The study of stimulus fading strategies on functional vocabulary learning for mental-retarded students
| Autor: | Ai Chiao Ku, 古艾巧 |
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| Rok vydání: | 2004 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 92 The purpose of this study is to compare the learning effects of functional vocabularies by means of within-stimulus and extra-stimulus fading strategies on mentally-retarded students in special education classes of the vocational schools. The research approach adopted is the alternating treatment design in the single subject experimental design, and the subjects of the study are three moderate mentally-retarded and one mild mentally-retarded students. The subjects of study must undergo the pedagogic experiment of three sets of target vocabularies.In each set of target vocabularies, both the within-stimulus and extra-stimulus fading strategies are implemented, and the pedagogic activities did not stop until the accuracy rate of the general examination which the study subjects took exceeded 80% for three consecutive times. The independent variables of this study is the within-stimulus and extra-stimulus fading strategies.The dependent variables are the learning effects, learning efficiency, learning maintenance, and the generalized performance of the subjects. The pedagogic experiment is divided into four stages.In the baseline period, we assess a series of preset to measure subject’s ability of word recognition.In the instruction period, in which the within-stimulus and extra-stimulus fading strategies are implemented, and the learning effects and learning efficiency of the study subjects are assessed.In the maintenance period, in which the tests conducted are the same as in the baseline period, so as to realize the learning maintenance of the subjects.In the generalization period, we conduct the word-cards test in the maintenance period, so as to realize the generalized performance of the subjects. Stated below are the conclusions generalized from the outcome of this experiment: 1.Stimulus fading strategies are helpful for the functional vocabulary learning of mentally-retarded students in special education classes of the vocational schools. 2. The teaching agent on the learning website is contributory to students’learning, and are capable of elevating students’ learning motivation as well as maintaining their learning aspiration. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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