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Results for “Explicit instruction”

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9 recordsLinked to original sources

PubMed1979

The development and evaluation of a behavioral weight-reduction program.

The development of a comprehensive weight-reduction program and its implementation in the clinic are described. The program consisted of explicit instructions on food monitoring, stimulus control, chaining, exercise, and self-reinforcement. The results of pilot research indicated that the program produced reliable weight loss and that its implementation in a group format was more positive. A formal experiment evaluated the effectiveness of program components in a 2 x 2 factorial design after ten weeks of treatment and at three-month and one-year follow-ups. There was significant weight loss with no main or interaction effects. At follow-up, those exposed to exercise and/or contingency management better maintained their weight loss or continued to lose. Data on the implementation of the program in a clinical setting are presented and these results compare favorably with reports from other clinics using behavior modification. It is suggested that our more positive results may be related to an emphasis on activity and life-style change in addition to changing eating behavior.

Adolescent↗

PubMed2026

Implicit and explicit statistical learning in reading: Evidence from a randomized controlled-learning study and computational modeling.

A key challenge in reading acquisition is understanding how learners extract the complex probabilistic mappings between print, meaning, and sound. Statistical learning (SL) theory offers a mechanistic account of how such mappings are acquired, whether implicitly through exposure or explicitly through instruction. We conducted a randomized controlled-learning study in Chinese, a writing system characterized by multiple sub-lexical regularities linking orthography, semantics, and phonology. Ninety-five 2nd-3rd graders with or at risk for dyslexia were randomly assigned to one of three groups: an implicit-SL training group exposed to repeated lexical and sublexical orthography-semantics-phonology associations, an explicit-SL training group receiving the same input plus explicit instruction on the sublexical print-sound mapping, and a no-SL control group. Both SL groups outperformed controls on the characters they were trained on, as well as on untrained characters that required generalization. However, only the explicit group demonstrated abstraction of print-sound mapping to novel items. Neural network simulations further revealed distinct mechanisms supporting implicit and explicit SL, consistent with a dual-system account of reading acquisition. Together, these findings (1) clarify how implicit and explicit learning distinctly support the discovery of statistical structure in written language and (2) underscore the implicit-explicit dual learning mechanism underlying reading acquisition.

Humans↗

PubMed1979

[Field research in the social sciences].

The different types of field research in social sciences are arranged according to two theoretically independent dimensions: the experimental design (experimental, quasi-experimental, pre-experimental) and the "field" of research, which consists of a treatment (independent variable) and a behavior (dependent variable) part. Each part can be natural: natural treatment means that naturally occuring treatments means that no instructions (implicite or explicite) are given to the subjects. Both parts can be used in natural or artificial settings, and both of them can occur with or without the subject knowing the fact that a research is done or which are the hypotheses. Therefore, as an example, a study can consist of an artificial treatment in natural setting without the subjects knowing it, while the measured behavior is instructed (e. g. responding a questionnaire) in an artificial setting and the subjects well know that their behavior is measured, but they ignore the objective of the study. Some problems are discussed. Final conclusion is that both laboratory and field studies should be done, one completing the other, and both have their advantages and difficulties.

Humans↗

PubMed1979

Digit span estimation and the effects of explicit strategy training on recall of EMR individuals.

Accuracy of digit span estimation by EMR subjects at two different MA levels, 8 and 11, was assessed. The effects of explicit strategy training, generalized instruction, and no training on recall performance and apportionment of study time were compared. The older group was more realistic in their digit span estimation than was the younger group. Explicit strategy training facilitated digit recall and evoked longer study times than did the other conditions.

Age Factors↗

PubMed1979

Teaching toothbrushing behavior in severely retarded adults: systematic reduction of feedback and duration training.

Eight severely retarded adults were trained to brush their teeth. Component behaviours were trained in a predetermined sequence of 15 steps. Training included scheduled opportunities for independence performance, instruction, modelling and partial and total physical guidance. Four types of feedback were used, i.e., verbal praise plus explicit head nodding, explicit nodding, inconspicous nodding and no feedback. Stepwise reduction of feedback was made contingent on a subject's repeated performance of each individual step. Five of the eight subjects learned to perform all 15 steps for three consecutive sessions. A different procedure for fading out feedback was used for the other three subjects, two of which learned to perform 14 steps reliably. Acquisition training was followed by procedures to establish persistance of criterion performances for an interval of eight days. Training procedures were based on interval shaping. All seven subjects learned to demonstrate the 14 or 15 component behaviours after an interval of eight to 17 days in which no systematic training occured.

Adult↗

PubMed1979

Perceptual development and category generalization.

This work is concerned with developmental changes in the structure of classifications. The central claim is that young children's undifferentiated perceptions of complex stimuli are highly structured by wholistic similarity whereas older children's perceptions are structured by component dimensions. It is shown in 2 experiments that young children systematically and spontaneously generalize a category if it is well organized by overall similarity but not if it is organized by a criterial dimension. Older children, on the other hand, spontaneously apprehend and extend a category by its dimensional structure. The third experiment was designed to test the hypothesis that criterial property categories are preferred in classification tasks requiring the explicit discovery of a general rule. It was found that younger children's attention to the dimensional relations within a category increases under rule-discovery instructions, although they still have difficulty ignoring wholistic similarity relations. The trend from similarity to dimensional classification is discussed in the context of Piagetian classification tasks and family-resemblance accounts of natural categories.

Child↗

PubMed1977

An experience with a systems approach to curriculum design.

Learning system design, based on general systems theory, is a powerful facilitator for planning and implementing programs of curriculum and instruction. Curriculum planners are directed to a practical consideration of all systems components, and an awareness of their interrelatedness. Specifically they must deal with: Problem areas or barriers to success; the need to define and choose explicit outcomes; ways to make the curriculum operational; and a specific plan for program assessment. The systems process is value free and content free. Values are generated as content is selected and fitted into the system components. Therefore the system input is a crucial factor in the quality of the system. I have attempted to share some aspects of systems methodology which were very useful in the experience of designing a program for the education of gerontological nurse practitioners.

Curriculum↗

PubMed1978

A method for teaching techniques of office surgery.

A method of instruction in basic wound repair and the teaching of suturing skills such as might be used in the office or Emergency Room is described which has been used effectively in family practice resident training. The method utilizes pigs' feet with four specific exercises and objectives accomplished: (1) stellate or Y-shaped laceration; (2) semi-circular, bevelled, flap-type laceration; (3) elliptical, excisional biopsy with "dog ear" correction; and (4) Z-plasty revision. Diagrams are provided, explicitly demonstrating proper techniques of the above exercises. A brief comment on skill evaluation concludes the paper.

Animals↗

PubMed1979

Memory for medical information.

The frequency with which patients fail to recall advice presented by their doctors is discribed. The amount forgotten is shown to be a linear function of the amount presented, to be correlated with the patient's medical knowledge, anxiety level and possibly age, but not with intelligence. It is probable that instructions and advice are more often forgotten than other information, and that this is the result of their low perceived importance, and their being presented late in the series of statements presented-there being (a) a primacy effect in recall of medical information, and (b) a tendency for statements perceived as more important to be better recalled. Experiments to control the content and amount of forgetting are described. Control of content can be obtained by use of the primacy and importance effects, while control of amount forgotten can be achieved by use of (a) simpler language, (b) explicit categorization, (c) repetition, and (d) concrete-specific rather than general-abstract advice statements.

Adult↗