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Related Experiment Videos

Time-delay discrimination training: replication with different stimuli and different populations.

P M Smeets1, S Striefel, F R Hoogeveen

  • 1Department of Psychology, Leiden University, Holland.

Research in Developmental Disabilities
|January 1, 1990
PubMed
Summary
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Multiple dynamic distinctive-feature prompts effectively teach visual discriminations to children, including those with intellectual handicaps. A single static prompt with time delay was ineffective and disrupted learning.

Area of Science:

  • * Special Education
  • * Developmental Psychology
  • * Applied Behavior Analysis

Background:

  • * Teaching complex visual discriminations is crucial for preschoolers and children with intellectual handicaps.
  • * Prompting strategies, particularly time delay, are common in educational interventions.
  • * Evaluating prompt effectiveness across different populations and task types is essential.

Purpose of the Study:

  • * To compare the efficacy of two time-delay conditions for teaching complex visual discriminations.
  • * To investigate the impact of multiple dynamic distinctive-feature prompts versus a single static nondistinctive-feature prompt.
  • * To assess the influence of training history and intellectual handicaps on learning and retention.

Main Methods:

  • * Four experiments were conducted comparing two time-delay conditions: multiple dynamic distinctive-feature prompts and a single static nondistinctive-feature prompt.

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  • * Participants included normal preschoolers and children with mild to moderate intellectual handicaps.
  • * Self-monitoring was incorporated in one experiment to assess its effect on prompt efficacy.

    • Main Results:

    • * Time delay with multiple dynamic distinctive-feature prompts consistently facilitated learning across all participant groups and stimuli.
    • * Time delay with the single static nondistinctive-feature prompt rarely led to learning and often resulted in performance loss on learned tasks.
    • * Resistance to disruption was influenced by training history and IQ level, with self-monitoring enhancing the dynamic prompt condition.

    Conclusions:

    • * Multiple dynamic distinctive-feature prompts are a highly effective strategy for teaching visual discriminations in diverse learner populations.
    • * Single static nondistinctive-feature prompts are generally ineffective and can be detrimental to existing learning.
    • * The findings underscore the importance of prompt design and individual characteristics in educational interventions for children.