|Verbal Behavior and Instruction
|Tuesday, May 27, 2008
|9:00 AM–9:50 AM
|Chair: Melinda Sota (Florida State University and Headsprout)
|Class Participation in Large Undergraduate Courses.
|Domain: Applied Research
|ROBERT LEE WILLIAMS (University of Tennessee), Katherine R. Krohn (University of Tennessee), Lisa N. Foster (University of Tennessee, Knoxville)
|Abstract: The study determined if self-recording of one’s comments in class versus self-recording plus receiving a small amount of course credit for commenting in class (up to two comments per class session) would have a differential effect on the number of students who participated in class discussion. Students recorded on a 3 by 5 note card each comment they made in class immediately after making the comment. They put their names and dates on the cards and submitted them to the instructor at the conclusion of each class session. Two external observers also recorded student comments on selected days during the course and their records were compared to student records. The study was conducted in six large sections (n = approximately 55 students per section) of an undergraduate human development course, which had the same content, format for class discussion, and assessment procedures in all sections. Students had a copy of the instructor notes prior to class and were encouraged to ask questions about those notes during class. Plus, the instructor asked numerous questions to probe students’ level of understanding of the instructor notes. The treatment conditions were sequenced within the framework of a reversal design.
|Approaches to Vocabulary Acquisition: Issues in Instructional Design and Assessment.
|Domain: Applied Research
|MELINDA SOTA (Florida State University and Headsprout)
|Abstract: Vocabulary is an essential component of comprehension tasks involving new words. To understand the meaning of a word is to respond to that word across multiple stimulus contexts in ways that match those of the verbal community. Instructional procedures designed to teach vocabulary must produce changes in an individual’s verbal repertoire that indicate the meaning of a word has been learned. Research into how children acquire vocabulary words in the natural environment and the laboratory may suggest new procedures for teaching vocabulary. This presentation will review some of the literature in the area of vocabulary learning. What it means to understand the meaning of a word and implications for assessment will be discussed. Where possible, behavior analytic interpretations of the literature will be provided. Finally, procedures from the behavior analytic laboratory and instructional design that may be used to create new approaches to vocabulary instruction will be examined.