Open AccessThe Effect of Games with Rules on Voluntary Regulation of 6—7-year-old Children
Author(s) -
Elena Savina,
И. А. Савенкова,
I.V. Shchekotikhina,
A.M. Gul'yants
Publication year - 2017
Publication title -
cultural-historical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.261
H-Index - 3
eISSN - 2224-8935
pISSN - 1816-5435
DOI - 10.17759/chp.2017130406
Subject(s) - task (project management) , control (management) , psychology , turnover , working memory , short term memory , term (time) , verbal memory , developmental psychology , cognitive psychology , interference theory , intervention (counseling) , cognition , computer science , artificial intelligence , engineering , physics , management , systems engineering , quantum mechanics , neuroscience , psychiatry , economics
This article discusses the results of experimental study aimed at investigating the effect of games with rules on voluntary regulation of preschool children. The following components of voluntary regulation were studied: short-term and working memory, verbal interference control, the ability to follow verbal instruction, and knowledge of rules of conduct. One hundred and twenty 6—7-year-old children participated in this study. After the intervention, children in experimental group improved their knowledge of rules of conduct, short-term memory for numbers, verbal interference, and the ability to follow verbal instruction when executing a visual-motor integration task. Children in the control group also improved their verbal interference ability and short-term memory for numbers and words. However, size effects were smaller than in the experimental group.
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