EFFECTS OF “GAME” VERSUS “TEST” TASK DEFINITION FOR THIRD GRADE CHILDREN ON THREE SUBTESTS OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN<sup>1</sup>

Strang, Harold R.; Bridgeman, Brent; Carrico, Mary F.

doi:10.1111/j.1745-3984.1974.tb00982.x

Cited by 8 publications

(6 citation statements)

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“…Third graders, then, would be less influenced by the nature of the task or the way in which it was defined. The current results for the third grade students on the nonverbal tasks fail to replicate the findings of a previous study in which a game definition was found to facilitate performance (Strang, Bridgeman, & Carrico, 1974). In the previous experiment both task defining and administration were conducted by a sole experimenter, while in the current experiment each function was performed by a different experimenter.…”

Section: Resultscontrasting

confidence: 90%

“…SThis study was conducted one year after the Strang. Bridgeman, and Carrico (1974) study in the same two schools; no student who participated in the first experiment participated in the current study.…”

Section: Methodsmentioning

confidence: 99%

“…In a previous experiment (Strang, Bridgeman, & Carrico, 1974), defining three of the nonverbal subtests on the Wechsler Intelligence Scale for Children (WISC) as games or tests differentially affected performance of third-grade students on these scales. Specifically, students given game instructions scored significantly higher than students given test instructions.…”

mentioning

confidence: 98%

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“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC¹

Bridgeman

Strang

Buttram

1974

J Educational Measurement

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“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third‐ and sixth‐grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth‐grade level with test instructions yielding superior performance. Results at the third‐grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks.

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Section: Resultscontrasting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 98%

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“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC¹

Bridgeman

Strang

Buttram

1974

J Educational Measurement

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“…Evidence from two studies conducted in the 1970s provides conflicting conclusions about the effects of task instructions on children's performance, and the potential interactions between task instructions and task content. Strang, Bridgeman, and Carrico (1974) found that children in Grade 3 performed significantly better on three non‐verbal subtests of the Wechsler Intelligence Scale for Children (WISC; picture completion, picture arrangement, and object assembly) when told that they would be playing a game, compared to when told that they would be taking a test. However, as these three subtests all have game‐like elements (e.g., the use of cartoon pictures and puzzle pieces), the ‘game’ instructions may have conferred the performance benefits of regulatory fit.…”

Section: The Effect Of ‘Fun’ Instructions On Children's Cognitive Tasmentioning

confidence: 99%

The effects of funny and serious task content and expectations of fun versus importance on children's cognitive performance

Nguyen

Kemp

Want

2011

Australian Journal of Psychology

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This study investigated how children's performance on a cognitive task was influenced by funny and serious task content, and by fun or important instructions. Eighty-four children in Grades 1 and 5 performed two versions of a paired-associates word-learning task, which paired nonsense words with novel definitions and illustrations. All children completed a version in which the definitions and illustrations were funny, and a version in which they were not, with either fun or important instructions. Results revealed significantly better performance on the funny than on the serious version, but only when the funny version was presented first. There were no significant effects of task instructions. The findings confirm that making children's cognitive tasks funnier can enhance task performance. Although there were no effects of expectations as created by task instructions, the enhancing effect of funny content was influenced by children's expectations as created by their prior experience with the task.

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“…The effect of labels given to tests has been investigated by Strang, Bridgeman, and Carrico (1974) and Yamainoto and Dizney (1965). I n the first study, three subtests of the WISC were administered under two conditions ("game" and "test").…”

Section: Experimental Support For Training Test-taking Skillsmentioning

confidence: 99%

Training test-taking skills: A critical analysis

Fueyo

1977

Psychol. Schs.

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Children. as well as adults, can be handicapped when taking a Standardized test because of an unfamiliarity with the test format or with the requirements of the testing situation. This review presents a critical analysis of the skills required for test-taking, the training of test-taking skills, and the experimental evidence on the training. Based on the recommendations of psychologists such as Thorndike, Cronbach, and McClelland, practical classroom strategies for test-taking are discussed. Cautions on the pitfalls of training test-taking skills on questionable dimensions, such as on test item content, are also discussed. The review concludes with recommendations for a task-specific instructional unit which trains the necessary skills for test-taking to assure that the score on the test is an accurate measurement of the skill being assessed.Children, as well as adults, can be handicapped when taking a standardized test because of an unfamiliarity with the test format or with the requirements of the testing situation. Thorndike (1971) states the problem succinctly: ". . . performance on many types of tests is likely to be in some measure a function of the individual's ability to understand what he is supposed to do on the test" (p. 364). A critical analysis of the skills required for test-taking, the training of test-taking skills, and the experimental evidence on this training will be reviewed. Practical recommendations based on this analysis will follow. What Are Test-Taking Skills?Test ". . .assessments. . .are affected not only by the level and type of concept tested, but also by the many factors arising from the method of testing and the subject's facility in handling it. . ." (Vernon, 1962, p. 285). Staats (1971) adds that the behavioral skills of a child affect his test performance, and in fact the child's skill in taking tests is also a product of past learning. Although Vernon and Staats recognize that many factors and skills do influence test performance, identification of specific skills has been the work of others.Ebel (1965) has identified the essential test-taking skills which he feels are requisite in the testing situation. He has enumerated those skills and states them as cautions (e.g., One should be aware of the basis for scoring.) Masha Rudmon (Raspberry, 1974) has also identified important suggestions for children taking tests; for example, she advocates teaching children how to fill out the answer sheets. Millman, Bishop, and Ebel (1965) have identified two general categories of testtaking strategies : time-using and error-avoidance. Their recommendations (labeled "test-wiseness") are aimed a t helping the test-taker make the least number of careless errors and make the most efficient use of the allotted time (Mollenkopf, 1960). Training Test-Taking SkillsTraining the requisite skills for test-taking has been a topic for much discussion. Terman was emphasizing the necessity of securing the maximum attention 'Preparation of this review was a partial requirement for a Doctor of Philosophy Degr...

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EFFECTS OF “GAME” VERSUS “TEST” TASK DEFINITION FOR THIRD GRADE CHILDREN ON THREE SUBTESTS OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN¹

Cited by 8 publications

References 3 publications

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC¹

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC¹

The effects of funny and serious task content and expectations of fun versus importance on children's cognitive performance

Training test-taking skills: A critical analysis

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EFFECTS OF “GAME” VERSUS “TEST” TASK DEFINITION FOR THIRD GRADE CHILDREN ON THREE SUBTESTS OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN1

Cited by 8 publications

References 3 publications

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC1

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC1

The effects of funny and serious task content and expectations of fun versus importance on children's cognitive performance

Training test-taking skills: A critical analysis

Contact Info

Product

Resources

About

EFFECTS OF “GAME” VERSUS “TEST” TASK DEFINITION FOR THIRD GRADE CHILDREN ON THREE SUBTESTS OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN¹

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC¹

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC¹