运用多重范例进行数数通信教学:若干结构方面的问题

Jay V. Solnick, Donald M. Baer
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引用次数: 10

摘要

本研究考察了学龄前儿童解决数字-数字对应的五种格式范例的能力(例如,用三件事标记组;给三张图片上色)。孩子们被给予所有五种格式的初始系列探针,使用一组三个数字(例如,1、2和3)。对孩子表现不佳的一种格式进行训练,然后通过第二系列探针检查对其他格式的概括。结果表明,部分儿童能够解决某些格式的数字-数字对应问题,而不能解决其他格式的数字对应问题;这一缺陷通过一、二或(最多)三种格式范例的培训得以弥补。4个孩子中有3个在两种格式上的表现高度相关,这表明存在数字-数字对应的反应阶级结构。讨论了反应结构分析的理论意义和治疗意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using multiple exemplars for teaching number-numeral correspondence: Some structural aspects

This study examined the ability of preschool-age children to solve five format exemplars of number-numeral correspondence (e.g., mark the group with three things; color in three pictures). The children were given an initial series of probes in all five formats using a set of three numbers (e.g., 1, 2, and 3). One of the formats in which the child performed poorly was trained, and generalization to other formats was then examined by a second series of probes. The results indicated that some children were able to solve number-numeral correspondence problems in some formats and not in others; this deficiency was remediated by training in one, two or (at most) three format exemplars. Performance in two of the formats was highly correlated in 3 of 4 children, suggesting that there exists a response class structure of number-numeral correspondence. The theoretical and treatment implications of analyzing response structure are discussed.

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