A Comparison of Learning by Mentally Retarded Adolescents under Direct and Vicarious Conditions

1978 ◽  
Vol 2 (1) ◽  
pp. 10-16
Author(s):  
Stan A. Halpin
Keyword(s):  
Small Group ◽  
Work Performance ◽  
Task Complexity ◽  
Retarded Child ◽  
Group Setting ◽  
Verbal Cues ◽  
Sheltered Workshop ◽  
Verbal Rules ◽  
Vicarious Reinforcement ◽  
Self Instruction

Specialised methods that are geared toward individualized programs may prove ineffectual with the moderately retarded child when instruction is provided in a small group setting. The demands of attending behaviour and observing behaviour may conflict. The effects of vicarious learning may depend upon active verbalization by observers (Cullinan, 1976) the provision of verbal rules, task complexity and the gender of the observer and model (Litrownik, Franzini and Turner, 1976), the combination of modelling and verbal cues Yoder and Forehand, 1974) and the utilization of self-reinforcement and self-instruction techniques (Guralnick, 1976). Others have studied the effects of reinforcement given to one subject while a second observes (Bandura and Walters, 1963; Barnwell and Sechrest, 1965). Studies have examined the effects of vicarious reinforcement upon behavioural problems in educational settings (Becker, Engelmann and Thomas, 1971; Broden, Bruce, Mitchell, Canter and Hall, 1970; Meacham and Weisen, 1969) and upon work performance in a sheltered workshop setting (Kazdin, 1973).

scholarly journals Implicit signals in small group settings and their impact on the expression of cognitive capacity and associated brain responses

2012 ◽  
Vol 367 (1589) ◽  
pp. 704-716 ◽  
Author(s):  
Kenneth T. Kishida ◽  
Dongni Yang ◽  
Karen Hunter Quartz ◽  
Steven R. Quartz ◽  
P. Read Montague
Keyword(s):  
Social Status ◽  
Small Group ◽  
Cognitive Capacity ◽  
Cultural Norms ◽  
Prediction Errors ◽  
Group Setting ◽  
Group Settings ◽  
Brain Responses ◽  
Dorsolateral Prefrontal ◽  
The Impact

Measures of intelligence, when broadcast, serve as salient signals of social status, which may be used to unjustly reinforce low-status stereotypes about out-groups' cultural norms. Herein, we investigate neurobehavioural signals manifest in small ( n = 5) groups using functional magnetic resonance imaging and a ‘ranked group IQ task’ where implicit signals of social status are broadcast and differentiate individuals based on their expression of cognitive capacity. We report an initial overall decrease in the expression of cognitive capacity in the small group setting. However, the environment of the ‘ranked group IQ task’ eventually stratifies the population into two groups (‘high performers’, HP and ‘low performers’, LP) identifiable based on changes in estimated intelligence quotient and brain responses in the amygdala and dorsolateral prefrontal cortex. In addition, we demonstrate signals in the nucleus accumbens consistent with prediction errors in expected changes in status regardless of group membership. Our results suggest that individuals express diminished cognitive capacity in small groups, an effect that is exacerbated by perceived lower status within the group and correlated with specific neurobehavioural responses. The impact these reactions have on intergroup divisions and conflict resolution requires further investigation, but suggests that low-status groups may develop diminished capacity to mitigate conflict using non-violent means.

scholarly journals Training Alabama Garden Center Employees

1996 ◽  
Vol 6 (1) ◽  
pp. 48-53
Author(s):  
Mary B. Musgrove ◽  
J. David Williams ◽  
Bridget K. Behe ◽  
Kenneth M. Tilt
Keyword(s):  
Small Group ◽  
Work Performance ◽  
Job Training ◽  
Full Time ◽  
Job Responsibilities ◽  
Primary Survey ◽  
Part Time ◽  
Group Sessions ◽  
Written Description

Before analyzing the responses of Alabama garden center employees about the training they had received, we determined how satisfied 100 Alabama Master Gardeners were with the employee-s who helped them in the store from which they most often purchased plants for their homes, landscapes, or gardens. We mailed the primary survey to 472 employees of 130 retail garden center businesses in Alabama to determine the percentage of employees who received job training and the amount, frequency, and methods of training they received while working for their current employers (37% responded). Employees were categorized as managers (28%) or subordinate employees (72%) and full-time (72%) or part-time (28%). Forty-four percent of the employees had received some training at the time they were hired. Training continued for 68% of the respondents. Only 39% of the employees had a written description of their job responsibilities discussed with them. Most (85%) believed the training they received had prepared them to do their jobs well, but 82% said more training would increase their confidence in their work performance. Most employees were trained by one-on-one instruction (60%) and small-group sessions (5 or fewer persons) (65%). Few employees received training from videotapes (5%) or educational seminars (26%), and most that did were managers and full-time employees.

scholarly journals EP.TU.266Anatomy teaching to prepare medical students for placements during COVID-19 pandemic: a cross-sectional study on the use of online near-peer teaching

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Vikram Ajit Rajan Thirupathirajan ◽  
Maria Georgi
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Cross Sectional Study ◽  
Free Text ◽  
Small Group Teaching ◽  
Group Setting ◽  
Feedback Form ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Anatomy Teaching

Abstract Aims Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small-group teaching in an online setting. Methods Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome). Results 127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”. Conclusions Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty

2021 ◽  
pp. 002221942110476
Author(s):  
Sarah R. Powell ◽  
Katherine A. Berry ◽  
Anasazi N. Acunto ◽  
Anna-Maria Fall ◽  
Greg Roberts
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Word Problem ◽  
Group Intervention ◽  
Multilevel Models ◽  
Tier 2 ◽  
Group Setting ◽  
Mathematics Intervention ◽  
The Individual ◽  
Mathematics Difficulty

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( n = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier-2 mathematics intervention settings.

Sign in / Sign up

Export Citation Format

Share Document