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101.
Jessica L. Paranczak Joseph M. Lambert Jennifer R. Ledford Bailey A. Copeland M. Janey Macdonald 《Journal of applied behavior analysis》2024,57(2):408-425
Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning for most verbally competent humans. Four children (ages 5–8) participated in this project. In Study 1, we provided decontextualized discrete trial teaching to establish arbitrary relations between colors, pictures of characters, and researcher motor actions. All participants engaged in derivative responding, providing evidence of relational framing. Subsequently, we demonstrated that, with no additional instruction, these derivatives contributed to effective action within a socially valid context (i.e., Candyland gameplay). Study 2 extended the demonstration by teaching frames of opposition. Following teaching, all participants engaged in novel and contextually appropriate responding that entailed the derivation of both coordination and opposition between untrained stimuli. This outcome demonstrates how teaching simple relations can result in learning that manifests at higher levels of complexity (i.e., relational networking), providing some evidence that there can be socially valid benefits to decontextualized discrete trial instruction. 相似文献
102.
BackgroundFundamental for the development of the driving and road use skills of the young driver is learning to drive through driving instruction and, in graduated driver licensing programs such as in Australia, driving supervision. In Queensland young drivers are required to log a minimum of 100 h supervised practice, with recent research revealing that parents provide most of this supervision. Queensland also offers young drivers a 10-h 3-for-1 bonus for professional driving instruction, such that one hour of professional instruction can be logged as three hours of practice, to a maximum of 30 logbook hours. Recent research efforts have begun to provide insight into the nature of the verbal instruction of both parents and professional instructors, and into the nonverbal communication between parents and learners. However nothing is known regarding the nonverbal communication between professional instructors and learners.MethodTen learner lessons (five male learners) with four professional instructors (four males) were captured via GoPro cameras. The nonverbal communication during the first, middle, and last 10 min of each lesson was coded as being posture and body orientation, gestures, facial expressions, proximity, humour, and eye contact, within the context of the accompanying verbal communication according to the value of (a) eager, or (b) cautious; the valence of (a) neutral, (b) positive, or (c) negative; and the purpose of (a) rapport, or (b) communication.ResultsOverall, posture and body orientation was the most common mechanism of nonverbal communication, while facial expressions and proximity were the least common mechanisms of nonverbal communication. In general the beginning, the middle, and the end of the lessons were characterised by a plethora of neutral, cautious interactions, and positive, eager interactions. However it is noteworthy that the rates at which learners and instructors engaged in these behaviours were found to change across the lesson. Specifically learners actively communication nonverbally through mechanisms such as eye contact, facial expressions and humour, while instructors appeared to manage building rapport and communicating safe vehicle and road use through nonverbal communication such as gestures, facial expressions and posture and body orientation, summarised in a model comprising a continuum of instruction.DiscussionWhile nonverbal communication is fundamental for effective verbal communication, and on occasion can replace verbal communication, and as such the professional – and the parental – driving lesson should optimise the use of nonverbal communication, at this time the optimal nature of nonverbal communication remains unknown. In addition, optimal verbal and nonverbal communication specifically suited to the driving context which involves a dynamic environment outside the vehicle, and at times a dynamic environment inside the vehicle, remains yet to be identified. The research findings provide unique insight into the nature of the nonverbal communication used by both learner drivers and professional driving instructors, in addition to the continuum of instruction model. As such, the findings provide a solid foundation for future research into, and guidance regarding, optimising the learner driving lesson. 相似文献
103.
We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than in the no-game condition. 相似文献
104.
Hicks SC Bethune KS Wood CL Cooke NL Mims PJ 《Journal of applied behavior analysis》2011,44(3):675-679
Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed. 相似文献
105.
Daniel M. Fienup Daniel P. Covey Thomas S. Critchfield 《Journal of applied behavior analysis》2010,43(1):19-33
Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence‐based instruction was used to teach college students facts regarding brain anatomy and function. The instruction involved creating two classes of stimuli that students understood as being related. Because the two classes shared a common member, they spontaneously merged, thereby increasing the yield of emergent relations. Overall, students mastered more than twice as many facts as were explicitly taught, thus demonstrating the potential of equivalence‐based instruction to reduce the amount of student investment that is required to master advanced academic topics. 相似文献
106.
Programmed Instruction: Construction Responding, Discrimination Responding, and Highlighted Keywords
Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials; those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The materials requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding; nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this showed no benefit of overt responding in terms of efficiency. 相似文献
107.
Briana Hautau Haley C. Turner Erin Carroll Kathryn Jaspers Katy Krohn Megan Parker Robert L. Williams 《Journal of Behavioral Education》2006,15(3):170-180
Students (N=153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-random-credit section achieved significantly higher ratings on the writing activities than did a writing-for-no-credit section. The writing-for-random-credit section also obtained significantly higher correlations between the writing ratings and scores on multiple-choice exam items related to the conceptual pairs (r=.74) and on total exam scores (r=.78) than did the writing-for-no-credit section (rs=.45 and .43, respectively). Finally, the writing-for-random-credit condition produced significantly higher scores on exam items related to the conceptual pairs than did the oral-discussion-only condition. Plus, effect-size comparisons showed weak to medium differences between exam scores under the writing-for-random-credit and the writing-for-no-credit condition. 相似文献
108.
研究以100名中学生为被试,进行了学习成绩抱负水平指导的实验。研究采用集体指导和个别谈话的方式,配以强化问卷,经过半年的实证研究,发现指导中学生设置恰当的学习成绩抱负水平,可以促进其学习成功感的提高。研究表明,可以采取适当的方法,发挥学习成绩(分数)(抱负水平)的积极作用。 相似文献
109.
Heather A. Knauer Patricia Kariger Pamela Jakiela Owen Ozier Lia C.H. Fernald 《Developmental science》2019,22(5)
In many low‐ and middle‐income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country's official language(s). Thus, assessments of children before school age, conducted in a nation's official language, may not fully reflect a child's development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language of assessment, we adapted and validated instruments to measure developmental outcomes, including expressive and receptive vocabulary. We assessed 505 2‐to‐6‐year‐old children in rural communities in Western Kenya with comparable vocabulary tests in three languages: Luo (the local language or mother tongue), Swahili, and English (official languages) at two time points, 5–6 weeks apart, between September 2015 and October 2016. Younger children responded to the expressive vocabulary measure exclusively in Luo (44%–59% of 2‐to‐4‐year‐olds) much more frequently than did older children (20%–21% of 5‐to‐6‐year‐olds). Baseline receptive vocabulary scores in Luo (β = 0.26, SE = 0.05, p < 0.001) and Swahili (β = 0.10, SE = 0.05, p = 0.032) were strongly associated with receptive vocabulary in English at follow‐up, even after controlling for English vocabulary at baseline. Parental Luo literacy at baseline (β = 0.11, SE = 0.05, p = 0.045) was associated with child English vocabulary at follow‐up, while parental English literacy at baseline was not. Our findings suggest that multilingual testing is essential to understanding the developmental environment and cognitive growth of multilingual children. 相似文献
110.
We investigated whether seductive details (i.e., interesting but irrelevant adjuncts) are harmful to learning only when students (mistakenly) think that they are relevant. We therefore conducted a study in which participants (N = 86) learned either without seductive details (control condition) or with seductive details—in the latter case with or without being informed about the seductive details' irrelevance. In line with our hypotheses, only participants who were not informed about the irrelevance of seductive details revealed worse learning outcomes than those in the control condition, thereby revealing a seductive details effect. Extraneous cognitive load, but not perceived time pressure, mediated the negative effects of being uninformed about the irrelevance of seductive details on learning outcomes. Taken together, our results suggest that the perceived relevance of seductive details is a boundary condition of the seductive details effect. 相似文献