图片提示对视觉词阅读的阻碍作用。
The blocking effect of pictorial prompts on sight-word reading.
作者信息
Didden R, Prinsen H, Sigafoos J
机构信息
Department of Special Education, University of Nijmegen and De Lathmer, The Netherlands.
出版信息
J Appl Behav Anal. 2000 Fall;33(3):317-20. doi: 10.1901/jaba.2000.33-317.
Abstract
This study replicates and extends previous work showing that pictorial prompts can interfere with the learning of sight words by students with moderate mental retardation. Effects of training with 6 students were assessed during five conditions using an alternating treatments design. In four conditions, words were presented either alone or with a corresponding picture. In a fifth condition, pictures were used to provide feedback. The results showed that acquisition was achieved fastest during the word-alone conditions with 5 students.
摘要
本研究重复并扩展了先前的研究，该研究表明图片提示会干扰中度智力障碍学生对视觉词的学习。采用交替治疗设计，在五种条件下评估了6名学生的训练效果。在四种条件下，单词单独呈现或与相应图片一起呈现。在第五种条件下，图片用于提供反馈。结果显示，5名学生在单独呈现单词的条件下学习速度最快。
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本文引用的文献
1
Effective use of pictures as extra stimulus prompts.有效利用图片作为额外的刺激提示。
Br J Educ Psychol. 1993 Feb;63 ( Pt 1):144-60. doi: 10.1111/j.2044-8279.1993.tb01047.x.
2
A stimulus control analysis of the picture-word problem in children who are mentally retarded: the blocking effect.对智障儿童图片-单词问题的刺激控制分析：阻断效应。
J Appl Behav Anal. 1990 Winter;23(4):525-32. doi: 10.1901/jaba.1990.23-525.
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