SELF INSTRUCTION

自学指导

• 批准号: 6108420
• 负责人: DON M BAER
• 金额: $ 9.68万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-02-01 至 2000-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6108420
• 关键词: behavioral /social science research tag; 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.

自我教育可以是广义认知的重要中介变量 功能正常。这些研究评估了自我教育对 儿童认知功能的一个方面，就是解决问题。这个 目标技能是一个不常见的概念。孩子们被要求进行分类 刺激卡分为两组：那些有什么样本的一对 复杂刺激有共同之处，也有不同之处。假定的任务 课程将讲授对通用技能的分析：命名通用名称 特征；根据指示的特征排序，然后根据 指导共同特征等。在某些儿童中，这个任务 分析不足以产生通用的准确排序，但是 通过问“你在找什么？”来唤起自我教育。 立即让这一分析变得足够。我们现在的具体目标是， 首先，为了更好地了解这种自我-- 教学效果的运作，并将其适用范围扩大到 有各种发育迟缓的受试者：(1)询问自我-- 在这些方面，教学部分就像现在看起来一样必要 孩子们；(2)询问怎样才能把正确的名字变成调解的 命名；(3)确定孩子们在这项任务中说了什么 调解他们的解决方案或仅仅描述它；(4)评估程度 自我教育效应对新任务的泛化作用； 评估自我教育促进在更少的地方的可用性 有能力的主体；以及(6)能力较弱的主体不能从 语言自我教育，发展非语言手段来完成 类似的自我教育在促进问题解决方面可以起到促进作用，以及 还建议如何提高幼儿和成人的这类技能 精神发育迟滞。