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Direct linkSy, Jolene R.; Donaldson, Jeanne M.; Vollmer, Timothy R.; Pizarro, Eliana – Journal of Applied Behavior Analysis, 2014
Behavior that resembles instruction following might sometimes be under stimulus control of extraneous variables. We evaluated the effects of some of these variables (i.e., presence of relevant objects, associations between instructions and object sets) with 3 children with intellectual disabilities. In Experiment 1, we assessed whether subjects…
Descriptors: Educational Strategies, Instructional Effectiveness, Compliance (Psychology), Object Manipulation
Fiorella, Logan; van Gog, Tamara; Hoogerheide, Vincent; Mayer, Richard E. – Journal of Educational Psychology, 2017
The present study tests whether presenting video modeling examples from the learner's (first-person) perspective promotes learning of an assembly task, compared to presenting video examples from a third-person perspective. Across 2 experiments conducted in different labs, university students viewed a video showing how to assemble an 8-component…
Descriptors: Perspective Taking, Video Technology, Instructional Materials, Modeling (Psychology)
McNeil, Nicole M.; Uttal, David H.; Jarvin, Linda; Sternberg, Robert J. – Learning and Instruction, 2009
How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth- and sixth-grade students (N = 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition…
Descriptors: Word Problems (Mathematics), Elementary School Students, Cues, Experiments
