Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
Teaching compliance with experimentally managed self-instructions can accomplish reversal shifts
Autore:
Grote, I; Baer, DM;
Indirizzi:
Univ Kansas, Dept Human Dev, Lawrence, KS 66045 USA Univ Kansas Lawrence KS USA 66045 Dept Human Dev, Lawrence, KS 66045 USA
Titolo Testata:
JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES
fascicolo: 3, volume: 12, anno: 2000,
pagine: 217 - 233
SICI:
1056-263X(200009)12:3<217:TCWEMS>2.0.ZU;2-Q
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEVELOPMENTAL-DISABILITIES; RETARDATION; KNOWLEDGE; CHILDREN; SETTINGS;
Keywords:
compliance; self-instructions; reversal shifts;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
34
Recensione:
Indirizzi per estratti:
Indirizzo: Grote, I Univ Kansas, Dept Human Dev, 4085 Dole, Lawrence, KS 66045 USA Univ Kansas 4085 Dole Lawrence KS USA 66045 awrence, KS 66045 USA
Citazione:
I. Grote e D.M. Baer, "Teaching compliance with experimentally managed self-instructions can accomplish reversal shifts", J DEV PHY D, 12(3), 2000, pp. 217-233

Abstract

An adult with mild mental retardation was asked to perform a complex visual sorting task according to instructed features. First, she was taught to name the six objects to be shown in a set of pictures (bird, strawberry, dog, turtle, glass, and cake). Then she was taught to comply with a series of instructions (e.g., "Put all the birds here, and the others there") as she sorted through a deck of 15 pictures, 5 of which had the feature just specified. This was repented for three of the six features (the other three weresaved for subsequent generalization tests). Each time a new object was specified constituted a reversal shift of the previous problem. At first, the participant failed these shifts. Then a relevant self-instruction was invoked by asking, "What are you looking for? " She always answered correctly (e.g., "Birds go here"), but still failed to sort correctly. Then she was given feedback pointing out that she had not acted on what she told herself; she continued to fail. Then she was taught that telling herself what she was looking for led immediately to only the five pictures she cited, so that her verbal response would be linked to the target feature. Thereafter, she not only self-instructed correctly, but also sorted accordingly even with newuntaught problems. And thereafter, when she was told not to self-instruct,she sorted incorrectly; and when she was again told to self-instruct, she resumed sorting accurately.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 10/07/20 alle ore 08:31:01