SELF INSTRUCTION

自学指导

• 批准号: 5212593
• 负责人: DON M BAER
• 金额: --
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/5212593
• 关键词: child (0-11); child mental health service; computer assisted instruction; human subject; language; mental health facility; mental retardation education /training; problem solving; response generalization; sensory discrimination; teaching; verbal learning; visual stimulus

Self-instruction can be an important mediator of generalized cognitive functioning. These studies evaluate the effects of self-instructions on one aspect of children's cognitive functioning, problem-solving. The target skill is the in-common concept. Children are asked to sort stimulus cards into 2 groups: those that have what a sample pair of complex stimuli have in common, and those that do not. The putative task analysis of that generalized skill will be taught: naming common features; sorting according to instructed features, and then according to instructed common features; etc. In certain children, this task analysis is not sufficient to produce generalized accurate sorting, but evoking a self-instruction by asking, "What are you looking for?" immediately makes that analysis sufficient. Our specific aims now are, first, to better understand the conditions under which this self- instructional effect operates, and to extend its applicability to subjects with a variety of developmental delays: (1) to ask if the self- instructional component is as necessary as it now appears, in these children; (2) to ask what can make a correct naming into a mediating naming; (3) to determine whether what the children say in this task mediates their solution or merely describes it; (4) to assess to extent of generalization of the self-instructional effect to novel tasks; (5) to assess the availability of self-instructional facilitation in less capable subjects; and (6) when less capable subjects do not benefit from verbal self-instruction, to develop nonverbal means of accomplishing a similar self-instruction can have in facilitating problem solving, and also suggest ways to improve such skills in young children and people with mental retardation.

自我指导可以是广义认知的重要中介 功能 这些研究评估了自我指导对 儿童认知功能的一个方面，解决问题。 的 目标技能是共同的概念。 孩子们被要求分类 刺激卡分为2组：那些有什么样的样本对 复杂的刺激有共同点，而那些没有。 假定任务 将教授对这种概括性技能的分析： 特征;根据指示的特征进行排序，然后根据 在某些儿童中，这项任务 分析不足以产生广义的精确排序，但是 通过问“你在寻找什么？”来唤起自我指导。" 这样的分析就足够了。 我们现在的具体目标是， 首先，为了更好地理解这种自我- 教学效果的运作，并扩大其适用性， 有各种发展迟缓的受试者：（1）问自我， 教学内容是必要的，因为它现在出现，在这些 （2）问什么可以使一个正确的命名成为一个中介 （3）判断儿童在任务中是否说出了 调解他们的解决方案或只是描述它;（4）评估到一定程度 将自我指导效应推广到新任务;（5） 评估自我指导促进的可用性， （6）当能力较低的受试者不能从 口头自我指导，发展非语言手段， 类似的自我指导可以促进解决问题， 我还建议如何提高这些技能的幼儿和人 患有精神发育迟滞