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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

The Effect of Games with Rules on Voluntary Regulation of 6—7-year-old Children

Savina E.A., Ph.D. in Philosophy, Department of General and Developmental Psychology, Orel State University named after I.S. Turgenev, Orel, Russia, savinaea@jmu.edu
Savenkova I.A., Ph.D. in Psychology, Department of General and Development Psychology, Orel State University named after I.S. Turgenev, Orel, Russia, savenkova57r@mail.ru
Shchekotikhina I.V., Lecturer, Department of General and Developmental Psychology, Orel State University named after I.S. Turgenev, Orel, Russia, ira_1305@mail.ru
Gul'yants A.M., School Psychologist, Lyceum № 32, Orel, Russia, janglll@rambler.ru
Abstract
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.

Keywords: games with rules, voluntary regulation, working memory, interference control

Column: Empirical Research

DOI: http://dx.doi.org/10.17759/chp.2017130406

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