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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,...
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| Gepubliceerd in: | Anal Verbal Behav |
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| Hoofdauteurs: | , , |
| Formaat: | Artigo |
| Taal: | Inglês |
| Gepubliceerd in: |
Springer International Publishing
2018
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| Onderwerpen: | |
| Online toegang: | 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 |
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