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The Effect of Games with Rules on Voluntary Regulation of 6—7-year-old Children 1249
, PhD in Psychology, Associate Professor, Department of Graduate Psychology, James Madison University, Harrisonburg, USA, firstname.lastname@example.orgSavenkova I.A.
, PhD in Psychology, Department of General and Development Psychology, Orel State University named after I.S. Turgenev, Orel, Russia, email@example.comShchekotikhina I.V.
, Lecturer, Department of General and Developmental Psychology, Orel State University named after I.S. Turgenev, Orel, Russia, firstname.lastname@example.orgGul'yants A.M.
, School Psychologist, Lyceum № 32, Orel, Russia, email@example.com
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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