2003 Fiscal Year Final Research Report Summary
Assessment and Intervention for Cognition and Language in Students with Devel opmental Disabilities through "Stimulus-Response Equivalence" Paradigm
| Project/Area Number |
13610114
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Keio University |
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Principal Investigator |
YAMAMOTO Jun-ichi Keio University, Faculty of letters, Department of Psychology, Professor (60202389)
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| Project Period (FY) |
2001 – 2003
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| Keywords | stimulus-response eauivalence / computer-assisted instruction / language / cognition / constructed response / differential response / support for learning / students with developmental disabilities |
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| Research Abstract |
The purpose of the present study was to examine whether the systematic application of computer-based teaching would develop various kinds of literacy in students with developmental disabilities. (1) Listening. Children with developmental disabilities often have difficulties in discriminating adult's speech sound, such as wa/ba and ra/da. We first taught them listening skills using modified auditory sounds in which consonant components of syllables were strengthened by computer. We then gradually changed the modified speech to normal speech sounds. Children could discriminate normal speech sounds through the auditory-stimulus shaping procedure and improve listening skills. (2) Word Comprehension. Word comprehension was established through the matching-to-sample procedure. When Stimulus A (a spoken word of/inu/) appeared as a sample stimulus, the student was required to select B (a picture of dog). Also, when B (a picture of dog) appeared as a sample, the student was required to select C (kanji character of dog "犬"). Through these teaching procedures with two stimulus-relations (A
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Research Products
(12 results)
