Learning rates and known-to-unknown flash-card ratios: Comparing effectiveness while holding instructional time constant

Forbes, Bethany E.; Skinner, Christopher H.; Black, Michelle P.; Yaw, Jared; Booher, Joshua; Delisle, Jean

doi:10.1002/jaba.74

Cited by 24 publications

(28 citation statements)

References 17 publications

(15 reference statements)

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“…Volkert et al () implemented escape extinction during their TI and MTT conditions; however, they did not report data on problem behavior. Likewise, neither Majdalany et al () nor Forbes et al () provided data on their participants’ problem behavior.…”

Section: Facilitating Response Acquisitionmentioning

confidence: 99%

“…Forbes et al () compared the effects of MTT to TI on acquisition of sight‐word reading via computer‐based instruction for three third‐ or fourth‐grade students with learning or developmental disabilities. To control for the additional instructional time inherent in using TI, Forbes et al limited session durations to 3 min for both conditions.…”

Section: Facilitating Response Acquisitionmentioning

confidence: 99%

“…By contrast, an instructor using TI gives the learner a prespecified number of known target trials before each unknown target trial (e.g., Majdalany, Wilder, Greif, Mathisen, & Saini, ). Therefore, a typical TI session requires more time to implement than an MTT session with comparable instructional material (e.g., Forbes et al, ).…”

mentioning

confidence: 99%

“…Each study compared response acquisition with one or more TI conditions to an MTT condition comprised of single (e.g., Henrickson, Rapp, & Ashbeck, ) or multiple (e.g., Majdalany et al, ) training targets. Four studies used a 3:1 or 4:1 known‐to‐unknown ratio (Forbes et al, ; Henrickson et al, ; Majdalany et al, ; Nicholson, , Experiment 1), two studies used a 1:1 ratio (Nicholson, , Experiment 1; Volkert, Lerman, Trosclair, Addison, & Kodak, ), and one study used a 1:3 ratio of known to unknown trials (Nicholson, ).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Task interspersal for individuals with autism and other neurodevelopmental disorders

Rapp

Gunby

2016

J of App Behav Analysis

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Section: Facilitating Response Acquisitionmentioning

confidence: 99%

Section: Facilitating Response Acquisitionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Task interspersal for individuals with autism and other neurodevelopmental disorders

Rapp

Gunby

2016

J of App Behav Analysis

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“…In more recent research, Forbes et al (2013) explored how a particular list of words affected learning. Third and fourth graders were given either a list of unknown words or a mixed list of known and unknown words to learn from an online flashcard program.…”

Section: Digital Versionsmentioning

confidence: 99%

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

et al. 2016

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The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users' perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.

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Teaching with Massed Versus Interspersed Trials: Effects on Acquisition, Maintenance, and Problem Behavior

Henrickson

Rapp

Ashbeck

2014

Behavioral Interventions

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The current study evaluated the effects of teaching three programs using massed-trial teaching (MTT) versus interspersed-trial teaching (ITT) for three participants diagnosed with autism. Specifically, we compared the (i) rate of response acquisition, (ii) percentage of trials per session with problem behavior, and (iii) number of acquisition targets maintained following mastery. For all three participants, the rate of acquisition was higher under MTT than ITT, and levels of problem behavior were similar in both conditions for each participant. Perhaps the only advantage of ITT over MTT was maintenance of targets at the follow-up probes for two participants; however, neither approach yielded consistently high levels of correct responding across 2-, 4-, and 6-week follow-up probes. Collectively, results for these three participants provide some evidence for the additive benefit of MTT over ITT.

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Learning rates and known-to-unknown flash-card ratios: Comparing effectiveness while holding instructional time constant

Cited by 24 publications

References 17 publications

Task interspersal for individuals with autism and other neurodevelopmental disorders

Task interspersal for individuals with autism and other neurodevelopmental disorders

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

Teaching with Massed Versus Interspersed Trials: Effects on Acquisition, Maintenance, and Problem Behavior

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