Southwest Indian Youth Center, Tucson, Arizona.
J Appl Behav Anal. 1973 Winter;6(4):587-97. doi: 10.1901/jaba.1973.6-587.
The effects of unstructured peer-tutoring procedures on the math performance of fourth- and fifth-grade students were investigated. Students' performances in two daily math sessions, during which they worked problems of the same type and difficulty, were compared. When students tutored each other over the same math problems as they subsequently worked, higher accuracies and rates of performance were associated with the tutored math sessions. The use of consequences for accurate performance seemed to enhance the effects of tutoring on accuracy. The results from an independent-study control condition, which was the same peer-tutoring except that students did not interact with each other, suggested that interactions between students during the tutoring procedure were, in part, responsible for improved accuracy and rate of performance. When students tutored each other over different but related problems to those that they were subsequently asked to solve, accuracies and rates during tutored math sessions were also higher, suggesting the development of generalized skills in solving particular types of math problems.
研究了非结构化同伴辅导程序对四、五年级学生数学表现的影响。比较了学生在两个日常数学课程中的表现，他们在这两个课程中解决相同类型和难度的问题。当学生相互辅导与他们随后要解决的相同数学问题时，辅导数学课程与更高的准确性和表现速度相关。对准确表现的后果的使用似乎增强了辅导对准确性的影响。独立研究控制条件的结果与同伴辅导相同，只是学生之间没有互动，这表明辅导过程中学生之间的互动部分是提高准确性和表现速度的原因。当学生相互辅导不同但相关的问题，而不是他们随后要解决的问题时，辅导数学课程中的准确性和速度也更高，这表明在解决特定类型的数学问题方面发展了一般技能。
