Instructional Demonstrations are More Efficient Than Consequences Alone for Children with Naming.

IF 0.7 Q4 PSYCHOLOGY, MULTIDISCIPLINARY Analysis of Verbal Behavior Pub Date : 2018-05-07 eCollection Date: 2019-04-01 DOI:10.1007/s40616-018-0095-0
Kieva Hranchuk, R Douglas Greer, Jennifer Longano
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引用次数: 23

Abstract

Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming, they could. The present study was designed to compare the rate of learning reading and mathematics objectives in children who showed naming using IDLUs compared to standard learn units (SLUs) alone (comparable to three-term contingency trials). In Phase 1, a pre-screening phase, we demonstrated that four typically developing males, 3 to 4 years of age, had naming within their repertoire, meaning they were able to master the names of novel 2-D stimuli as both a listener and a speaker without explicit instruction. Using the same participants in Phase 2, we compared rates of learning under two instructional methods using a series of repeated AB designs where conditions (IDLUs versus SLUs) were counterbalanced across dyads and replicated across participants. The participants learned more than twice as fast under IDLU conditions and showed between 30% and 50% accuracy on the first presentation of a stimulus following a model. The IDLU condition was more efficient (fewer trials to criterion) than the SLU condition. These findings, together with prior findings, suggest that the onset of naming allows children to learn faster when instructional demonstrations are incorporated into lessons.

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对于有命名的孩子来说,教学示范比单独的后果更有效。
先前的研究发现,如果没有命名尖点,儿童不会从学习单元(IDLU)前的教学演示中学习(即,在提供教学先行词之前,为学习者的预期反应建模两次),然而,在命名建立后,他们可以。本研究旨在比较使用IDLU命名的儿童与单独使用标准学习单元(SLU)的儿童的阅读和数学目标学习率(与三项应急试验相当)。在第一阶段,即预筛选阶段,我们证明了四名3至4岁的典型发育中的男性在他们的曲目中有命名,这意味着他们能够在没有明确指示的情况下,作为听众和说话者掌握新的二维刺激的名称。在第二阶段使用相同的参与者,我们使用一系列重复的AB设计比较了两种教学方法下的学习率,其中条件(IDLU与SLU)在二元组中平衡,并在参与者中复制。参与者在IDLU条件下学习的速度是IDLU条件的两倍多,并且在模型后首次呈现刺激时显示出30%至50%的准确率。IDLU条件比SLU条件更有效(符合标准的试验更少)。这些发现以及之前的发现表明,当教学示范融入课堂时,命名的开始可以让孩子更快地学习。
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来源期刊
Analysis of Verbal Behavior
Analysis of Verbal Behavior PSYCHOLOGY, MULTIDISCIPLINARY-
自引率
20.00%
发文量
12
期刊介绍: The Analysis of Verbal Behavior (TAVB) is an official publication of the Association for Behavior Analysis International.  The Mission of the journal is to support the dissemination of innovative empirical research, theoretical conceptualizations, and real-world applications of the behavioral science of language. The journal embraces diverse perspectives of human language, its conceptual underpinnings, and the utility such diversity affords. TAVB values contributions that represent the scope of field and breadth of populations behavior analysts serve, and Is the premier publication outlet that fosters increased dialogue between scientists and scientist-practitioners.  Articles addressing the following topics are encouraged: language acquisition, verbal operants, relational frames, naming, rule-governed behavior, epistemology, language assessment and training, bilingualism, verbal behavior of nonhumans, research methodology, or any other topic that addresses the analysis of language from a behavior analytic perspective.
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