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EFFECTS OF ACTIVE STUDENT RESPONSE DURING ERROR CORRECTION ON THE ACQUISITION, MAINTENANCE, AND GENERALIZATION OF SCIENCE VOCABULARY BY ELEMENTARY STUDENTS: A SYSTEMATIC REPLICATION
Author(s) -
Drevno Gregg E.,
Kimball Jonathan W.,
Possi Mwajabu K.,
Heward William L.,
Gardner Ralph,
Barbetta Patricia M.
Publication year - 1994
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1994.27-179
Subject(s) - vocabulary , generalization , replication (statistics) , psychology , error detection and correction , mathematics education , computer science , statistics , linguistics , algorithm , mathematics , mathematical analysis , philosophy
We compared active student response (ASR) error correction and no‐response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher modeled the definition while the student looked at the vocabulary card. ASR error correction was superior on each of the study's seven dependent variables.