APPLICATIONS OF COMPUTER TEACHING TECHNOLOGY

项目7是一项持续努力的一部分， 行为方法论，用于指导人们进行严格的终身学习， 困难 研究人群为患有精神疾病的儿童和成人。 弱智，其未来可能包括社区安置，但 他们的语言技能使他们很难或不可能教 通常的教学方法。 项目7解决了有关 主要以过程为导向的研究的生态有效性 先前由我们的研究小组提出，并在本PO 1的其他地方提出 应用（见项目1-4）。 我们研究我们的适用性 实验室结果与基于计算机的活动， 功能性视字技能。 我们已经开发了几种先进的教学方法， 刺激-刺激和刺激-反应关系 与样本匹配的构建响应。 这些关系产生了 匹配、命名和写作表演的网络。 以前的研究 我们的研究小组和其他人已经表明，这些技术可能是 不仅对学习基本的学习过程有用， 功能性沟通技能的教学先决条件。 研究 进一步表明这些技术可以提高教学效率 因为它们导致了新行为的出现， 直接条件。 然而，在我们的第一个PO 1项目之前， 为下一个合乎逻辑的步骤奠定了基础， 技术的广泛方法，以建立 稳定灵活的适应性行为 项目7旨在开发这样一种 综合方案的教学功能使用的视线的话。 至少有三个层次的干预导向的研究， 可以从视觉词的发展来确定 教学计划：（a）研究，询问是否一个特定的 程序或方案是有效的;（B）比较研究，评估 两个或多个程序或项目的相对功效;（c）研究 它检查从训练环境到 功能活动。 项目7中提议的研究涉及 关于干预有效性、相对有效性和 一般化 项目7的具体目标是：（1）确定 基于排除的方法是否普遍有效地教授 认知-接受型阅读表现;（2）评估有效性 最近开发的样本刺激成形方法来教视字 （3）扩展分析两个程序，刺激消退 和复杂样本的延迟匹配，用于在 （4）计算机化的建构反应情境与样本匹配; 比较排除和刺激消退方法的有效性， 标准教学方法（延时程序）;（5）确定 在何种程度上视字技能获得的计算机为基础的 在培训背景之外，通过检查 推广到（a）传统的“桌面”教学情况，以及（B） 执行后续任务。 如果推广是不完整的，我们将 探讨培训转移的方法;（6）制定一个 用于扩展刺激等效关系网络的程序， 一个基本的视觉词汇表到一个扩展的匹配库， 阅读和拼写技能，这些都是日常教学中的功能- 后续活动。

Project 7 is part of a continuing effort to extend the limits of behavioral methodology for teaching people with severe, lifelong learning difficulties. The study population is children and adults with mental retardation whose future is likely to include community placement but whose language skills render them difficult or impossible to teach with usual methods of instruction. Project 7 addresses questions about the ecological validity of the largely process-oriented research conducted previously by our research group and proposed elsewhere in this PO1 application (see Projects 1-4). We examine the applicability of our laboratory findings to computer-based activities that establish functional sight-word skills. We have developed several advanced teaching methods for establishing new stimulus-stimulus and stimulus-response relations in standard and constructed-response matching to sample. Those relations engender networks of matching, naming and writing performances. Previous studies by our research group and others have shown that these techniques may be useful not only for studying basic learning processes but also for teaching prerequisites for functional communication skills. The studies show further that these techniques may increase teaching efficiency because they lead to the emergence of new behavior that has not been directly conditioned. Prior to our first PO1 project, however, no one had established the foundation for the next logical step, integrating the techniques into a broad methodology for establishing repertoires of stable, flexible, adaptive behavior. Project 7 seeks to develop such an integrated program for teaching the functional use of sight words. There are at least three levels of intervention-oriented research that may be identified with respect to the development of sight-word instructional programs: (a) research that asks whether a particular procedure or program is effective; (b) comparative research that assesses the relative efficacy of two or more procedures or programs; (c) research that examines generalization and transfer from training settings to functional activities. The studies proposed in Project 7 address questions about intervention effectiveness, relative efficacy, and generalization. The Specific Aims of Project 7 are: (1) to determine whether exclusion-based methods will be generally effective to teach auditory-receptive reading performances; (2) to assess the effectiveness of recently developed sample stimulus-shaping methods to teach sight-word comprehension; (3) to extend analyses of two procedures, stimulus fading and delayed matching with complex samples, for teaching spelling in the context of computerized constructed-response matching to sample; (4) to compare the efficacy of the exclusion and stimulus-fading methods to standard methods of instruction (time-delay procedures); (5) to determine the extent to which sight-word skills acquired by computer-based instruction are functional outside the training context, by examining generalization to (a) traditional "tabletop" teaching situations, and (b) instruction-following tasks. If generalization is incomplete, we will explore methods to program transfer of training; and (6) to develop a program for expanding the network of stimulus equivalence relations from a basic sight-word vocabulary to an extended repertoire of matching, reading, and spelling skills that are functional in everyday instruction- following activities.