net/20.500.11937/51691 |