Is the learn unit a fundamental measure of pedagogy?

Longano

2010

Analysis Verbal Behav

Self Cite

102

Naming appears to be the source of the explosion in language development and involves the integration of the initially separate listener and speaker responses. This integration has a role in the development of reading, writing, and the following and construction of verbal algorithms that make types of complex human behavior possible. Considerable research has investigated the role of Naming in the emergence of derived relations. Recent research has also investigated the emergence of Naming itself. We describe these experiments and the experiences that function to induce Naming. We also describe evidence about preverbal developmental cusps that are foundational to the emergence of Naming and the evidence on its reinforcement sources. The isolation of the role of the environment in the emergence of Naming identifies stimuli that were said to be missing in accounts that were critical of Skinner's (1957) account of verbal behavior. These arguments purported that the phenomenon was not attributable to learning because of the ''poverty of the stimulus.'' Some of the relevant stimuli now appear to be identified.

Section: Identified Sources Of Namingmentioning

confidence: 99%

A Rose by Naming: How We May Learn How to Do It

Longano

2010

Analysis Verbal Behav

Self Cite

102

“…In a series of experiments designed to test the components of tutoring that lead to learning on the part of the tutor (Greer et al, 2004), Greer et al experimentally tested for the presence or absence of operants for the tutors prior to the tutors engaging in peer tutoring. In these studies, the tutors used learn-unit presentations (Albers & Greer, 1991;Bahadourian, Tam, Greer, & Rosseau, 2006;Emurian, 2004;Emurian, Hu, Wang, & Durham, 2000;Greer, 1994aGreer, ,1994bGreer, , 2002Greer & McDonough, 1999;Ingham & Greer, 1992) to tutor peers. Learn units are instructional presentations that include components of instruction that are deemed necessary, if not sufficient, conditions for learning (Greer, 1994a).…”

mentioning

confidence: 99%

The Effects of Peer Monitoring Training on the Emergence of the Capability to Learn from Observing Instruction Received by Peers

Delgado

2009

Psychol Rec

Self Cite

“…That is, in the studies comparing percentage mastery versus fast rate mastery, inevitably the participants who received rate instruction also received more instructional presentations. Recently, investigators have isolated the instructional unit that predicts learning, the learn unit (Albers & Greer, 1991 ;Emurian, Hu, Wang , & Durham , 2000;Emu rian , 2004;Greer & McDonough, 1999;Greer, McCorkle, & Williams, 1989;Ingham & Greer, 1992;Selinske, Greer, & Lodhi , 1991). A learn unit includes the teacher or automated teaching device ensuring the student's attention, the unambiguous delivery of an antecedent that is to be the discriminative stimulus when the student has mastered the discriminated operant, and delivery of either a reinforcer or a correction .…”

mentioning

confidence: 99%

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

Singer-Dudek

2005

Psychol Rec

Self Cite

In 2 experiments, each involving different mathematical operations, we compared 2 training procedures for teaching component math skills in terms of their effects on the learning and long-term maintenance of composite skills. The dependent variables were learn units to composite task mastery and performance on the composite task 2 months later. The independent variables were instruction in math facts under (a) fluency and (b) mastery conditions . The experiments used a simultaneous treatment design in which the students were selected for participation according to prerequisite skills and instructional histories and randomly assigned to receive 1 of the 2 training procedures. Four adolescents with developmental disabilities participated in each experiment. Instructional presentations were controlled by yoked learn units during component skill instruction . Results showed that fluency instruction did not result in fewer learn units to criterion on the composite task. However, 2 months later, the fluent students performed between 83% and 100% correct on the composite task, while the mastery students performed between 17% and 83% correct. The data are discussed in terms of fluency theory and educational practice.According to behavioral fluency theorists, responses that are mastered at fast rates will result in several outcomes or benefits (Binder, 1996;Johnson & Layng, 1994, 1996. Other theorists also have a theoretical and research literature concerned with fast and accurate performance of skills, and they refer to performance of skills without "conscious attention" as automaticity