Explorations in clinical teaching technology: "Epistemic games" with academically subnormal adolescents operating as salesman of knowledge

The purpose of this study was to investigate the differential effect of different learning conditions on the amount of learning and retention of verbal material with retardates. Recent studies have indicated that retardation has multiple causes and that the retardate pattern of responding is more variable in comparison to that of normale. The high intra-personal performance variability depresses the average level of performance and this variability is assumed to arise from the operation of underlying disabilities. In addition, within-subject variability has implications for the understanding, diagnosing, and treatment, of underlying defects. The direct con or implication of many recent studies is that the disabilities giving rise to individual differences and to intra-individual performance variability can be influenced or even eliminated by appropriate psycho-educational procedures. Since variability is reflected over time, the variable pattern of responding should be characterized and qualified by analysing the learning process and detecting the factor (disabilities) which control on hinter its progression. Thus, the need has been recognized for the analysis of the learning process, the detection of disabilities, and the remediation of these disabilities by appropriate psychoeducational procedures (optimal learning conditions). Psychoeducational therapy is the essence of clinical teaching technology. Furthermore, recent investigations suggested that the upgrading of retardate achievement consists mainly of the reductin of the sense of mental incompetence or of the "feeling of ignorance". In addition, retardate learning is facilitated when the learning atmosphere is enjoyable. All in all, optimal learning conditions consist of two factors: "method-knowledge" (appropriate psychoeducational procedures) and rate of learning. Putting together these notions, we employed decision- and game- theoretic principles to construct a game. Since the game was designed to diminish the "feeling of ignorance" by appropriate educational procedures promoting information or knowledge acquisition, we called it "Game of knowledge". This game is a developmental process structured and paced by the incorporation of optimal conditions conductive to efficient learning. What is this game compared with?

Name thesis:degree_name

Maîtrise ès arts (psychologie)

Level thesis:degree_level

2e cycle

Discipline thesis:degree_discipline

École de psychologie et d'éducation (1964-1965 à 1972-1973)

Grantor dc:publisher

University of Moncton

Year dc:date.issued

1973

Author dc:creator

• Tzortzis, Demetre

Advisor dc:contributor.advisor

• Jeffrey, Clarence

• Psychologie de l'apprentissage
• Rétroaction (Psychologie)
• Adolescents en difficulté d'apprentissage

Statement dc:rights

• Author

Language dc:language.iso

iso639-2b, eng

Identifier

oclc: 726429728

Dc Identifier Other

umir:819

OAI identifier oai:identifier

oai:umoncton.scholaris.ca:20.500.14658/8009