title: The functional role of preschoolers' verbalizations in the generalization of self-instructional training.
abstract: We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.
authors.affiliation: University of Massachusetts Medical Center.
authors.forename: P G
authors.initials: PG
authors.lastname: Osnes
authors.forename: T F
authors.initials: TF
authors.lastname: Stokes