The Effects of "Errorless" Training and Testing on the Performances of Typically Developing Children During Acquisition and Retention.

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.

Grantor dc:publisher

University of North Texas

Year dc:date

2003

Author dc:creator

• Arnadottir, Iris

Contributors dc:contributor

• Rosales Ruíz, Jesús
• Hyten, Cloyd
• Ala'i-Rosales, Shahla

• Learning, Psychology of.
• errorless training
• performance
• retention
• acquisition
• testing procedures
• typically developing children

Statement dc:rights

• Public
• Copyright
• Arnadottir, Iris
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 54432108
https://digital.library.unt.edu/ark:/67531/metadc4441/
ark: ark:/67531/metadc4441

OAI identifier oai:identifier

info:ark/67531/metadc4441