Gleason M, Carnine D, Vala N
University of Oregon.
Except Child. 1991 Feb;57(4):353-8.
This study investigated the way new information is presented to students. Subjects were 60 elementary and middle school students, most with learning disabilities. Students used two versions of a specially designed computer-assisted instruction (CAI) program. One version rapidly presented students with seven pieces of information (rapid-introduction group); the other cumulatively presented smaller "chunks" of information (cumulative-introduction group). Both groups worked to mastery level successfully but students in the cumulative group spent one-third the time, required fewer responses, showed less frustration, and made fewer errors in the process. Results suggest that students with learning disabilities need much more practice than most commercial CAI programs supply.
本研究调查了向学生呈现新信息的方式。研究对象是60名中小学生，其中大多数有学习障碍。学生们使用了两个版本的专门设计的计算机辅助教学（CAI）程序。一个版本迅速向学生呈现七条信息（快速引入组）；另一个版本则累积呈现较小的信息“块”（累积引入组）。两组学生都成功达到了掌握水平，但累积组的学生花费的时间仅为三分之一，所需的回应更少，表现出的挫败感更少，并且在此过程中犯的错误也更少。结果表明，有学习障碍的学生比大多数商业CAI程序所提供的练习要多得多。
