ロード中...
Instructional Demonstrations are More Efficient Than Consequences Alone for Children with Naming
Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming,...
保存先:
| 出版年: | Anal Verbal Behav |
|---|---|
| 主要な著者: | , , |
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
Springer International Publishing
2018
|
| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC6702489/ https://ncbi.nlm.nih.gov/pubmed/31976218 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1007/s40616-018-0095-0 |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|