University of Washington.
J Appl Behav Anal. 1968 Winter;1(4):329-33. doi: 10.1901/jaba.1968.1-329.
The purpose of this investigation was to assess the effects on performance rate of simply writing the answers to mathematics problems versus verbalizing the problems before making a written response. The subject was an 11-yr-old boy whose response accuracy on mathematics problems was very erratic. Three experiments were conducted, each consisting of three phases. In each first phase, the subject was requested to write the answers to sets of mathematics problems. In the second, he was required to verbalize the problem before writing the answer. In the third phase, the subject was told to write the answer again without prior verbalization. The results indicated that the subject's correct answer rate increased and his error rate decreased as a result of his verbalizing the problems before making a written response. Results further revealed that in the final phase of each experiment, the return to the original conditions, his correct answer rate continued to increase.
本研究旨在评估在回答数学问题时，仅仅写下答案与在书面回答前口头说出问题这两种方式对答题表现率的影响。研究对象是一名 11 岁的男孩，他在解答数学问题时的准确率非常不稳定。进行了三项实验，每个实验都由三个阶段组成。在每个第一阶段，要求研究对象写出一系列数学问题的答案。在第二阶段，他需要在书面回答前口头说出问题。在第三阶段，研究对象被要求在没有预先口头表述的情况下再次写出答案。结果表明，由于在书面回答前口头说出问题，研究对象的正确答案率提高，错误率降低。结果还表明，在每个实验的最后一个阶段，即回到原始条件时，他的正确答案率继续提高。
