{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4441"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4441","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of \"Errorless\" Training and Testing on the Performances of Typically Developing Children During Acquisition and Retention.","abstract":"This study examines the effects of two teaching procedures and two testing procedures (“Skip” and “Guess”) on acquisition, retention and generalization of learning. Three typically developing females between the ages of 8 and 11 learned the 24 lower case letters of the Greek alphabet. Half of the letters were taught with the “Skip” procedure and the other half with the “Guess” procedure. The “Skip” procedure produced faster and more efficient learning than the “Guess” procedure. The “Skip” procedure also resulted in better initial retention (4 weeks), but this effect disappeared in subsequent retention tests. The training conditions did not have differential effects on generalization tests across learning channels, except for the Free/Say channel.","abstract_html":"This study examines the effects of two teaching procedures and two testing procedures (“Skip” and “Guess”) on acquisition, retention and generalization of learning. Three typically developing females between the ages of 8 and 11 learned the 24 lower case letters of the Greek alphabet. Half of the letters were taught with the “Skip” procedure and the other half with the “Guess” procedure. The “Skip” procedure produced faster and more efficient learning than the “Guess” procedure. The “Skip” procedure also resulted in better initial retention (4 weeks), but this effect disappeared in subsequent retention tests. The training conditions did not have differential effects on generalization tests across learning channels, except for the Free/Say channel.","abstract_has_math":false,"creators":["Arnadottir, Iris"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rosales Ruíz, Jesús","Hyten, Cloyd","Ala'i-Rosales, Shahla"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-12","date_published":"2003-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Learning, Psychology of.","errorless training","performance","retention","acquisition","testing procedures","typically developing children"],"languages":["English"],"rights":["Public","Copyright","Arnadottir, Iris","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54432108","https://digital.library.unt.edu/ark:/67531/metadc4441/","ark: ark:/67531/metadc4441"],"render_values":[{"text":"oclc: 54432108","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4441/","href":"https://digital.library.unt.edu/ark:/67531/metadc4441/","code":true},{"text":"ark: ark:/67531/metadc4441","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4441","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosales Ruíz, Jesús","Hyten, Cloyd","Ala'i-Rosales, Shahla"]},{"key":"dc:creator","label":"Author","values":["Arnadottir, Iris"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning, Psychology of.","errorless training","performance","retention","acquisition","testing procedures","typically developing children"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Arnadottir, Iris","Copyright is held by the author, unless otherwise noted. All rights reserved."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54432108","doi: 10.12794/metadc4441","https://digital.library.unt.edu/ark:/67531/metadc4441/","ark: ark:/67531/metadc4441"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examines the effects of two teaching procedures and two testing procedures (“Skip” and “Guess”) on acquisition, retention and generalization of learning. Three typically developing females between the ages of 8 and 11 learned the 24 lower case letters of the Greek alphabet. Half of the letters were taught with the “Skip” procedure and the other half with the “Guess” procedure. The “Skip” procedure produced faster and more efficient learning than the “Guess” procedure. The “Skip” procedure also resulted in better initial retention (4 weeks), but this effect disappeared in subsequent retention tests. The training conditions did not have differential effects on generalization tests across learning channels, except for the Free/Say channel."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Effects of \"Errorless\" Training and Testing on the Performances of Typically Developing Children During Acquisition and Retention."]}]}],"canonical_facts":{"dc:contributor":["Rosales Ruíz, Jesús","Hyten, Cloyd","Ala'i-Rosales, Shahla"],"dc:creator":["Arnadottir, Iris"],"dc:date":["2003-12"],"dc:description":["This study examines the effects of two teaching procedures and two testing procedures (“Skip” and “Guess”) on acquisition, retention and generalization of learning. Three typically developing females between the ages of 8 and 11 learned the 24 lower case letters of the Greek alphabet. Half of the letters were taught with the “Skip” procedure and the other half with the “Guess” procedure. The “Skip” procedure produced faster and more efficient learning than the “Guess” procedure. The “Skip” procedure also resulted in better initial retention (4 weeks), but this effect disappeared in subsequent retention tests. The training conditions did not have differential effects on generalization tests across learning channels, except for the Free/Say channel."],"dc:format":["Text"],"dc:identifier":["oclc: 54432108","doi: 10.12794/metadc4441","https://digital.library.unt.edu/ark:/67531/metadc4441/","ark: ark:/67531/metadc4441"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Arnadottir, Iris","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Learning, Psychology of.","errorless training","performance","retention","acquisition","testing procedures","typically developing children"],"dc:title":["The Effects of \"Errorless\" Training and Testing on the Performances of Typically Developing Children During Acquisition and Retention."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}