Group Title: effects of initially high error tasks on short term learning for mildly handicapped students /
Title: The Effects of initially high error tasks on short term learning for mildly handicapped students
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Permanent Link: http://ufdc.ufl.edu/UF00098260/00001
 Material Information
Title: The Effects of initially high error tasks on short term learning for mildly handicapped students
Physical Description: ix, 136 leaves : ill. ; 28 cm.
Language: English
Creator: Gerent, Michele C., 1948- ( Dissertant )
Wolking, William D. ( Thesis advisor )
Mercer, Cecil ( Reviewer )
Bolduc, Elroy J. ( Reviewer )
Morsink, Catherine ( Reviewer )
Algozzine, Robert ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1984
Copyright Date: 1984
 Subjects
Subjects / Keywords: Learning, Psychology of   ( lcsh )
Special Education thesis Ph. D
Children with mental disabilities -- Education -- Curricula   ( lcsh )
Children with mental disabilities -- Education -- Florida   ( lcsh )
Dissertations, Academic -- Special Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
 Notes
Abstract: This investigation compares the learning of mildly handicapped students in initially low and initially high error environments. It studies the effects of curriculum leap-ups on short term learning rates. A curriculum leap-up is defined as an upward curriculum change that results in a student making at least 10% more errors than correct responses. The dependent measures are celerations for correct responses and errors, improvement index, accuracy improvement, and fluency. Frequency (movements per minute) is the basic measure for all the dependent variables. Single subject designs are used to compare the learning rates of students on preleap-up skills with leap-up skills. Both a Leap and Keep and a Leap and Leave Design are used. The Leap and Keep design involves continuing the preleap-up skill when the leap-up skill is introduced. The Leap and Leave design involves dropping the preleap-up skill when the leap-up skill begins. Sixteen students in elementary and middle school resource room programs were included. The students ranged in age from seven to fourteen. Both reading and m.ath leap-ups were used. Twenty-four of twenty-nine experiments produced effects favoring learning during the leap-up condition. In most experiments celeration for correct responses and errors, the improvement index, and accuracy all increased. Findings for fluency were mixed. Results were replicated across subjects, skills, teachers, and settings. Implications for future placement and instruction, and recommendations for continuing research are presented.
Thesis: Thesis (Ph. D.)--University of Florida, 1984.
Bibliography: Bibliography: leaves 133-135.
Statement of Responsibility: by Michele C. Gerent.
General Note: Typescript.
General Note: Vita.
 Record Information
Bibliographic ID: UF00098260
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 - 000473774
oclc - 11665418
notis - ACN8983

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