Effects of verbal-mediated modeling on concrete-operational reasoning for a sample of ESN children

Abstract

This experimental research study was designed to investigate the effects of verbal-mediated modeling presented in mass and spaced formats on transfer to a criterion-referenced paper/pencil test of concrete-operational reasoning. The relationships among reading comprehension, mathematical reasoning, language expression, and concrete-operational reasoning also were examined. Participants were pretested on concrete-operational reasoning using a paper/pencil method. They were randomly assigned to either a Mass, Spaced, or Control Group. The Mass group received 10 developmental tasks during one therapy session which were modeled in a verbal-mediated format. The Spaced group received these tasks in the same format, but the tasks were presented over a period of 5 days with two tasks per session. The Control group received practice in reading. A posttest on concrete-operational reasoning was then administered. The major findings of the study disclosed both descriptive and experimental data. From the descriptive data it was reported that the pretest had a reliability coefficient of .65. It was further concluded that no significant correlation existed between reading comprehension and concrete-operational reasoning, between mathematical reasoning and concrete-operational reasoning, or between language expression and concrete-operational reasoning. From an examination of the correct and incorrect responses on the pretest and posttest, it appeared that gains were clustered on items that investigated conservation directly. Analysis of the experimental data reported a significant interaction between groups on the pretest and posttest of concrete-operational reasoning. A follow-up of the simple effects of group membership revealed that there was not a significant difference between the Mass and Spaced groups on the pretest at the .05 level. On the posttest, the Spaced group differed significantly from the Control at the .05 level. A follow-up of the simple effects of repeated measures revealed significance from pretest to posttest for the Mass and Spaced groups at the .05 level, but no significant difference for the Control group from pretest to posttest at the .05 level. No significant difference between groups on verbal fluency was reported.