Causing Students to Choose More Language Arts Work: Enhancing the Validity of the Additive Interspersal Procedure |
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Authors: | Sadonya?F?Meadows Email author" target="_blank">Christopher?H?SkinnerEmail author |
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Institution: | (1) The University of Tennessee, Tennessee;(2) University of Tennessee, College of EHHS, Claxton Complex A-518, Knoxville, TN, 37996-3452 |
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Abstract: | Research on the additive interspersal procedure was extended by exposing seventh-grade students to curricula-based (e.g.,
educationally valid) language arts assignments. In Experiment I, each student was given a control language arts assignment
containing 20 discrete target items and an experimental assignment containing 24 equivalent target items, plus eight interspersed
briefer items. After working on both assignments for 10 minutes, significantly more students chose a new experimental assignment
for homework. Individual analysis showed that 85% of the students preferred or chose the assignment associated with higher
discrete task completion rates. In Experiment II, students completed both assignments. Results extended previous research
by showing that even after expending more effort to complete the 20% more target items plus the additional interspersed items
on the experimental assignments, significantly more students chose an experimental assignment for homework. Applied and theoretical
implications are discussed along with limitations of the current study and directions for future research. |
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Keywords: | additive interspersal language arts assignment completion choice discrete task completion hypothesis |
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