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1.
《Exceptionality》2013,21(1):13-27
This investigation was intended to evaluate the effects of attribution training combined with spelling strategy training on spelling performance, strategy transfer, and effort attributions. Thirty-four adolescents with learning disabilities in Grades 7 and 8 were stratified by grade level and randomly assigned to one of three experimental conditions: spelling strategy training, spelling strategy plus attribution training, or a traditional study control condition. Individually administered training sessions were conducted over 3 consecutive days. Participants in the two strategy training conditions received instruction in a five-step study strategy that included explicit training for strategy transfer, whereas participants in the control condition received training in the use of traditional spelling study procedures. Spelling performance was assessed across the training days and on an unprompted general- ization task that occurred 1 week following instruction. Results indicated that significant differences occurred on spelling recall scores across the training days, favoring the strategy training condition. No performance differences emerged on numbers of words learned on the unprompted generalization task or on posttest numbers of effort attributions. Significant differences were detected on numbers of participants who employed the trained strategy independently on the unprompted task, favoring the strategy attribution condition and the strategy training condi- tions. In this study, attribution training did not result in greater spelling perfor- mance, strategy transfer, or numbers of attributions to effort. Limitations are discussed in addition to implications for future research and classroom practice. 相似文献
2.
It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several studies have shown that learning is enhanced by linking new information with prior knowledge. A potential approach to making retrieval more effective, therefore, is to enrich retrieval instructions with the requirement to elaborate on the learning contents and link them to what is already known. In this study, we compared a free recall condition, as used in many studies on learning by retrieval, with a prompted recall condition in which learners were required to recall the information and apply it to their lives. Fifty-six undergraduate students were randomly assigned to one of these two conditions. They learned from a video-recorded lecture. One week later, learning outcomes were assessed by a posttest measuring fact recall and comprehension of the contents from the video lecture. Learners in the prompted recall group, compared to the free recall group, used more elaborative strategies in response to the recall task and achieved better comprehension scores. The effect on comprehension was mediated by the use of elaborative strategies. This pattern of results supports the constructive retrieval hypothesis, stating that retrieval is most effective when it involves constructive elaboration of the contents being learned. Our findings also encourage the use of pedagogical tasks in classroom teaching that combine elaboration and retrieval. 相似文献
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4.
This study examined the effects of a verbal mediation strategy on three groups of subjects who had visual-spatial deficits. Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, who ranged in age from 7 to 14 years, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. Pretest and posttest performance differences on parallel forms of a visual-spatial orientation task were examined. All three groups showed significant improvement in visual-spatial task performance after the training. There were no significant differences in the degree of improvement among the three groups. The results suggest that children with Turner syndrome may benefit from problem-solving strategy training in a manner similar to children with nonverbal learning disabilities. 相似文献
5.
Despite the growing use of writing assessments in standardized tests, little is known about coaching effects on writing assessments. Therefore, this study tested the effects of short-term coaching on standardized writing tests, and the transfer of those effects to other writing genres. College freshmen were randomly assigned to either training (receiving nine hours of rule-based coaching) or a control group. Both groups completed pretest essays on the first day, and posttest and transfer essays (writing in a different genre) on the last day of the experiment. Group membership (training versus control) and an interaction between pretest scores and group membership were significant predictors of posttest scores after controlling for pretest performance. Training also produced higher transfer task scores after controlling for pretest and ACT scores. Implications are discussed. 相似文献
6.
Steven F. Raaijmakers Martine Baars Lydia Schaap Fred Paas Jeroen van Merriënboer Tamara van Gog 《Instructional Science》2018,46(2):273-290
Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents’ problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific task-selection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and relatively easy to implement method for improving students’ self-regulated learning outcomes. Importantly, our data suggest that the effect on task-selection skills may transfer beyond the trained tasks, although future research should establish whether this also applies when trained students perform novel tasks themselves. 相似文献
7.
In this study we examined the effectiveness of self-regulated learning (SRL) and externally regulated learning (ERL) on college
students’ learning about a science topic with hypermedia during a 40-min session. A total of 82 college students with little
knowledge of the topic were randomly assigned either to the SRL or ERL condition. Students in the SRL condition regulated
their own learning, while students in the ERL condition had access to a human tutor who facilitated their self-regulated learning.
We converged product (pretest–posttest declarative knowledge and qualitative shifts in participants’ mental models) with process
(think-aloud) data to examine the effectiveness of SRL versus ERL. Analysis of the declarative knowledge measures showed that
the ERL condition group mean was statistically significantly higher than the group mean for the SRL condition on the labeling
and flow diagram tasks. There were no statistically significant differences between groups on the matching task, but both
groups showed statistically significant increases in performance. Further analyses showed that the odds of being in a higher
mental model posttest group were decreased by 65% for the SRL group as compared to the ERL group. In terms of SRL behavior,
participants in the SRL condition engaged in more use of selecting new information sources, re-reading, summarizing, free
searching, and enacting control over the context of their learning. In comparison, the ERL participants engaged in more activation
of prior knowledge, utilization of feeling of knowing and judgment of learning, monitoring their progress toward goals, drawing,
hypothesizing, coordination of information sources, and expressing task difficulty.
An earlier version of this paper was presented at the international conference of Artificial Intelligence in Education (AI-Ed
2007), Los Angeles, LA (July, 2007). 相似文献
8.
Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segmentation task. Although neither intervention proved superior, the children met the learning criterion for both interventions and demonstrated both maintenance and generalization of their skills. They also improved their phonemic skills, even though independent training in this area was not provided. It appeared that the equivalence of the interventions may have been due to the intensive instructional setting and use of systematic error analysis procedures. 相似文献
9.
Edelwina Rivera Michael M. Omizo 《International Journal of Disability, Development & Education》1980,27(1):41-51
This study examined the effects of relaxation training and biofeedback on attention to task and on impulsivity as measured by the Matching Familiar Figures Test (MFFT) among 36 hyperactive male children. Subjects who were identified through teacher ratings on the abbreviated Conners’ Behavior Rating Scale were randomly assigned to treatment and control groups. The experimental treatment consisted of three sessions (each session consisting of 2 phases) of relaxation training and biofeedback. There were no significant differences on all pretest measures (baseline electromyographic readings, pretest error on attention task, and pretest latency). However, differences on all these measures became statistically significant (p < .01) with the treatment group improving attention to task scores and decreasing impulsivity scores. When all pretest data, posttest error, student's age and teacher's rating were controlled for, analysis of covariance results confirmed the significant differences between both groups. It was concluded that relaxation training and biofeedback warrants inclusion in programs designed for hyperactive male children. 相似文献
10.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
11.
Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation.
Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling
these lines, specifying the type of the semantic relationships. In the first experiment, employing a within-subjects design,
20 psychology students completed a label-provided-lines economics mapping task and then a create-and-label-lines meteorology
mapping task or vice versa. The analysis of 40 think-aloud protocols indicated more elaboration processes for the label-provided-lines
task than for the create-and-label-lines task. On the other hand, the protocols indicated more model-construction and organization
processes in the create-and-label-lines task. The second experiment used the same variation but focused on learning outcomes
and perceived self-efficacy as dependent measures. Forty-two psychology students were randomly assigned to either a label-provided-lines
mapping task or a create-and-label-lines mapping task. Subsequently, both groups completed a learning phase in a hypertext
environment and a posttest. Results showed substantial differences in learning outcomes and perceived self-efficacy in favor
of the label-provided-lines prior knowledge activation task. The findings are congruent with coherence effects found in text-comprehension
research and support the position that concept mapping should not be seen as a unitary method but be differentiated according
to the specific tasks to be completed. 相似文献
12.
Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment (‘Koralle’)
was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective
processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of
57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for
their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted
(EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access
to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically
relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both
experimental groups clearly outperformed the control group. 相似文献
13.
《The Journal of educational research》2012,105(9):341-344
AbstractThe classification scheme of context clues tested in this study is from the preliminary edition of the Comprehension element of the Wisconsin Design for Reading Skill Development, which includes criterion-referenced context clues tests. One hundred thirty-three subjects in grades 3,4, and 5 in two Bemidji, Minnesota schools were pre- and posttested with Forms I and II. During the two-week interval between tests, subjects in the experimental school received instruction in two types of context clues. Six weeks later both groups were again administered Form I. Using an analysis of covariance, significant differences were Tound favoring the experimental school. Through an analysis of variance on the experimental school only, significant differences were found between grade levels and across all three grade levels from the pre- to posttest. Delayed posttest results were similar to immediate posttest results. Teaching a classification system seems to be effective at all grade levels, even at the beginning of grade 3. 相似文献
14.
Hannah H. Schertz Samuel L. Odom Kathleen M. Baggett John H. Sideris 《Early childhood research quarterly》2013
The purpose of this study was to determine effects of the Joint Attention Mediated Learning (JAML) intervention on acquisition of joint attention and other early social communication competencies for toddlers with autism spectrum disorders (ASD). Twenty-three parents and their toddlers were randomly assigned to JAML or a control condition. Observational assessments were collected at pretest, posttest, and follow-up sessions, while standardized developmental measures were collected at pre- and posttest. Significant intervention-×-time interactions, favoring the intervention group, occurred for the observational measures Focusing on Faces and Responding to Joint Attention, with both having large effect sizes that maintained at follow-up. In addition, significant intervention-×-time effects, also favoring the JAML group were found for receptive language on the Mullen Scales of Early Learning and the Communication sub-domain of the Vineland Adaptive Behavior Scale. The observational measures Turn-Taking and Initiating Joint Attention and the Expressive Communication measure on the Mullen, while not showing significant differences between groups, revealed moderate effect sizes favoring the JAML group, suggesting that a study with more power could well detect significant differences on all of the measures. Findings support a focused, developmentally sequenced, systematic, and family aligned approach that targets preverbal social communication development within parent–child relationships. 相似文献
15.
《Contemporary educational psychology》1992,17(2):125-135
Use of subject-generated elaborations, taught via embedded and detached training strategies, was compared with experimenter-provided elaborations or no elaborations (control) on a CBI training unit on computer professional development. Subjects were 80 administrative assistants (20 per treatment) at a large corporation. Results showed advantages for one or both subject-generated elaborations strategies relative to the control treatment on measures of recall and application learning; the experimenter-generated group did not differ significantly from any other group. Additional analyses indicated that the embedded-training elaborations group gave more personal and paraphrased elaborations than did the detached-training group. Results are interpreted as favoring the use of elaborations strategies, particularly when taught by embedded training, for promoting generative learning. 相似文献
16.
Claire E. Weinstein Walter E. Cubberly Frank W. Wicker Vicki L. Underwood Lynn K. Roney David C. Duty 《Contemporary educational psychology》1981,6(2):159-166
As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests. 相似文献
17.
Kikas Eve Mädamürk Kaja Hennok Liis Sigus Hardi Talpsep Teri Luptova Olga Kivi Valentina 《European Journal of Psychology of Education - EJPE》2022,37(2):509-530
This study examined the effects of a teacher-led learning-strategy intervention program on fourth-grade students’ reported use and perceived effectiveness of rehearsal and comprehension-oriented learning strategies. During 18 program units, teachers taught about learning and various learning strategies, including visualisation, elaboration and categorisation. Strategies were practised in math, language and science classes. Participants were comprised of 82 fourth-grade students in the intervention group and 387 fourth-grade students in the control group. Students’ reported use and perceived effectiveness of learning strategies were assessed before and at least 4 months after intervention using a web-based word-memorisation task and associated reflection questions. The intervention group tended to use more comprehension-oriented learning strategies in post-tests, and the intervention group also showed an increase in perceived effectiveness of comprehension-oriented learning strategies. Still, rehearsal was evaluated as the most effective strategy in both the control group and the intervention group. Explanations for these findings and possible future directions are discussed.
相似文献18.
The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term “Socratic method” during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups. 相似文献
19.
Rowena L. Escolar Chua 《Educational gerontology》2013,39(2):77-90
With the growing number of older adults becoming a global concern, many countries have focused on education as a means of promoting successful aging. Although third age learning is gaining substantial ground in other countries, it is not well-established in the Philippines. The overall intent of this experimental study was to assess the effectiveness of community-based third age learning programs on the life satisfaction, self-esteem, and level of depression of a select group of Filipino elderly in a community setting. A pre- posttest study design was used on 40 community dwelling Filipino elderly who were randomly assigned to either the experimental or control group. Both groups accomplished the Life Satisfaction Index for the Third Age Short Form (LSITA-SF), Rosenberg's Self-esteem Scale (RSES), and the Geriatric Depression Scale (GDS). The experimental group was exposed to a four-month program consisting of wellness, physical fitness, and livelihood training activities facilitated by volunteer faculty from a local university; the control group received no intervention. The results of t tests showed statistically significant group differences between the experimental and control group, with the former posting higher life satisfaction, self-esteem, and lower depression level compared to the control group. Findings of this study add to the knowledge base that active participation in third age learning programs—which include opportunities for physical activity, cognitive learning, recreation, and social interaction—can improve the psychological and psychosocial health of an older adult. 相似文献
20.
Gyöngyvér Molnár 《Thinking Skills and Creativity》2011,6(2):91-99
This paper focuses on a training program in inductive reasoning for first-grade students and presents the direct results as well as the longitudinal effects of the evaluation study. The training is based on Klauer's theory of inductive reasoning and on his “Cognitive training for children” concept (Klauer, 1989a). The training program consists of 120 problems which can be solved through inductive reasoning. The tools for the training exercises were selected to correspond with the age of the targeted cohort. The experimental group in the study consisted of 90 students, whereas the control group was made up of 162. An inductive reasoning test was used in the pre- and posttest as well as in the follow-up study (one year later). The test comprised 33 figural, non-verbal items (Cronbach α = .86). On the posttest, the experimental group significantly outperformed the control group by more than one standard deviation. The experimental group scored significantly higher in each skill area targeted by the training. The most noticeable development was found in system formation. No gender differences were detected on the pre- or the posttest. The effect size of the training program was d = 1.12. In the follow-up study, the experimental group still significantly outperformed the control group; however, their respective levels of development had not changed in this one-year period. Thus, the training effect proved to be stable over time independent of individual students’ original level of inductive reasoning. This study provided evidence that inductive reasoning could be developed very effectively at this early age. 相似文献