Title: Modality related performances in educationally handicapped children
CITATION PDF VIEWER THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00098099/00001
 Material Information
Title: Modality related performances in educationally handicapped children : an operant analysis
Physical Description: xi, 135 leaves : ; 28 cm.
Language: English
Creator: Koorland, Mark Allan, 1947- ( Dissertant )
Wolking, William D. ( Thesis advisor )
Forgnone, Charles ( Reviewer )
Mercer, Cecil D. ( Reviewer )
Pennypacker, Henry S. ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1977
Copyright Date: 1977
 Subjects
Subjects / Keywords: Learning, Psychology of   ( lcsh )
Reinforcement (Psychology)   ( lcsh )
Special Education thesis Ph. D
Children with mental disabilities -- Education   ( lcsh )
Dissertations, Academic -- Special Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
 Notes
Abstract: There has been a great deal of interest in modality preference as a learner characteristic and its relation to learner performance. To the extent that it is difficult to determine consistent auditory or visual modality preferences, some investigators, nevertheless, claim that aptitude treatment interactions between modality preference and presentation mode indicate preferences which are stable across tasks, and that these preferences control the subjects' performances on a short term memory task. If a positive reinforcer proves to control performances allegedly dependent on modality preferences, then there will be a greater understanding of the variables that contribute to the consistency of modality preference, and subsequently an explanation of the reasons for a subject's performance could be offered at a functional level, rather than at a nominal level. For these reasons the study was designed to use a set of tasks previously found to be successful in demonstrating an aptitude treatment interrelation between modality preference and presentation mode. The study employed operant techniques to further clarify the variables that might control alleged modality dependent performances with educationally handicapped children. Subjects were classified as to modality preference by their performance on a bisensory digit span task. This task consisted of simultaneous presentation of four-digit spans in five criterion trials. The number of visual responses were subtracted from the number of auditory responses and the magnitude and direction of the differences were used to identify the subjects' preference. Subjects with a preference then performed on a bisensory missing units short term memory task. This task consisted of simultaneous auditory and visual presentations of two different sets of three words. Following the bisensory presentation the subject was shown two of the three words from each set and asked to recall the missing word. To meet the criteria for an aptitude treatment interrelation, the subject had to recall, in any ten trials, six missing words from the same presentation mode as their preference classification. After screening 18 elementary aged children, one male with an auditory preference and treatment interrelation and one female with a visual preference and treatment interrelation were identified for the study. A single subject design employing a multielement baseline was used to evaluate the effects of contingencies of reinforcement on the subjects' bisensory missing units task performance, allegedly under the control of modality preference. Data were evaluated by visual inspection of the subjects' cumulative response records and distributions of the subjects' response latencies. Contingencies of reinforcement were found to control both subjects' missing units task performances. Performances in nonpreferred modalities could be made to approach or exceed performances in preferred modalities by the systematic use of contingencies of positive reinforcement. These results imply that the source of control for modality related performances and subsequently the source of stability or consistency of a subject's alleged preference controlled performances may depend on controllable variables in the immediate environment, such as reinforcement. One implication of these findings is that a learner may perform better in a supposedly nonpreferred learning modality than expected, if the consequences for that performance are reinforcing, and if the consequences are arranged systematically.
Thesis: Thesis--University of Florida.
Bibliography: Bibliography: leaves 73-78.
General Note: Typescript.
General Note: Vita.
 Record Information
Bibliographic ID: UF00098099
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000064715
oclc - 04290082
notis - AAG9926

Downloads

This item has the following downloads:

PDF ( 5 MBs ) ( PDF )


University of Florida Home Page
© 2004 - 2010 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - Version 2.9.9 - mvs