Verbal Self-Monitoring and Solution Flexibility in Rule Induction

This study examined developmental effects of verbalizing one's own solution processes while attempting the types of number-series completion items that appear on aptitude tests. In addition, the influence of alternating problem demands was assessed by comparing series presented randomly with series blocked according to solution rule. Sixty-four subjects from Grades 3 and 6 were assigned to four conditions according to self-verbalization requirements and presentation order. Older subjects solved significantly more items than younger ones. In addition, an interaction between age and verbalization condition indicated that older subjects correctly completed more series when required to self-verbalize, but younger subjects were impeded by self-verbalization. Effects of verbal self-monitoring appear to depend on an individual's level of verbal development and the nature of the task being attempted. Presentation order exerted no significant effect, possibly due to the small number of items per block and generous solution-time allowances.