http://worldcat.org/entity/work/id/7893729

Principles for programing learning materials in self-instructional devices for mentally-retarded children

Principles for programing instructional materials for teaching mental retardates were developed from concepts derived from a theory previously developed by the author. The theory placed emphasis on the cueing function in the stimulus control of behavior. Relevant sections of the theory and related research were described. Separate experiments were conducted for (1) grouping and spacing of frames with common stimulus elements - recognition and recall under stimulus control, (2) sequencing complex associative paradigms that are taught in both a forward and backward direction, (3) prompting versus confirmation sequences and overlearning in the automated teaching of sight vocabulary, (4) prompting, confirmation, and vanishing in the automated teaching of a sight vocabulary, and (5) applying a computer-prepared program for automated frame writing. Some of the findings were that (1) optimum sequence of material for the learner could be contingent upon his aptitudes or abilities, (2) explicit rules for generating programs could be built into the programing used by the computer in writing frames, (3) use of a prompting stimulus-response (s-r) sequence produced more rapid learning than use of a confirmation s-r sequence, and (4) a com puter-prepared program to generate instructional materials appeared successful in producing a change in the subject's ability to express himself. (Rs).

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