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    The effect of the nonhuman external regulator's answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children's behavioral regulation during learning tasks

    Access Status
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    Authors
    Agina, A.
    Kommers, Petrus
    Steehouder, M.
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Agina, A. and Kommers, P. and Steehouder, M. 2011. The effect of the nonhuman external regulator's answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children's behavioral regulation during learning tasks, pp. 1710-1723.
    Source Title
    Computers in Human Behavior
    DOI
    10.1016/j.chb.2011.02.010
    ISSN
    0747-5632
    School
    School of Information Systems
    URI
    http://hdl.handle.net/20.500.11937/51649
    Collection
    • Curtin Research Publications
    Abstract

    The present study was conducted to shed a new light on the nonhuman's external regulation effect on children's behavioral regulation through investigating the effect of the computer's task feedback answer-until-correct (AUC) versus knowledge-of-result (KR) with 40 preschool children (boys/girls) divided into AUC-Condition versus KR-Condition. The Aginian's methodology (Agina, Kommers, & Steehouder, 2010) with the latest updates (Agina, Kommers, & Steehouder, 2011) was used, which involves an isolated, computer-based learning system with three different computer's agents for measuring self-regulation as a function of the task level selection, self-regulation as a function of task precision, and special agent for evaluating children's satisfaction. It was hypothesized that AUC-Condition will outperform KR-Condition in verbalization intensity, manifested self-regulation, and the degree of satisfaction. Despite the results were not confirmed the hypothesis, the results generated by the game were consistent with the statistical results in which this consistency increases, to a great extent, the reliability of the Aginian's measurements. However, both results were not confirmed Vygotsky's view or Piaget's view of self-regulation development as both concluded that thinking aloud and self-regulation have a reverse relationship and, therefore, thinking aloud, per se, can be used to explore the problems the children may not agree to talk about. © 2011 Elsevier Ltd. All rights reserved.

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