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- Publisher Website: 10.1002/acp.2350070206
- Scopus: eid_2-s2.0-0010889301
- WOS: WOS:A1993KX69500005
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Article: The transition form theory to therapy: Test of two instructional methods
Title | The transition form theory to therapy: Test of two instructional methods |
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Authors | |
Issue Date | 1993 |
Publisher | John 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? |
Abstract | This 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 Identifier | http://hdl.handle.net/10722/222404 |
ISSN | 2023 Impact Factor: 2.1 2023 SCImago Journal Rankings: 0.761 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Michael, AL | - |
dc.contributor.author | Klee, T | - |
dc.contributor.author | Bransford, JD | - |
dc.contributor.author | Warren, SF | - |
dc.date.accessioned | 2016-01-13T02:08:05Z | - |
dc.date.available | 2016-01-13T02:08:05Z | - |
dc.date.issued | 1993 | - |
dc.identifier.citation | Applied Cognitive Psychology, 1993, v. 7 n. 2, p. 139-153 | - |
dc.identifier.issn | 0888-4080 | - |
dc.identifier.uri | http://hdl.handle.net/10722/222404 | - |
dc.description.abstract | This 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.language | eng | - |
dc.publisher | John Wiley & Sons Ltd. The Journal's web site is located at http://www.interscience.wiley.com/jpages/0888-4080/ | - |
dc.relation.ispartof | Applied Cognitive Psychology | - |
dc.rights | Applied Cognitive Psychology. Copyright © John Wiley & Sons Ltd. | - |
dc.title | The transition form theory to therapy: Test of two instructional methods | - |
dc.type | Article | - |
dc.identifier.email | Klee, TM: tomklee@hku.hk | - |
dc.identifier.authority | Klee, TM=rp02108 | - |
dc.identifier.doi | 10.1002/acp.2350070206 | - |
dc.identifier.scopus | eid_2-s2.0-0010889301 | - |
dc.identifier.volume | 7 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 139 | - |
dc.identifier.epage | 153 | - |
dc.identifier.isi | WOS:A1993KX69500005 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0888-4080 | - |