即时自我纠正、延迟自我纠正和不纠正对一名四年级学习障碍学生乘法运算表习得与巩固的影响。
Effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities.
作者信息
Bennett K, Cavanaugh R A
机构信息
Center for Educational Studies and Services, Plattsburgh State University of New York 12901, USA.
出版信息
J Appl Behav Anal. 1998 Summer;31(2):303-6. doi: 10.1901/jaba.1998.31-303.
Abstract
This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.
摘要
本研究比较了即时自我纠正、延迟自我纠正和不纠正对一名患有学习障碍的四年级学生乘法运算事实的习得和保持的影响。来自日常测试和维持测试的数据表明，即时自我纠正时的正确反应率和准确率高于延迟自我纠正或不进行自我纠正的情况。
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本文引用的文献
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J Appl Behav Anal. 1994 Spring;27(1):177-8. doi: 10.1901/jaba.1994.27-177.
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