首页>
美国卫生研究院文献>The Analysis of Verbal Behavior
>Engineering discovery learning: The contingency adduction of some precursors of textual responding in a beginning program
【2h】
Engineering discovery learning: The contingency adduction of some precursors of textual responding in a beginning program
A learning situation in which the principal content of what is to be learned is not given but is independently discovered by the learner is often considered “discovery learning.” Recently, learning scientists have been able to make explicit some of the conditions under which such independent discovery is likely to occur (Andronis, 1983; Epstein, 1996; Johnson & Layng, 1992). One form of “discovery” can often be observed when skills learned under one set of conditions are recruited under new conditions to serve a new or different function—a process of “contingency adduction” (Andronis, Layng, & Goldiamond, 1997). The research reported here investigated the application of contingency adduction in a discovery learning context to establish sound-to-letter correspondence as part of an online reading/decoding program, Headsprout Early Reading. Beginning readers acquired novel letters/sounds correspondence with minimal presentations and few errors—often requiring only one presentation. This research suggests that instructional sequences may be designed to provide effective discovery learning activities to teach some phonics skills.
展开▼
机译:其中没有给出要学习的内容的主要内容但由学习者独立发现的学习情况通常被称为“发现性学习”。最近,学习型科学家已经能够阐明可能发生这种独立发现的一些条件(Andronis,1983; Epstein,1996; Johnson&Layng,1992)。当在新条件下募集在一组条件下学习的技能以服务于新的或不同的功能时,通常会观察到一种“发现”形式,即“应急收生”过程(Andronis,Layng和Goldiamond,1997)。此处报道的研究调查了偶然发现加成在发现学习上下文中的应用,以建立声音与字母的对应关系,作为在线阅读/解码程序Headsprout Early Reading的一部分。新手读者以最少的展示和很少的错误就获得了新颖的字母/声音对应关系-通常只需要一个展示。这项研究表明,教学序列可以设计为提供有效的发现学习活动,以教授一些语音技能。
展开▼