Naglieri J A, Gottling S H
Ohio State University, Columbus 43210, USA.
J Learn Disabil. 1997 Sep-Oct;30(5):513-20. doi: 10.1177/002221949703000507.
The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific cognitive characteristics of the individual students. A cognitive instruction that facilitated planning was provided to a group of 12 students with learning disabilities. All students completed math work sheets during 7 sessions of baseline and 21 sessions of intervention (when the instruction designed to facilitate planning was provided). During the intervention phase, students engaged in self-reflection and verbalization of strategies about how mathematics problems were completed. The class was sorted according to planning scores, obtained using the Cognitive Assessment System, which is based on Planning, Attention, Simultaneous, Successive (PASS) theory; and low- and high-planning contrast groups were identified. The results, consistent with previous research, showed that teaching control and regulation of cognitive activity had beneficial effects for all students but was especially helpful for those who were poor in planning, as defined by the PASS theory. Implications of these findings are provided.
本研究的目的是确定教师以小组形式向班级提供的旨在促进计划制定的指导，是否会因个体学生的特定认知特征而产生不同的效果。向一组12名学习障碍学生提供了有助于计划制定的认知指导。所有学生在7节基线课程和21节干预课程（提供旨在促进计划制定的指导时）期间都完成了数学工作表。在干预阶段，学生们对如何完成数学问题进行自我反思并说出策略。根据使用基于计划、注意力、同时性、继时性（PASS）理论的认知评估系统获得的计划分数对班级进行分类；并确定了低计划和高计划对比组。结果与先前的研究一致，表明对认知活动的教学控制和调节对所有学生都有有益影响，但对那些根据PASS理论被定义为计划能力差的学生尤其有帮助。文中提供了这些研究结果的意义。
