Effect of metaphorical verbal instruction on modeling of sequential dance skills by young children.
Metaphorical verbal instruction was compared to specific verbal instruction about movement in the modeling of sequential dance skills by young children. Two groups of participants (Younger, mean age 5:3 yr., n = 30: Older, mean age 6:2 yr., n = 30) were randomly assigned to conditions in a 2 (sex) x 2 (age [Younger and Older]) x 3 (verbal instruction [Metaphorical, Movement-relevant, and None]) factorial design. Order scores were calculated for both performance and recognition tests, comprising five acquisition trials and two retention trials after 24 hr., respectively. Analysis of variance indicated that the group given metaphorical instruction performed better than the other two instructions for both younger and older children. The results suggest that metaphorical verbal instruction aids the recognition and performance of sequential dance skills in young children.
Sawada
Misako
M
Department of Human System Science, Graduate School of Decision Science and Technology, Tokyo Institute of Technology, Japan. msawada@o.cc.titech.ac.jp
Mori
Shiro
S
Ishii
Motonobu
M
D002648:Child; D002675:Child, Preschool; D003615:Dancing; D005260:Female; D006801:Humans; D007100:Imitative Behavior; D008297:Male; D019365:Metaphor; D011897:Random Allocation; D021641:Recognition, Psychology; D014705:Verbal Behavior