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Article: The transition form theory to therapy: Test of two instructional methods

TitleThe transition form theory to therapy: Test of two instructional methods
Authors
Issue Date1993
PublisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www.interscience.wiley.com/jpages/0888-4080/
Citation
Applied Cognitive Psychology, 1993, v. 7 n. 2, p. 139-153 How to Cite?
AbstractThis study compared college students' understanding of the role of three language learning theories (operant, sociolinguistic, cognitive) in language theory through two instructional methods: video-based anchored instruction and traditional classroom instruction. Results indi-cated no significant difference between the performance of students in the two instructional groups on the post-test while students who received anchored instruction scored significantly higher on two transfer tests than students who received the traditional instruction. Video-based anchored instruction was found to be a valuable instructional tool which increased students' understanding of theoretical principles; through observations they experienced abstract theoretical principles as the foundation for clinicians' actions and interactions with language-impaired children.
Persistent Identifierhttp://hdl.handle.net/10722/222404
ISSN
2015 Impact Factor: 1.481
2015 SCImago Journal Rankings: 0.754

 

DC FieldValueLanguage
dc.contributor.authorMichael, AL-
dc.contributor.authorKlee, T-
dc.contributor.authorBransford, JD-
dc.contributor.authorWarren, SF-
dc.date.accessioned2016-01-13T02:08:05Z-
dc.date.available2016-01-13T02:08:05Z-
dc.date.issued1993-
dc.identifier.citationApplied Cognitive Psychology, 1993, v. 7 n. 2, p. 139-153-
dc.identifier.issn0888-4080-
dc.identifier.urihttp://hdl.handle.net/10722/222404-
dc.description.abstractThis study compared college students' understanding of the role of three language learning theories (operant, sociolinguistic, cognitive) in language theory through two instructional methods: video-based anchored instruction and traditional classroom instruction. Results indi-cated no significant difference between the performance of students in the two instructional groups on the post-test while students who received anchored instruction scored significantly higher on two transfer tests than students who received the traditional instruction. Video-based anchored instruction was found to be a valuable instructional tool which increased students' understanding of theoretical principles; through observations they experienced abstract theoretical principles as the foundation for clinicians' actions and interactions with language-impaired children.-
dc.languageeng-
dc.publisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www.interscience.wiley.com/jpages/0888-4080/-
dc.relation.ispartofApplied Cognitive Psychology-
dc.rightsApplied Cognitive Psychology. Copyright © John Wiley & Sons Ltd.-
dc.titleThe transition form theory to therapy: Test of two instructional methods-
dc.typeArticle-
dc.identifier.emailKlee, TM: tomklee@hku.hk-
dc.identifier.authorityKlee, TM=rp02108-
dc.identifier.doi10.1002/acp.2350070206-
dc.identifier.volume7-
dc.identifier.issue2-
dc.identifier.spage139-
dc.identifier.epage153-
dc.publisher.placeUnited Kingdom-

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