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Abstract
A lab study was conducted to test the effect of different kinds of instruction in copying tasks, which are considered to be a fundamental function in the area of psycho-motor skills. The study was organized as a two-way design with 24 eight-year-old Ss. The results showed that teacher instruction (both a demonstration of the required motion pattern and a verbal explanation of the same) tended to give the learner highest accuracy scores in copying performances involving two-dimensional figures. However, the copying performances of students rated as having good handwriting at school did not exceed the copying quality of those rated as poor handwriters. No interaction effects were found between the two independent variables, teacher instruction and handwriting skill, under investigation.
Notes
1. This project was supported by the Norwegian Research Council for Science and the Humanities. The experiment was performed in the Behavioral Cybernetics Laboratory, University of Wisconsin.
