Engineering Discovery Learning: The Contingency Adduction of Some Precursors of Textual Responding in a Beginning Reading Program

Abstract

A learning situation in which the principal content of what is to be learned is not given but is independently discovered by the learner is often considered "discovery learning." Recently, learning scientists have been able to make explicit some of the conditions under which such independent discovery is likely to occur (Andronis, 1983; Epstein, 1996; Johnson & Layng, 1992). One form of "discovery" can often be observed when skills learned under one set of conditions are recruited under new conditions to serve a new or different function-a process of "contingency adduction" (Andronis, Layng, & Goldiamond, 1997). The research reported here investigated the application of contingency adduction in a discovery learning context to establish sound-to-letter correspondence as part of an online reading/decoding program, Headsprout Early Reading. Beginning readers acquired novel letters/sounds correspondence with minimal presentations and few errors-often requiring only one presentation. This research suggests that instructional sequences may be designed to provide effective discovery learning activities to teach some phonics skills.

Schedule-Induced and Operant Mechanisms that Influence Response Variability: A Review and Implications for Future Investigations

“…Again, they observed an increase in elaborative statements after the introduction and fading of the script from zero or near-zero levels during the baseline measurement period. Although these studies did not target or directly measure response variability, the results imply an increase in participants' generative language similar to observations of contingency adduction in verbal behavior and academic programs with students (Layng, 2004) and in basic arrangements with pigeons (Adronis, Layng, & Goldiamond, 1997).…”

Matrix Training of Preliteracy Skills With Preschoolers With Autism

“…Although interventions that target language and literacy skills with children with autism have been effective, it is difficult for educational programs to address all the individual skills required for children with language delays to meet the standards of their same‐age peers (Mackay, Kotlarchyk, & Stromer, 1997). One method to address this problem is generative instruction, which allows educators to directly teach one set of skills so that others emerge without direct teaching (Johnson & Layng, 1992; Layng, Twyman, & Stikeleather, 2004; Rehfeldt & Barnes‐Holmes, 2009; Sidman, 1994). Matrix training, one form of generative instruction, has been used to teach listener skills and labeling with multicomponent phrases, such as learning to label color—object combinations with children with mental retardation (Goldstein & Mousetis, 1989; Karlan et al, 1982; Remington, Watson, & Light, 1990; Striefel et al, 1978).…”

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System

“…macarthur and haynes' (1995) use of enhanced antecedent-stimulus prompting in computerized presentations is not the only study to use this combination of computers and behavioral strategies. We have already mentioned the unique adaptive internet-delivered programs offered in headsprout's reading development application, as well as its impressive achievements in student outcomes layng, Twyman, et al, 2004). an alternative computer-based strategy was detailed by Ray (1995aRay ( , 1995bRay ( , 2004 wherein he described the philosophy, design strategies, and pragmatics for an artificially intelligent adaptive tutoring and mastery certification system, called mediamatrix, that was designed from the outset to teach more advanced reading comprehension skills simultaneously with the teaching of subject-specific content.…”