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771.
Marc Csapo 《Psychology in the schools》1983,20(1):67-73
This investigation compared the cost effectiveness of two approaches—the social learning approach and the social learning approach with reinforcement—to increase the frequency of targeted social skills with socially withdrawn/isolate children. Twelve grade three subjects were selected whose mean score was higher than 2.00 on the social withdrawal subscale of the Walker Problem Behavior Identification Checklist. The frequency of four behaviours—asking questions, giving directions, praising and encouraging, and social other—were observed and compared to the frequency of behavior of an “average” peer. The results indicated that the social learning approach paired with reinforcement for teaching targeted social skills was more cost effective, thus more feasible for classroom application. 相似文献
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Ninety-four second- and third-graders from a suburban New Jersey school who had taken the Boehm Test of Basic Concepts as kindergarteners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area as tested by the Stanford were then correlated with the Boehm Test scores. The resulting coefficients indicated a strong association between deficiencies in early concept mastery as measured by the Boehm Test of Basic Concepts and academic achievement in the second and third grades. These results therefore support the use of the Boehm Test of Basic Concepts as an early predictor of school achievement. 相似文献
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Marc J. Rosenberg 《Performance Improvement Quarterly》1995,8(1):94-99
How close is the relationship between performance technology, performance support, and training? Very close, actually. Both performance technology and electronic performance support (EPS) have their roots in education and training, but in many ways they have transcended their be ginnings and have evolved beyond where training leaves off. This commentary offers a performance technologist's view of EPS and suggests not only that a performance technology perspective is a requirement for the development of EPS, but that involvement in building and implementing an EPS can help people shift their paradigm from training to performance. Implications for the education and training field now and in the future are also proposed. 相似文献
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