Augmenting computer-interactive self-assessment with and without feedback.
Following a preexperimental assessment of computer-interactive math performance during VR 6 reinforcement and extinction, 4 regular education students and 2 students identified as behaviorally disordered participated in an A-BC-D-BC withdrawal of treatment design. Subsequent to baseline observation...
| Publicado en: | Psychological Record Vol. 48; no. 4; pp. 601 - 617 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Psychological Record
Fall98
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507672214&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507672214 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Fall98 vid: 48 iid: 4 pid: 761 pub: Psychological Record artinfo: ui: 507672214 ppf: 601 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 1.5MB tig: atl: Augmenting computer-interactive self-assessment with and without feedback. aug: au: Ninness, H. A. Chris Ninness, Sharon K. Sherman, Sandra su: Self-evaluation Psychological feedback Reinforcement (Psychology) Human-computer interaction sug: subj: Self-evaluation Psychological feedback Reinforcement (Psychology) Human-computer interaction ab: Following a preexperimental assessment of computer-interactive math performance during VR 6 reinforcement and extinction, 4 regular education students and 2 students identified as behaviorally disordered participated in an A-BC-D-BC withdrawal of treatment design. Subsequent to baseline observations of math performance during self-assessment with and without accuracy feedback, students were trained in self-assessment procedures by way of a series of computer-interactive tutorials. During treatment, students were provided computer-displayed accuracy feedback plus reinforcement for correct self-assessments of their math performance. Reinforcement and feedback were gradually leaned, and in the final treatment condition, accuracy feedback was terminated; however, monetary reinforcement for correct self-assessment was sustained. Following treatment, students were given opportunities to perform math problems in the absence of reinforcement while self-assessing their performances with and without accuracy feedback. This was succeeded by a withdrawal condition and a final session in which students, again, were given an opportunity to self-assess with and without feedback from the computer. Outcomes suggest that subsequent to training computer-interactive self-assessment with feedback may facilitate high rates and long durations of math performance even in the absence of compensation. Implications regarding the augmental as a type of rule-governed behavior and the necessary and sufficient conditions for sustaining self-assessment as a learned reinforcer are discussed. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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