THE EFFECTS OF VERBAL ELABORATIONS AND SOCIAL REINFORCEMENT ON CHILDREN'S PERFORMANCE IN A SIMPLE DISCRIMINATION TASK.

Persistent Link:
http://hdl.handle.net/10150/187603
Title:
THE EFFECTS OF VERBAL ELABORATIONS AND SOCIAL REINFORCEMENT ON CHILDREN'S PERFORMANCE IN A SIMPLE DISCRIMINATION TASK.
Author:
MANOS, MICHAEL JOHN.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this study, six educationally disadvantaged children were taught beginning letter sounds under two teaching conditions. After a baseline of no intervention, a single subject alternating treatments design was used to compare contingent elaborations and token reinforcement within children. Performance between treatments was analyzed in terms of cumulative number of letter sounds learned, total number of letter sounds learned, and maintenance of learning. Token probes were implemented to ascertain whether tokens remained functionally reinforcing over the course of the study. Five children responded to treatment over baseline. Three of these, characterized by above average Wepman auditory discrimination scores, performed better under elaborations until the final third of the study when differential performance between treatments was less pronounced. Remaining subjects, characterized by below average auditory discrimination, showed similar learning under both treatments or, as in the case of one child, no learning. No differences in maintenance were observed. Implications for the classroom and suggestions for further research were discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Learning, Psychology of.; Reinforcement (Psychology); Educational psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE EFFECTS OF VERBAL ELABORATIONS AND SOCIAL REINFORCEMENT ON CHILDREN'S PERFORMANCE IN A SIMPLE DISCRIMINATION TASK.en_US
dc.creatorMANOS, MICHAEL JOHN.en_US
dc.contributor.authorMANOS, MICHAEL JOHN.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this study, six educationally disadvantaged children were taught beginning letter sounds under two teaching conditions. After a baseline of no intervention, a single subject alternating treatments design was used to compare contingent elaborations and token reinforcement within children. Performance between treatments was analyzed in terms of cumulative number of letter sounds learned, total number of letter sounds learned, and maintenance of learning. Token probes were implemented to ascertain whether tokens remained functionally reinforcing over the course of the study. Five children responded to treatment over baseline. Three of these, characterized by above average Wepman auditory discrimination scores, performed better under elaborations until the final third of the study when differential performance between treatments was less pronounced. Remaining subjects, characterized by below average auditory discrimination, showed similar learning under both treatments or, as in the case of one child, no learning. No differences in maintenance were observed. Implications for the classroom and suggestions for further research were discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLearning, Psychology of.en_US
dc.subjectReinforcement (Psychology)en_US
dc.subjectEducational psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.identifier.proquest8217434en_US
dc.identifier.oclc681763753en_US
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