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We investigated the effects of self-regulated strategy instruction on the ability of four elementary-school students with mild handicaps (2 with learning disabilities [LD] and 2 with mild mental retardation [MMR]) to perform 4 types of addition and subtraction word problems. We used a multiple baseline design and a self-instructional strategy to address story problem solving. Results indicated that the strategy was effective in increasing the number of correctly solved word problems. Gains were maintained across a 6 and 8 week follow-up check. The study supports previous research indicating that cognitive strategies are effective for students with LD and suggests that cognitive strategies are appropriate for students with MMR. 相似文献
123.
Nirbhay N. Singh Ph.D. Donald P. Oswald Ph.D. Cynthia R. Ellis M.D. Subhashni D. Singh 《Journal of Behavioral Education》1995,5(1):77-91
Three adults with profound mental retardation and very limited reading skills were transitioned to community living after spending more than 20 years in a residential facility. Community-based instruction was used to teach them to independently prepare meals. Directed rehearsal and prompting procedures were used to teach them those meal preparation skills that they were unable to perform independently. We present assessment, training and followup data on the preparation of a dessert by the three participants. Following an assessment on the steps needed to prepare the dessert, training was introduced in a multiple baseline across subjects design. Results showed that the participants were able to independently prepare the dessert in up to 21 pre-training and training sessions. Monthly followup for six months showed that they were able to independently prepare the dessert in various community settings of their choice. 相似文献
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Six experiments, each with 5 human adults, were conducted to investigate the determinants of human performance on multiple concurrent variable-interval schedules. A two-key procedure was employed in which subjects' key presses produced points exchangeable for money. Variables manipulated across experiments were (a) changeover delay (Experiments 2, 4, and 6), (b) ordinal cues related to scheduled reinforcement frequencies (Experiments 3 and 4), and (c) instructions describing the ordinal relations between schedule-correlated stimuli and scheduled reinforcement frequency (Experiments 5 and 6). The performances of only 13 of the 30 subjects could be described by the generalized matching equation and were within a range of values typical of those reported in the animal literature. Eight subjects showed indifference, 9 undermatched, 7 approximated matching, 3 overmatched, and a further 3 responded exclusively to the richer component of the concurrent schedules. These differing modes of responding were closely related to the different types of performance rules reported by subjects in postexperimental questionnaires. The results are in good agreement with those from studies of human performance on single schedules, suggesting that rule-governed behavior, in interaction with contingencies, may be an important determinant of human choice. 相似文献
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Magali Ginet Olivier Dodier Brigitte Bardin Michel Désert Catherine Greffeuille Fanny Verkampt 《The Journal of general psychology》2013,140(4):313-341
The two present studies examined the influence of perspective instructions given during encoding and retrieval on the recall of a visual event. Participants viewed slides or a film depicting a day in the life of a man. Before viewing the to-be-remembered event, they were instructed to adopt the perspective of an alcoholic vs. an unemployed man vs. no perspective (Experiment 1), or of an unemployed man vs. no perspective (Experiment 2). Participants in the first study were interviewed twice, with the second recall being preceded by either a change perspective instruction or without any specific instruction. In the second study, participants were interviewed using either a cognitive interview (CI) or a CI without the change perspective instruction. Results showed that adopting a perspective during encoding impaired recall performance and failed to demonstrate a significant benefit of the change perspective instruction. The theoretical and practical implications of these results are discussed. 相似文献
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Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names. 相似文献
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