學習層次與增強因素對智能不足兒童算學習成效影響

Effects of Reinforcement and Learning Hierarchy on Addition Performance of Retarded and Non-Retarded Children

陳榮華(Yung-Hwa Chen)

《教育心理學報》 12期 (1979/06) Pp. 51-68

https://doi.org/10.6251/BEP.19790601.4

摘要

本研究着重於討論學習層次及增強因素對智能不足兒童加算技能學習之影響。根據88位智能不足兒童（取自台北市國小啓智班）與88位普通國小一二級學童較結果得知：1）智能不足兒童的加算學習成績，如淨得分數，答對百分率，答對速率以及答錯速度率均較普通兒童組的成績低劣；2）兒童在不跳級條件下的學習成績均較在跳級條件下的學習成績優異（即答對百分率較高而答速率也大）。尤其値得一提的是智能不足兒童在不跳級條件下特別表現較高的答對百分率和較低的答錯速率；3）增強因素（增強標誌物辦法）顯然能夠顯著地提高兒童的計算速率及正確性（如答對速率），但並不能顯著地影響兒童的答對百分率。換言之，兒童若還沒有獲得某一加算技能（如個位進位），則單靠增強因素乃不易使他們習得此種進位加法。

並列摘要

This study examined the effects of the learning hierarchy and reinforcement contingency on addition performance in retarded and non-retarded children. Eighty-eight retarded children selected from special classes and 88 non-retarded children selected from regular classes, both in elementary school level in Taipei City, were used in this experiment. Within each of these two 10 groups, the subjects were further divided according to learning hierarchy and reinforcement conditions into four subgroups (i.e., No overleaping-Reinforcement, No overleaping-No reinforcement, Overleaping-Reinforcement, and Overleaping-No reinforcement).
A hierarchical sequence of addition skills was developed for this study. The different levels of computational problems were selected from the hierarchical sequence of addition skills for each subject. The experiment was conducted with a small group (2 to 4 children with the same performance level) or with individual student in the subjects' school. Each subject participated in the experiment for three weeks the first week was used for taking the baseline and the following two weeks were used for the formal experiment.
The major findings of the study were as follows: 1) The retarded children showed a more inferior computational performance in terms of gain score, percent correct, correct rate and general error rate than did non-retarded children. 2) When the addition tasks were presented in a learning hierarchical sequence, the subjects not only easily acquired the new addition skills, but also performed the tasks quickly and accurately. It is worth pointing Out that the lower percent correct and a higher error rate in the overleaping condition was more obvious for the retarded children. 3) Although the reinforcement contingency increased the subjects’ computational proficiency (in terms of correct rate), it was not wholly effective in the acquisition situation in terms of percent correct.