The effects of mnemonic verbalizations and formally stated rules on problem solving were investigated in the present study. Sixty eleventh-grade students each performed a computer problem-solving task (the game of NIM) in one of three treatment conditions, each comprising 20 subjects: (1) mnemonic verbalizations in which subjects were brought to verbalize mnemonic rules; (2) formal verbalizations in which subjects verbalized formal statements of rules; and (3) coached no-verbalizations condition in which subjects were orally coached in the use of the rules in detail but had no access to them for verbalization. Results indicated that (a) mnemonic verbalizations enhanced problem-solving better than a coached no-verbalizations strategy; (b) formal statements of rules were potentially more useful than a coached no-verbalizations strategy; (c) it took longer to solve problems with verbalizations than without them. / Source: Dissertation Abstracts International, Volume: 43-02, Section: A, page: 0398. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74751 |
| Contributors | BONGJOH, FELIX NSOM., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 288 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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