Scruggs T E, Mastropieri M A, Levin J R
Am J Ment Defic. 1985 Mar;89(5):546-51.
Twenty EMR junior-high-school students learned the definitions of unfamiliar English vocabulary words under either direct instruction or mnemonic instruction in a crossover design. When in the mnemonic-instruction condition, students remembered 50% more vocabulary definitions than when they were in the direct-instruction condition. Only three of the 20 students failed to exhibit superior performance when in the mnemonic instruction condition. Supplementary analysis of the response data revealed distinctly different error patterns in the two instructional conditions. In particular, far more intralist intrusions were associated with direct instruction. Implications of these results were discussed.
20名电子病历初中学生在交叉设计中，通过直接教学或记忆教学学习不熟悉的英语词汇定义。在记忆教学条件下，学生记住的词汇定义比直接教学条件下多50%。20名学生中只有3名在记忆教学条件下未表现出卓越的表现。对反应数据的补充分析揭示了两种教学条件下明显不同的错误模式。特别是，与直接教学相关的列表内干扰要多得多。讨论了这些结果的意义。
