Abstract
The purpose of this study was to examine the effects of subjects' self-instruction and experimenter-instruction on the slow line-drawing of reflective and impulsive preschool children. Ninety-six reflective-impulsive preschoolers (5 years of age) were assigned to four experimental conditions: self-instruction group, yoked experimenter-instruction group (the number of instructions was yoked to self-instruction group), single experimenter-instruction group and no treatment control group. The experimental design consisted of 2 cognitive styles (R and I)×4 experimental conditions (SI, YEI, SEI and D)×2 sessions (Pre and Post). The followings were main results. 1) "Slowly" instruction prolonged line-drawing time in all instruction groups, and yoked experimenter-instruction was more effective than subject self-instruction at this age. 2) Reflectives showed more prolonged line-drawing time than impulsives. 3) There were no significant differences in the number of self-instructon between reflectives and impulsives. But the number of self-instruction was correlated with line-drawing time in only reflective preschoolers. 4) Impulsives showed more line-drawing errors than reflectives in the pretest. 5) "Slowly" instruction had no significant effect on error change. More research on the functional mechanism of self-instructional technique should be needed. And the effect of age factor in self-instructional technique was discussed.
