首页> 外文期刊>Acta Comportamentalia >Efectos de la precisión instruccional y la densidad de retroalimentación sobre el seguimiento, la elaboración y transmisión de descripciones en tareas de discriminación condicional
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Efectos de la precisión instruccional y la densidad de retroalimentación sobre el seguimiento, la elaboración y transmisión de descripciones en tareas de discriminación condicional

机译:教学准确性和反馈密度对条件歧视任务中描述的跟进,阐述和传递的影响

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Normal 0 21 false false false ES-MX X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} ? To evaluate the effects of instructional specificity (specific vs. generic) and feedback density (none, continuous, or delayed) on instruction following and rule elaboration, 30 college students were randomly assigned to one of six experiemental groups in order to perform a conditional discrimination task (first-order matching to sample) in Experiment 1. The results showed that instructional specificity and the elaborated descriptions. In experiment 2, we investigated the use of descriptions made by different subjects of the previous experiment as instructions of 30 undergraduate students. In general, we observed performances levels that oscillate between 12 correct responses and a wide sample of irrelevant descriptions. These results are discussed in terms of the correspondence between instructions, performance and descriptions in the transmission of descriptions, and the importance of the kind of protocol utilized to obtain those descriptions.
机译:正常0 21否否否ES-MX X-NONE X-NONE / *样式定义* / table.MsoNormalTable {mso-style-name:“ Tabla normal”; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:是; mso-style-priority:99; mso-style-qformat:是; mso-style-parent:“”; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm;线高:115%; mso分页:寡妇孤儿;字体大小:11.0pt;字体家族:“ Calibri”,“ sans-serif”; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:“时代新罗马”; mso-fareast-主题字体:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}?为了评估教学特异性(特定与通用)和反馈密度(无,连续或延迟)对教学遵循和规则制定的影响,将30名大学生随机分配到六个实验组之一,以进行条件区分实验1中的任务(样本的一阶匹配)。结果表明,该课程具有教学特异性和详尽的描述。在实验2中,我们调查了先前实验的不同主题所作描述的使用,以此作为对30名本科生的指导。通常,我们观察到的性能水平在12个正确的答案和不相关的描述的广泛样本之间振荡。将根据指令之间的对应关系,描述传输中的性能和描述以及用于获得这些描述的协议类型的重要性来讨论这些结果。

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    《Acta Comportamentalia》 |2009年第2期|共页
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  • 入库时间 2022-08-18 07:13:13

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