麦考瑞代写essay:明显的下降

2017-06-10 00:31

综合本研究的结果表明，一般有恒定的任务过程中的孩子一个明显的下降，一个正确的反应非常积极和可观的上升到了不同的任务。虽然反应在那里的各种任务的改进也在不断的任务的早期阶段的正确反应。这项研究还表明，这可能表明，不同的任务可能会影响孩子的反应动机，而不是他们的学习能力。这项研究表明，尽管很清楚，学习是通过两种技术发生的。”这是合理的推测，孩子可能是“无聊”在不断的任务条件”（罗斯，1977）在邓禄普和Koegel引用（1980）。在这一研究十二年后，韦伯和Thorpe（1992）试图进一步邓拉普（1990）的研究，他发现转移到物理教育背景。Weber和Thorpe（1992）用两种技术类似于邓拉普（1980）。不变的任务条件（CT）和分布式学习（任务和维护任务的变化）条件（电视）。这项研究包括12名自闭症男性年龄在11-15。所有学生表现出许多自我刺激行为，所有儿童都是非言语的，都表现出类似的心理行为。所有的会话都运行在一个三辆自行车，因此米的房间，一个迷你蹦床和一箱各种球。教师提供了与会者“形体塑造、身体上的帮助，物质激励和社会加强”（Fait，1960；法国等人。1982、谢里尔，1986）引用的韦伯等人。（1992）直到学生自己回答。正确的回答总是被承认，不正确的回答导致了一个普通的“没有（孩子的名字）”引用韦伯等人。（1992）。
麦考瑞代写essay:明显的下降
Overall the results of this study showed that there was generally a clear decline in both children during the constant task and a very positive and considerable rise in correct responses when it came to the varied task.Although the responses improved during the varied tasks there were also correct responses in the early stages of the constant task. The study also suggests that this could show that the varying task might have been influencing the children's motivation to respond rather than their ability to learn. The study shows that although it is clear that learning occurs through both techniques. "It is plausible to speculate that the children may have been "bored" during the constant task conditions" (Ross, 1977) cited in Dunlop and Koegel (1980).In this next study twelve years later Weber and Thorpe (1992) attempt to further Dunlap's (1990) studies by transferring he's findings to a physical education setting. Weber and Thorpe (1992) used two techniques similar to that of Dunlap (1980). Constant task Conditions (CT) and Distributed Learning (Task Variation-with-Maintenance-Task) Condition (TV).The study consisted of 12 autistic males aged 11-15. All students displayed many Self-stimulatory behaviours, all children were nonverbal and all displayed similar psychological behaviours. All sessions were run in a room with three bicycles ergo meters, one mini trampoline and a box with various balls. The teachers provided the participants with "physical shaping, physical assistance, physical prompting and social reinforcements" (Fait, 1960; French et al. 1982, Sherrill, 1986) cited Weber et al. (1992) until the student responded on their own. Correct responses were always acknowledged and incorrect responses resulted in a plain "No (child's name)" cited Weber et al. (1992).

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