Abstract
This study examined the functional relationship between self-verbalization and self-recorded behavior change in skills training of text interpreting. Two experiments were conducted in a simulated university lecture setting using single-subject design. Participants were eight undergraduate students. The main independent variable was the introduction of self-recording using a score sheet on accuracy. The performance measures were accuracy (percentage points of score sheet) and speed (typed letters per minute). Verbalization data were categorized into three types defined in pre-analysis. Experiment 1 showed that the increase in specific types of verbalizations corresponded closely to the increase in performance during self-recording. In experiment 2, participants were three of the students who showed less effect in the previous result. When prompt and praise were added to enhance effective rules production, their performance showed gradual increase. These results suggest the possibility that participants’ self-verbalization is one of the important factors in producing desirable effects of self-recording.
