Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts?-Reference-Cited by-同舟云学术

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Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts?

Published:2018-01-17 Issue:1 Volume:3 Page:
ISSN:2056-7936
Container-title:npj Science of Learning
language:en
Short-container-title:npj Science Learn

Author:

Markovits Rebecca A.,Weinstein Yana^ORCID

Publisher

Springer Science and Business Media LLC

Subject

General Medicine,General Chemistry

Link

http://www.nature.com/articles/s41539-017-0018-1.pdf

Reference35 articles.

1. Barbetta., P. M., Heron, T. E. & Heward, W. L. Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. J. Appl. Behav. Anal. 26, 111–119 (1993).

2. Haydon, T., Mancil, G. R. & Van Loan, C. Using opportunities to respond in a general education classroom: a case study. Educ. Treat. Child. 32, 267–278 (2009).

3. Keller, F. S. Goodbye, teacher…. J. Appl. Behav. Anal. 1, 79–89 (1968).

4. Kellum, K. K., Carr, J. E. & Dozier, C. L. Response-card instruction and student learning in a college classroom. Teach. Psychol. 28, 101–104 (2001).

5. Konrad, M., Joseph, L. M. & Eveleigh, E. A meta-analytic review of guided notes. Educ. Treat. Child. 32, 421–444 (2009).

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