Department of Psychology.
Educational, School, & Counseling Psychology, University of Missouri.
Sch Psychol. 2019 May;34(3):307-317. doi: 10.1037/spq0000294. Epub 2018 Nov 29.
Incremental rehearsal (IR) is a flashcard technique that has produced strong effects for a variety of outcomes including word recognition. We utilized theory-based modifications to IR to enhance maintenance and generalization of sight words. We utilized a within-subjects design in which 41 participants in 2nd and 3rd grade were taught seven unknown words in each of three IR variants-IR, IR with vocabulary (IR-V, which leveraged the depth of processing framework), and IR with context (IR-C, which leveraged Stokes and Baer's, 1977, generalization framework). Auditory working memory and decoding skills were measured as potential moderators. Maintenance and generalization were high across conditions, but maintenance was greater in IR-V and IR-C than IR. IR was the most efficient intervention variant. A potential moderating effect of decoding skills, but not of auditory working memory, was noted. Researchers and practitioners should consider the extent to which theory-based modifications increase effectiveness of an intervention, while also considering impacts on efficiency. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
增量复述 (IR) 是一种抽认卡技术，已对各种结果产生了强大的影响，包括单词识别。我们利用基于理论的 IR 修正来增强常见字词的维持和泛化。我们采用了被试内设计，其中 2 年级和 3 年级的 41 名参与者在三种 IR 变体（IR、具有词汇的 IR（IR-V，利用深度处理框架）和具有上下文的 IR（IR-C，利用 Stokes 和 Baer 的，1977 年，泛化框架）中分别教授了七个未知单词。听觉工作记忆和解码技能被测量为潜在的调节因素。维持和泛化在所有条件下都很高，但在 IR-V 和 IR-C 中比在 IR 中更高。IR 是最有效的干预变体。注意到解码技能的潜在调节作用，但听觉工作记忆没有。研究人员和从业者应考虑基于理论的修正在增加干预效果的同时，对效率的影响。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
