Increasing the Efficiency of Future Learning through Instructive Feedback.

Autor/inn/en	Holcombe-Ligon, Ariane; und weitere
Institution	Allegheny-Singer Research Inst., Pittsburgh, PA.
Titel	Increasing the Efficiency of Future Learning through Instructive Feedback.
Quelle	(1992), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developmental Delays; Educational Strategies; Efficiency; Feedback; Instructional Effectiveness; Numbers; Positive Reinforcement; Praise; Preschool Children; Preschool Education; Student Behavior; Student Reaction; Teaching Methods; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Lehrstrategie; Effectiveness; Effektivität; Wirkungsgrad; Unterrichtserfolg; Zahlenraum; Lob; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Schülerkritik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the effects of presenting future target behaviors in the consequent event following correct responses of current target behaviors when teaching five preschoolers with developmental delays to name numerals. A 3-second constant time delay procedure was used to train two sets of numerals. During instruction, correct responses to one set of numerals received a token, verbal praise, and presentation of the printed number word for the targeted numeral in one daily session. In the other daily session, the second set of numerals received only tokens and verbal praise. After the criterion was met on both sets of numerals, children received instruction on number words corresponding to numerals in each of the previously instructed sets. An adapted alternating treatments design was used to compare the effectiveness and efficiency of the two conditions. Results indicate that: (a) all children learned to name numerals in both conditions; (b) presentation of future target behaviors did not interfere with learning of numerals; (c) four of five children learned to read all number words in both conditions; and (d) the addition of number words during numeral instruction increased the rapidity with which children acquired the number words. (Contains 31 references.) (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC