Evaluates the efficacy of two training procedures for eliminating selective stimulus control observed with three trainable mentally retarded children. In another experiment, improvements in stimulus control were not a function of varying degrees of difficulty between stimulus sets or of a prior history of discrimination training with the less…

Instructional strategies that will develop the concept of a fraction are presented. Fractions as counting numbers, measures, and subdivisions are included, with a combination of regions and number lines suggested as a teaching aid. (MNS)

Excerpt from a research report supported by a Regional English Language Centre fellowship. (DD)

A study of the writing disorders shown by students (n=260) taught by different methods of reading and writing found that pupils learning by a global-natural method make errors related more to reproductive aspects of information, whereas children taught by the phonic and syllabic methods made more errors of meaning. (Author/MSE)

Considered are concept development and errors in using both Logo and BASIC made by 25 prospective teachers in a computer literacy course. Understanding errors that students exhibit in programing may affect the ways mathematics teachers understand the process of learning structured content like mathematics. (MNS)

Outlined are the weaknesses of traditional, norm-referenced tests which fail to help in making instructional decisions. Presented is a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special needs…

Discusses how student errors can be utilized to understand the nature of the conceptions that underlie students' mathematical activity. Looks at why errors are made in mathematics, how teachers and students perceive errors, and how to use errors in the classroom. (MDH)

This article recommends a holistic approach to student problems in mathematics. Teachers need to be aware of all paradigms (e.g., developmental, behaviorist, psychoanalytic) explaining causes of problems in mathematics. Examples of misunderstandings resulting from insufficient knowledge, insufficient mathematical vocabulary, and overgeneralization…

Describes a partially self-instructional program designed to deal with the correction of errors in second language learning. The purpose of the program is: 1) to sensitize future teachers to types of errors that occur in oral language practice, and 2) to help teachers make decisions as to how to correct errors effectively. (CLK)

The limitations of both methods, and their practical applications, are discussed. (RM)

Analyzes a corpus of 360 errors made by Polish university students in the German department. Sets up categories of interference-induced and non-interference-induced errors. Relates error analysis to teaching techniques. (Text is in German.) (DH)

Implementation of an adaptive achievement test for teaching signed-numbers operations to junior high students is described. A computer program capable of finding 240 basic errors in signed-number computations was written on the PLATO system and used for analyzing a 64-item conventional test, as well as an adaptive test of addition problems. The…

This paper discusses the problem of how to deal effectively with students' errors from the perspective of Error Analysis. Basic aspects of the theory such as "interlanguage,""learning strategies" and "the interpretation of errors" are introduced; and empirical data from child language learning studies are presented to support the underlying…

The nature of common language errors for learners of second languages is explored, and it is found that the errors cannot adequately be explained in terms of the theory of language interference. A new rationale for these errors can come from an investigation of the perceptual strategies common to error analysis, and thus it is postulated that…