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This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent. 相似文献
138.
Wendy L. Morton William L. Heward Sheila R. Alber 《Journal of Behavioral Education》1998,8(3):321-335
We compared the effects of two self-correction procedures on the spelling performance of 5 elementary school students with learning disabilities. Previous studies consistently have demonstrated self-correction to be more effective than traditional approaches to spelling instruction. However, we could find no single-subject design experiments analyzing the procedural details of how or when self-correction should be conducted to be most effective. For 4 days each week students practiced a list of 20 spelling words by listening to an audiotape on which the weekly list was dictated and writing the words. For half of each week's words, students checked and self-corrected after attempting each word; for the other half of the list, the students self-corrected after attempting all 10 words. An alternating treatments design showed self-correction after each word to be more effective for acquisition of new spelling words as measured by end-of-the-week tests for all 5 students, and maintenance of previously studied spelling words as measured by 1-week maintenance tests for 4 of the 5 students. 相似文献
139.
成就目标对青少年成就动机和学业成就影响的研究 总被引:26,自引:0,他引:26
本研究在迈尔(Maehr)等人研究的基础上,考察了成就目标(任务目标和能力目标)与动机和学业成就之间的关系。结果表明,任务目标通过内部动机对学业成就产生积极的影响,能力目标通过外部动机对学业成就产生消极的影响。 相似文献
140.
Prepared by the Working Group on Research from the November 1995 Georgetown conference sponsored by the Association of Medical School Psychologists, this paper focuses upon the challenges for psychologists who wish to maintain active research programs in academic medical settings. Six specific strategies are offered that, if followed, would increase opportunities and visibility of psychological research programs both within academic medical settings and within society at large. 相似文献