Hendricks C, Pasnak R, Willson-Quayle A, Trueblood L, Malabonga V, Ciancio D
Department of Psychology, George Mason University, USA.
Genet Soc Gen Psychol Monogr. 1999 Aug;125(3):297-312.
Four 1st-grade boys who were lagging cognitively were taught class-inclusion and sequencing strategies via a multiple baseline design with the learning-set approach to instruction. All of the boys gained significantly when taught class inclusion; these gains endured while the boys were taught sequencing. Three of the 4 made significant gains when taught sequencing; these gains also proved enduring. These conceptual gains were accompanied by IQ gains averaging 9.25 points, as assessed by the Slosson Intelligence Test (R. L. Slosson, 1982). The boys also made significant gains in academic achievement as measured by the Diagnostic Achievement Battery-2 (P. L. Newcomer, 1990). The results support past research on the effectiveness of instruction in class inclusion. They also suggest that the ability to understand sequences may be an important step in cognitive development.
通过采用学习集教学法的多基线设计，对四名认知发展滞后的一年级男孩进行了类包含和排序策略的教学。在教授类包含时，所有男孩都取得了显著进步；在教授排序时，这些进步得以持续。在教授排序时，四名男孩中有三名取得了显著进步；这些进步也被证明是持久的。根据斯洛森智力测验（R.L.斯洛森，1982年）的评估，这些概念上的进步伴随着智商平均提高9.25分。根据诊断成就测验第二版（P.L.纽科默，1990年）的测量，这些男孩在学业成绩上也取得了显著进步。研究结果支持了过去关于类包含教学有效性的研究。它们还表明，理解序列的能力可能是认知发展中的重要一步。
