Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Stimulus manipulation versus delayed feedback for teaching missing minuend problems to difficult-to-teach students.

P M Smeets1, G E Lancioni, S Striefel

  • 1Department of Developmental Psychology, University of Leiden, The Netherlands.

Research in Developmental Disabilities
|January 1, 1987
PubMed
Summary

This study compared two teaching methods for missing minuend problems. Stimulus Manipulation and Delayed Feedback Only both taught the skill, but Stimulus Manipulation led to fewer errors and better long-term retention.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Relating equivalence relations to equivalence relations: A relational framing model of complex human functioning.

The Analysis of verbal behavior·2012
Same author

Botulinum toxin in cerebral child palsy.

International journal of immunopathology and pharmacology·2009
Same author

The role of neuroinflammation in severe acquired brain injuries. Preliminary results on subacute and chronic patients.

International journal of immunopathology and pharmacology·2009
Same author

New approach in the assessment of the tone, elasticity and the muscular resistance: nominal scales vs MYOTON.

International journal of immunopathology and pharmacology·2009
Same author

Physical exercise and the immune system.

International journal of immunopathology and pharmacology·2009
Same author

Evaluating the applicability of optic microswitches for eyelid responses in students with profound multiple disabilities.

Disability and rehabilitation. Assistive technology·2009

Area of Science:

  • Education
  • Psychology
  • Special Education

Background:

  • Difficult-to-teach students often struggle with foundational math skills.
  • Missing minuend problems require specific strategies for accurate problem-solving.

Purpose of the Study:

  • To evaluate the effectiveness of Stimulus Manipulation and Delayed Feedback Only procedures.
  • To compare these methods for teaching missing minuend problems to students with learning difficulties.

Main Methods:

  • The Stimulus Manipulation procedure involved phased training to establish correct responses with minimal errors.
  • The Delayed Feedback Only procedure provided only delayed correctness feedback without stimulus alteration.
  • Four students participated in the study, with data collected on skill acquisition, generalization, and maintenance.

Related Experiment Videos

Main Results:

  • Both procedures enabled students to learn, generalize, and maintain the skill of solving missing minuend problems.
  • The Stimulus Manipulation procedure resulted in a lower error rate during training.
  • Long-term retention of the skill was superior with the Stimulus Manipulation procedure.

Conclusions:

  • The Stimulus Manipulation procedure is a more effective method for teaching missing minuend problems to difficult-to-teach students.
  • Careful stimulus control and phased instruction can enhance learning outcomes and retention in mathematics education.