Self-instruction training: A potential tool for school psychologists

Fish, Marian C.; Pervan, Rosetta

doi:10.1002/1520-6807(198501)22:1<83::aid-pits2310220117>3.0.co;2-t

Cited by 6 publications

(3 citation statements)

References 35 publications

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Section: Discussionmentioning

confidence: 99%

“…In the individual condition, the participant also repeats the instructions, and this action is inherently a form of instructing, namely, self-instructing or self-verbalization. Verbal self-instructing is an established psychological intervention tool [ 55 ], and has been shown to reduce task switching costs in children and older adults [ 56 ], improve verbal math [ 57 ], scientific problem-solving [ 58 ], enhance motor performance [ 59 ], increase attention in athletes [ 60 ] and increase attentional processing of task-relevant features [ 61 ]. Thus, by self-instructing the task set mappings of the irrelevant inducer task becomes relevant, and the instructor potentially processes the instructions and forms a preparatory representation of the mappings, resulting in the IBR effect.…”

Section: Discussionmentioning

confidence: 99%

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Instructing somebody else to act: motor co-representations in the instructor

Van der Biest,

Pedinoff,

Verbruggen

et al. 2024

R. Soc. Open Sci.

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Instructions enable humans to perform novel tasks quickly. This is achieved by creating and activating the instruction representation for upcoming tasks, which can then modulate ongoing task behaviour in an almost ‘reflexive’ manner, an effect called instruction-based reflexivity. While most research has focused on understanding how verbal instructions are represented within the ‘instructed’ (i.e. the person receiving instructions), here we focus on how the instructor's (i.e. the person giving instructions) behaviour is affected through instructing. In a series of three experiments and one pooled analysis, we extended the classical instruction-based reflexivity paradigm to a novel social variant in which the instructions are given by an instructor (rather than visual computer-generated instructions). We found an instruction-based reflexivity effect for the instructor, that is, the instructor's task performance was better on congruent compared to incongruent trials (i.e. Experiments 1 and 2, pooled analysis). This suggests that the instructor represents the instructions of the instructed in an action-oriented format. However, this did not depend on the specific task of the instructed (i.e. Experiment 1), nor is it exclusively social (i.e. Experiment 3).

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Instructing somebody else to act: motor co-representations in the instructor

Van der Biest,

Pedinoff,

Verbruggen

et al. 2024

R. Soc. Open Sci.

View full text Add to dashboard Cite

show abstract

“…Although research on the use of cognitive self-direction in education settings has been primarily limited to a focus on changing students' behaviors (Fish & Pervan, 1985), the principles and techniques have potential for improving the teaching-learning process by Manning is Associate Professor and Payne is Associate Professor, University of Georgia.…”

Section: Csd Research Basementioning

confidence: 99%

A Cognitive Self-Direction Model for Teacher Education

Manning¹,

Payne²

1989

Journal of Teacher Education

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The authors suggest a theory of cognitive self-direction (CSD) for teacher education that goes beyond the typical definition of teacher reflection. This theory is based on higher-order mental functioning, emphasizing cognitive awareness, proactive teaching, teacher-student interactions, and verbal self-regulation of teaching acts. CSD is translated into teacher education curriculum and methodology.ounin's research ( 1970) N~~ highlighted the importancẽ~~~ of teacher awareness of the complexities of teaching situations, which he termed &dquo;withitness. &dquo; Along the same lines, Good and Brophy (1984) state that teachers who self-monitor during teaching are more aware of these complexities. Implicit in their statements is an ongoing selfmonitoring that guides and directs teacher behavior. The emphasis is on proactive, deliberate teacher monitoring prior to teaching acts, not simply reactive reflection on a teaching act that has already occurred. Therefore, the intent of this paper is to describe the role of metacognitive monitoring and control activity in self-directed teaching. Self-directed teaching is defined as the use of verbal self-regulation to apply and control higher-order, strategic cognitive processes. For example, when teachers are confronted with complex classroom problems, they deliberately select and apply certain teaching practices that have been tested by cognitive monitoring and deemed successful.Good and Brophy (1984) continue by stating that one reason teachers are too often unaware of many classroom events is that they have not been trained to monitor and study their own behavior. We agree; and therefore, for the past five years, we have studied, applied, and evaluated teacher education curriculum and methods to teach preservice teachers to monitor their thought processes prior to teachinglearning interactions. A vital component in this monitoring is cognitive self-direction of teacher behavior. One of the parameters of cognitive self-direction is that it must occur prior to a teaching act. If the teacher cognition occurs along with or after teacher behaviors, a key component of the selfmonitoring process is missing. This idea of cognitive self-direction for teachers goes beyond teacher reflection when teachers cognitively react after the teaching situation has occurred. Instead, teachers are taught to cognitively direct their own teacher behavior prior to the teaching act. Cognitive self-direction (CSD) is made known to, modeled for, practiced by, and cued for prospective teachers. Through this teacher education model of cognitive self-direction, teachers come to understand that it is their own cognition that determines the quality of their instruction. They realize that their selfverbalizations serve as the guide for teacher activity. This realization addresses Good and Brophy's concern that teachers are unaware because they have not been trained to monitor and study their own behavior. Prior to our work, curriculum and procedures to train cognitive monitoring of teaching had not been c...

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Behavior Therapy and the Educative Process

Powers

Franks

1988

Handbook of Behavior Therapy in Education

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Self-instruction training: A potential tool for school psychologists

Cited by 6 publications

References 35 publications

Instructing somebody else to act: motor co-representations in the instructor

Instructing somebody else to act: motor co-representations in the instructor

A Cognitive Self-Direction Model for Teacher Education

Behavior Therapy and the Educative Process

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