Simmonds E P
College of Staten Island/CUNY 10301.
J Learn Disabil. 1990 Apr;23(4):229-32. doi: 10.1177/002221949002300405.
This study investigated the relative effectiveness of two methods of teaching an efficient questioning strategy to students with learning disabilities. The methods compared were (a) cognitive modeling alone in the use of constraint-seeking questions, and (b) cognitive modeling and verbalization in the use of constraint-seeking questions, involving explicit and consistent instruction and feedback. Sixty subjects with learning disabilities were assigned randomly to one of these two conditions (n = 30 in each group). A pretreatment and posttreatment design was employed, with the criterion variable being number of questions required to obtain the correct answers to two 20 questions games. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required. The two methods of instruction did not differ significantly in effectiveness.
本研究调查了向学习障碍学生教授有效提问策略的两种方法的相对有效性。所比较的方法为：(a) 仅使用寻求约束性问题的认知建模，以及 (b) 使用寻求约束性问题的认知建模和言语表达，包括明确且一致的指导和反馈。60名学习障碍受试者被随机分配到这两种情况之一（每组n = 30）。采用了治疗前和治疗后的设计，标准变量是在两个20道题的游戏中获得正确答案所需的问题数量。结果表明，两组从治疗前到治疗后所需问题数量均显著减少。两种教学方法在有效性上没有显著差异。
