Behavioral Technology for Teaching Symbolic Relations

用于教授符号关系的行为技术

• 批准号: 6587110
• 负责人: RICHARD W SERNA
• 金额: $ 10万
• 依托单位: PRAXIS, INC.
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-07 至 2005-07-06
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6587110
• 关键词: behavior modification; behavioral /social science research tag; choice; clinical research; computer assisted instruction; educational resource design /development; human subject; learning; mental retardation education /training; symbolism; teaching; visual stimulus

DESCRIPTION (provided by applicant): This application seeks support for an STTR Phase I project to develop and study a computer-based product intended primarily for teaching children with intellectual disabilities. The product addresses a pivotal skill - symbolic matching to sample -- which is a target of many current programs for teaching this population. In a symbolic matching task, students are presented with an array of two or three-dimensional stimuli and required to select the item that "goes with" a sample, hence the name "matching to sample". Unlike an identity matching-to-sample task, in which a match is made on the basis of physical identity, symbolic matches involve stimuli that are not identical; matches are made on the basis of instruction and feedback. For example, a student is taught to match the picture of a dog (referent) to the printed word DOG (symbol), there are no physical stimulus properties that define the symbol-referent relation, and thus nothing inherent in the stimuli to guide the student if he or she has had no previous experience with them. The project has two major objectives. First, we will adapt well developed, extensively researched laboratory methods and software for use by parents, teachers, and other helping professionals. Second, we will evaluate the resulting product to determine that it can be used effectively in typical teaching situations. There is a manifest need for the product. Symbolic matching provides a foundation for teaching a large variety of discrimination, reading readiness, and symbolic communication skills. However, many children with intellectual disabilities do not learn symbolic matching readily (or at all) via conventional instructional methods. Over the past decade, a substantial investment of NIH research funding has led to the development of methods that can reliably establish symbolic matching in children with disabilities. Despite these advances, the relevant knowledge and tools are not readily accessible to the professionals, parents, and children who would benefit. We will use the STTR funding mechanism to give broader access to this behavioral technology.

描述（由申请人提供）：本申请寻求对STTR I期项目的支持，旨在开发和研究基于计算机的产品，主要用于教授智障儿童。该产品解决了一个关键技能 - 与样本的符号匹配 - 这是许多当前教授该人群的计划的目标。在符号匹配的任务中，向学生提供了两个或三维刺激的数组，并需要选择“与样本相关的项目，则为“匹配到示例”的名称。与样本匹配的任务不同，基于物理身份进行匹配，符号匹配涉及刺激不完全相同；匹配是根据指示和反馈进行的。例如，教导学生将狗的图片（指称）与印刷单词狗（符号）相匹配，没有任何物理刺激属性可以定义符号 - 示意性关系，因此刺激中没有任何固有的学生如果他或她以前没有他们的经验。该项目有两个主要目标。首先，我们将适应良好的，经过广泛研究的实验室方法和软件，以供父母，老师和其他帮助专业人员使用。其次，我们将评估生成的产品，以确定可以在典型的教学情况下有效使用它。对产品有明显的需求。符号匹配为教授各种歧视，阅读准备和象征性沟通技巧提供了基础。但是，许多智力残疾儿童不会通过传统的教学方法轻松学习符号匹配。在过去的十年中，NIH研究资金的大量投资导致了可以可靠地建立残疾儿童象征性匹配的方法的发展。尽管有这些进步，但与会受益的专业人员，父母和孩子无法轻松获得相关的知识和工具。我们将使用STTR资金机制来更广泛地访问这种行为技术。