東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Instructional Demonstrations are Mor...

Hranchuk, Kieva.

Linked to FindBook

Google Book

Amazon

博客來

Instructional Demonstrations are More Effective than Consequences Alone for Children with Naming.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional Demonstrations are More Effective than Consequences Alone for Children with Naming./
Author:	Hranchuk, Kieva.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
Contained By:	Dissertation Abstracts International77-08B(E).
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10096871
ISBN:	9781339609584

Instructional Demonstrations are More Effective than Consequences Alone for Children with Naming.
Hranchuk, Kieva.

Instructional Demonstrations are More Effective than Consequences Alone for Children with Naming. - 127 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2016.

In Experiment 1, a demonstration study, I first tested the number of exposures to incidental learning conditions (naming experiences) required for 4 typically developing preschool-aged males with the naming developmental cusp and capability, to master the names of novel 2D non-contrived stimuli (i.e., symbols for pound, lira, tilde, percent, omega, and ampersand). Each stimulus required 1 to 5 naming experiences to master as both listener and speaker (with more needed for the speaker responses). Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before the opportunity to respond, however, following the establishment of naming, they could. In Experiment 2, using an ABAB (BABA) reversal design counterbalanced across two dyads, I compared the same participants' rates of learning under two different instructional methods: 1) instructional demonstrations presented before the opportunity to respond through learn units (IDLUs) and 2) standard learn unit instruction (SLUs). The children learned at an accelerated rate (cumulative correct responses to mastery of objectives) under the IDLU conditions and with between 30% and 50% accuracy on first presentations following a model. The IDLU condition was more efficient (fewer trials to criteria). In this case, the degree of superiority for IDLUs, compared to SLUs alone for children with naming was tested for the first time in Experiment 2. These findings, together with prior findings, suggest more effective teaching procedures for children with the developmental cusp and capability of naming.

ISBN: 9781339609584Subjects--Topical Terms:

529833
Behavioral sciences.

Instructional Demonstrations are More Effective than Consequences Alone for Children with Naming.
LDR:02535nmm a2200289 4500 001 2076482
005 20161104135028.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339609584
035 $a (MiAaPQ)AAI10096871
035 $a AAI10096871
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hranchuk, Kieva. $3 3191939
245 1 0 $a Instructional Demonstrations are More Effective than Consequences Alone for Children with Naming.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
500 $a Adviser: Douglas Greer.
502 $a Thesis (Ph.D.)--Columbia University, 2016.
520 $a In Experiment 1, a demonstration study, I first tested the number of exposures to incidental learning conditions (naming experiences) required for 4 typically developing preschool-aged males with the naming developmental cusp and capability, to master the names of novel 2D non-contrived stimuli (i.e., symbols for pound, lira, tilde, percent, omega, and ampersand). Each stimulus required 1 to 5 naming experiences to master as both listener and speaker (with more needed for the speaker responses). Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before the opportunity to respond, however, following the establishment of naming, they could. In Experiment 2, using an ABAB (BABA) reversal design counterbalanced across two dyads, I compared the same participants' rates of learning under two different instructional methods: 1) instructional demonstrations presented before the opportunity to respond through learn units (IDLUs) and 2) standard learn unit instruction (SLUs). The children learned at an accelerated rate (cumulative correct responses to mastery of objectives) under the IDLU conditions and with between 30% and 50% accuracy on first presentations following a model. The IDLU condition was more efficient (fewer trials to criteria). In this case, the degree of superiority for IDLUs, compared to SLUs alone for children with naming was tested for the first time in Experiment 2. These findings, together with prior findings, suggest more effective teaching procedures for children with the developmental cusp and capability of naming.
590 $a School code: 0054.
650 4 $a Behavioral sciences. $3 529833
650 4 $a Early childhood education. $3 518817
650 4 $a Developmental psychology. $3 516948
690 $a 0602
690 $a 0518
690 $a 0620
710 2 $a Columbia University. $b Applied Behavioral Analysis. $3 3172576
773 0 $t Dissertation Abstracts International $g 77-08B(E).
790 $a 0054
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10096871