Effects of instructions on perceptual motor learning

Kaneo Nedate, Teru Toyokawa, Daihei Shirakawa

研究成果: Article

抄録

The purpose of the present study was to analyze effects of each factor of self -instructional training. Forty undergraduate students participated in the experiment. The task was mirror drawing in which subjects were required to trace figures quickly and accurately, referring to mirror images of pictures. Relative effects of factors of self-instructional training, i.e., external instruction, overt self-instruction, and covert self-instruction were examined. Measures taken were 1) speed and 2) accuracy in the task, 3) the standardized compound score which considered both speed and accuracy, and 4) the self efficacy score. Results indicated that external instruction was significantly better than any other conditions in speed and the standardized compound score. Neither overt self-instruction nor covert self-instruction indicated any significant effects. The limited effects of self-instruction when solely used, and the effectiveness of external instruction to strengthen subjects' motivation were discussed.

元の言語English
ページ(範囲)332-338
ページ数7
ジャーナルJapanese Journal of Educational Psychology
41
発行部数3
DOI
出版物ステータスPublished - 1993
外部発表Yes

Fingerprint

Ego
Self Efficacy
Motivation
Learning
Students
instruction
learning
self-efficacy
experiment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

これを引用

Effects of instructions on perceptual motor learning. / Nedate, Kaneo; Toyokawa, Teru; Shirakawa, Daihei.

:: Japanese Journal of Educational Psychology, 巻 41, 番号 3, 1993, p. 332-338.

研究成果: Article

Nedate, Kaneo ; Toyokawa, Teru ; Shirakawa, Daihei. / Effects of instructions on perceptual motor learning. :: Japanese Journal of Educational Psychology. 1993 ; 巻 41, 番号 3. pp. 332-338.
@article{fb0daed38cde48238fbe6aeb91d43509,
title = "Effects of instructions on perceptual motor learning",
abstract = "The purpose of the present study was to analyze effects of each factor of self -instructional training. Forty undergraduate students participated in the experiment. The task was mirror drawing in which subjects were required to trace figures quickly and accurately, referring to mirror images of pictures. Relative effects of factors of self-instructional training, i.e., external instruction, overt self-instruction, and covert self-instruction were examined. Measures taken were 1) speed and 2) accuracy in the task, 3) the standardized compound score which considered both speed and accuracy, and 4) the self efficacy score. Results indicated that external instruction was significantly better than any other conditions in speed and the standardized compound score. Neither overt self-instruction nor covert self-instruction indicated any significant effects. The limited effects of self-instruction when solely used, and the effectiveness of external instruction to strengthen subjects' motivation were discussed.",
keywords = "cognitive behavior therapy, external instruction, mirror drawing, self-instructional training, selfefficacy",
author = "Kaneo Nedate and Teru Toyokawa and Daihei Shirakawa",
year = "1993",
doi = "10.5926/jjep1953.41.3_332",
language = "English",
volume = "41",
pages = "332--338",
journal = "Japanese Journal of Educational Psychology",
issn = "0021-5015",
publisher = "Japanese Association of Educational Psychology",
number = "3",

}

TY - JOUR

T1 - Effects of instructions on perceptual motor learning

AU - Nedate, Kaneo

AU - Toyokawa, Teru

AU - Shirakawa, Daihei

PY - 1993

Y1 - 1993

N2 - The purpose of the present study was to analyze effects of each factor of self -instructional training. Forty undergraduate students participated in the experiment. The task was mirror drawing in which subjects were required to trace figures quickly and accurately, referring to mirror images of pictures. Relative effects of factors of self-instructional training, i.e., external instruction, overt self-instruction, and covert self-instruction were examined. Measures taken were 1) speed and 2) accuracy in the task, 3) the standardized compound score which considered both speed and accuracy, and 4) the self efficacy score. Results indicated that external instruction was significantly better than any other conditions in speed and the standardized compound score. Neither overt self-instruction nor covert self-instruction indicated any significant effects. The limited effects of self-instruction when solely used, and the effectiveness of external instruction to strengthen subjects' motivation were discussed.

AB - The purpose of the present study was to analyze effects of each factor of self -instructional training. Forty undergraduate students participated in the experiment. The task was mirror drawing in which subjects were required to trace figures quickly and accurately, referring to mirror images of pictures. Relative effects of factors of self-instructional training, i.e., external instruction, overt self-instruction, and covert self-instruction were examined. Measures taken were 1) speed and 2) accuracy in the task, 3) the standardized compound score which considered both speed and accuracy, and 4) the self efficacy score. Results indicated that external instruction was significantly better than any other conditions in speed and the standardized compound score. Neither overt self-instruction nor covert self-instruction indicated any significant effects. The limited effects of self-instruction when solely used, and the effectiveness of external instruction to strengthen subjects' motivation were discussed.

KW - cognitive behavior therapy

KW - external instruction

KW - mirror drawing

KW - self-instructional training

KW - selfefficacy

UR - http://www.scopus.com/inward/record.url?scp=85024273337&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85024273337&partnerID=8YFLogxK

U2 - 10.5926/jjep1953.41.3_332

DO - 10.5926/jjep1953.41.3_332

M3 - Article

AN - SCOPUS:85024273337

VL - 41

SP - 332

EP - 338

JO - Japanese Journal of Educational Psychology

JF - Japanese Journal of Educational Psychology

SN - 0021-5015

IS - 3

ER -