比较教师指导、视频模式和无指导对照教程在 Microsoft Excel 中创建单个受试者图形的效果:系统性复制和扩展。

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Kimberley L. M. Zonneveld, Alison D. Cox, Madeline M. Asaro, Kieva S. Hranchuk, Arezu Alami, Laura D. Kelly, Jan C. Frijters
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引用次数: 0

摘要

对单一被试数据进行目测是行为分析师解释自变量对因变量影响的主要方法;然而,对于最适合单一被试设计的图形构建教学方法,目前还没有达成共识。我们系统地复制并扩展了 Tyner 和 Fienup(2015 年)的研究,采用重复测量的被试间设计,比较了教师指导、视频模型和无指导对照教程对 81 名具有一定 Microsoft Excel 经验的硕士生的图形绘制成绩的影响。我们的混合设计分析表明,每个辅导组的前测、辅导和后测提交成绩都有显著的主效应,而辅导组的主效应不显著。教程组与提交次数之间存在明显的交互作用,这表明教师指导和视频模拟教程都可能优于向研究生提供图形绘制规范的书面清单(即对照条件)。最后,培训影响了所有辅导组在未经培训的图形类型(多元素)上的表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparing instructor-led, video-model, and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.

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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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