The effects of language development on the generalizability of self-instruction training.
Item
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Title
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The effects of language development on the generalizability of self-instruction training.
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Identifier
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AAI9000022
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identifier
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9000022
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Creator
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Ferrigno, George A.
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Contributor
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Adviser: Nicholas Anastasiow
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Date
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1989
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Language and Literature
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Abstract
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The present study investigated the effects of the subject variables of language development and cognitive tempo and their interaction with self-instruction training on the generalization of academic material. Sixty regular fourth grade students were evaluated to determine their language developmental level (Told-I) and their relative performance along the continuum of impulsivity/reflectivity (Mfft). Subjects were randomly assigned to one of three treatment groups: General Content Self-Instruction Training Group, General Problem-Solving Training Group, or an Attention Control Group. Subjects in each group were trained on two separate reading tasks and on general math tasks compatible to their achievement levels. The training took place in small groups over a three month period. Maintenance and generalization were measured by student's performance on the Specific Training Test (STT) and the Peabody Individualized Achievement Test (PIAT).;Results indicated that the children in the self-instruction group performed significantly better than the problem-solving group and the attention control group on the generalization measure. The self-instruction group also performed better than the attention control group on the specific dependent measure but not significantly better than the general problem-solving group. Multiple regression analyses did not indicate any significant aptitude-by-treatment interactions for either of the aptitudes on the treatments. The results are discussed in terms of the efficacy of general content self-instruction training procedures for achieving generalization of problem-solving skills.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
