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Related Concept Videos

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Surveys02:16

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
Group Design02:01

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
Stratified Sampling Method01:16

Stratified Sampling Method

Sampling is a technique to select a portion (or subset) of the larger population and study that portion (the sample) to gain information about the population. The sampling method ensures that samples are drawn without bias and accurately represent the population. Because measuring the entire population in a study is not practical, researchers use samples to represent the population of interest.
To choose a stratified sample, divide the population into groups called strata and then take a...
Generalization, Discrimination, and Extinction01:24

Generalization, Discrimination, and Extinction

Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.

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Related Experiment Video

Updated: Jul 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Generalization of student question asking from special class to regular class settings.

D R Knapczyk1

  • 1Department of Special Education, Indiana University, Bloomington 47405.

Journal of Applied Behavior Analysis
|January 1, 1989
PubMed
Summary

This study enhanced question asking skills in students with mild handicaps using video examples and practice. The intervention successfully increased student questions and improved their math assignment accuracy.

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Area of Science:

  • Special Education
  • Educational Psychology
  • Learning Disabilities

Background:

  • Students with mild handicaps often exhibit limited question-asking behaviors in mainstream classrooms.
  • Effective strategies are needed to promote generalization of academic and social skills for these students.
  • Question asking is crucial for active learning and academic engagement.

Purpose of the Study:

  • To investigate the effectiveness of videotaped exemplars in teaching generalization of question asking skills.
  • To improve the academic performance of mildly handicapped students in regular mathematics classes.
  • To assess the impact of a structured intervention on question-asking frequency and assignment accuracy.

Main Methods:

  • Employed a quasi-experimental design with three mildly handicapped fourth-grade students.
  • Utilized videotaped exemplars from a regular mathematics class to model question asking.
  • Implemented a multi-component intervention including video modeling, rehearsal opportunities, and feedback in a learning resource room setting.

Main Results:

  • The intervention significantly increased the frequency of question asking among the participating students.
  • Students demonstrated improved accuracy on their regular mathematics class assignments.
  • The training procedures were effective in generalizing question-asking skills to the regular classroom environment.

Conclusions:

  • Videotaped exemplars, combined with structured practice and feedback, are an effective method for teaching question asking to students with mild handicaps.
  • This intervention approach can lead to improved academic outcomes in inclusive settings.
  • The findings support the use of targeted skill-building strategies to enhance student engagement and performance.