Martin J E, Mithaug D E, Frazier E S
Center for Educational Research, University of Colorado, School of Education, Colorado Springs 80933-7150.
Res Dev Disabil. 1992;13(3):267-86. doi: 10.1016/0891-4222(92)90029-6.
This study examined the effects of two indirect corrective feedback procedures on the assembly skills of five secondary students with moderate mental retardation. Picture and video referencing conditions, during which the experimenters pointed to a picture or video screen following a performance error and requested the student do the step again, were more effective than assembly photographs, sequenced pictures, sequenced pictures and modeling, and video modeling conditions. Picture referencing enabled each participant to independently assemble a 13-step, 31-piece chair that required assembly of 45 loose, assembled, or loose and assembled parts. Following the introduction of picture referencing across two more complex tasks, four students independently completed more complex love seat and settee assemblies in fewer trials than required during their initial chair assembly. This article discusses the self-correction and self-management implications.
本研究考察了两种间接纠正反馈程序对五名中度智力障碍中学生组装技能的影响。图片和视频参照条件（即实验者在学生出现操作错误后指向图片或视频屏幕并要求学生再次执行该步骤）比组装照片、序列图片、序列图片与示范以及视频示范条件更有效。图片参照使每位参与者能够独立组装一把有13个步骤、31个部件的椅子，该椅子需要组装45个松散、已组装或松散与已组装的部件。在将图片参照引入另外两项更复杂的任务后，四名学生在比最初组装椅子时所需的更少试验次数内独立完成了更复杂的双人沙发和长椅组装。本文讨论了自我纠正和自我管理的意义。
