Development of Generalized Concepts by Severely Handicapped Students
Development of Generalized Concepts by Severely Handicapped Students
复制标题
重度残疾学生广义概念的发展
DOI：
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发表时间：
1981
期刊：
影响因子：
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通讯作者：
C. Mervis
中科院分区：
文献类型：
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作者：
S. C. Hupp;C. Mervis
本文探讨了严重残疾儿童客体概念的发展问题。我们特别关注的是儿童对同一类别的成员做出类似反应的能力的发展，也就是说，形成概括的概念。设计了一种策略来增加学生形成广义概念的概率。它是根据在分类的最佳范例理论框架内进行的研究的结果。正如这一理论所预测的那样，教学与良好的（代表性）范例导致概括以上的机会水平，而教学与良好和不良的（非代表性）范例并没有导致概括以上的机会水平。此外，在教学中使用三个好的范例比只使用一个好的范例更准确的概括。基于这些结果，修改目前使用的策略，促进泛化的建议，并提出了教师的教育计划的编制的影响。
This paper addresses the issue of the development of object concepts by severely handicapped children. Our specific concern has been with the development of a child's ability to respond similarly to members of the same category—that is, to form generalized concepts. A strategy was designed to increase the probability that students would form generalized concepts. It was based on the results of research undertaken within the framework of the best-example theory of categorization. As predicted by this theory, teaching with good (representative) exemplars resulted in generalization above chance levels, while teaching with both good and poor (nonrepresentative) exemplars did not lead to generalization above chance levels. In addition, the use of three good exemplars in teaching resulted in significantly more accurate generalization than the use of only one good exemplar. Based on these results, modifications of currently used strategies for promoting generalization are suggested, and implications for the preparation of educational programs by teachers are presented.