Date of Award

8-1985

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Galen Alessi

Second Advisor

Dr. Howard Farris

Third Advisor

Dr. Ron Hutchinson

Access Setting

Masters Thesis-Open Access

Abstract

This study assessed the effects of self-evaluation procedures on the rate and accuracy of alphabet letter writing. Three preschoolers served as subjects. During Phase I, students were given instructions, and the experimenter modeled accurate letter writing. During Phase II, instructions and modeling were again presented. Additionally, the students were given a rule statement that instructed them to use a stamper and a stamp pad to stamp their paper after first writing each of a row of four letters. The results indicated that the introduction of self-evaluation procedures was associated with immediate increases in frequency of attempts, but a decrease in accuracy. This effect, however, was not maintained across sessions. The results suggest that self-evaluation procedures alone may not be capable of consistently generating educationally significant rates of behavior.

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