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Effects of active student response during error correction on the acquisition, maintenance, and generalization of science vocabulary by elementary students: A systematic replication.主动学生反应在错误纠正过程中对小学生科学词汇习得、保持和泛化的影响：系统复制。
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本文引用的文献

1
Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities.纠错过程中主动学生反应对发育障碍学生视觉词习得、保持和泛化的影响。
J Appl Behav Anal. 1993 Spring;26(1):111-9. doi: 10.1901/jaba.1993.26-111.

主动学生反应在错误纠正过程中对小学生科学词汇习得、保持和泛化的影响：系统复制。

Effects of active student response during error correction on the acquisition, maintenance, and generalization of science vocabulary by elementary students: A systematic replication.

机构信息

The Ohio State University.

出版信息

J Appl Behav Anal. 1994 Spring;27(1):179-80. doi: 10.1901/jaba.1994.27-179.

DOI:10.1901/jaba.1994.27-179
PMID:16795822
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1297790/
Abstract

We compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher modeled the definition while the student looked at the vocabulary card. ASR error correction was superior on each of the study's seven dependent variables.

摘要

我们在向 5 名小学生教授科学术语时，比较了主动式学生应答（ASR）纠错和无应答（NR）纠错。当学生在 ASR 术语上出错时，教师会对术语的定义进行示范，然后学生进行重复。当学生在 NR 术语上出错时，教师在示范定义的同时，学生则看着词汇卡片。在研究的七个因变量中，ASR 纠错在每个变量上的表现都优于 NR 纠错。