Teaching Problem Explanations Using Instructive Feedback: A Replication and Extension
Saved in:
| Title: | Teaching Problem Explanations Using Instructive Feedback: A Replication and Extension |
|---|---|
| Language: | English |
| Authors: | Ashley R. Gibbs, Christopher A. Tullis, Jocelyn Priester, Crysta P. Reddock |
| Source: | Analysis of Verbal Behavior. 2024 40(2):248-270. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Feedback (Response), Teacher Response, Teaching Methods, Verbal Development, Verbal Learning, Teacher Student Relationship, Competency Based Education, Recall (Psychology), Retention (Psychology), Educational Strategies, Thinking Skills |
| DOI: | 10.1007/s40616-023-00195-y |
| ISSN: | 0889-9401 2196-8926 |
| Abstract: | Instructive feedback (IF) is a teaching strategy where extra information, or secondary targets, are presented in the consequence portion of an instructional interaction. Unlike teaching primary targets, no response is required from the learner after presentation. In the current investigation, the procedures from Tullis et al. (2017, "The Analysis of Verbal Behavior, 33"(1), 64-79) were replicated and extended to include measures of maintenance and generalization. For all participants, primary and secondary targets were acquired and maintained up to 2 months. Generalization from training to naturalistic environments was observed for two participants. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463463 |
| Database: | ERIC |
| Abstract: | Instructive feedback (IF) is a teaching strategy where extra information, or secondary targets, are presented in the consequence portion of an instructional interaction. Unlike teaching primary targets, no response is required from the learner after presentation. In the current investigation, the procedures from Tullis et al. (2017, "The Analysis of Verbal Behavior, 33"(1), 64-79) were replicated and extended to include measures of maintenance and generalization. For all participants, primary and secondary targets were acquired and maintained up to 2 months. Generalization from training to naturalistic environments was observed for two participants. |
|---|---|
| ISSN: | 0889-9401 2196-8926 |
| DOI: | 10.1007/s40616-023-00195-y |
