| Abstract: | The purpose of this investigation was to assess the effects on performance rate of simply writing the answers to mathematics problems versus verbalizing the problems before making a written response. The subject was an 11-yr-old boy whose response accuracy on mathematics problems was very erratic. Three experiments were conducted, each consisting of three phases. In each first phase, the subject was requested to write the answers to sets of mathematics problems. In the second, he was required to verbalize the problem before writing the answer. In the third phase, the subject was told to write the answer again without prior verbalization. The results indicated that the subject's correct answer rate increased and his error rate decreased as a result of his verbalizing the problems before making a written response. Results further revealed that in the final phase of each experiment, the return to the original conditions, his correct answer rate continued to increase. |
