Juxtaposition
Define juxtaposition (how to juxtapose examples)
Present one immediately after the other or position the examples next to each other
Define task analysis
Some sort of directions to the learner and some requirement for the learner to respond
(must have the EXACT instructions and behavior)
Define expanded teaching
Activities that are designed to amplify the learner's understanding of the discrimination that is taught through the initial-teaching sequences
Define covertization
The process of replacing the highly overtized routine with less structured routines
Define interpolation, extrapolation, and stipulation
Interpolation: Based on a display that treats obviously different examples in the same way. If the range of variation shown by these examples does not cause the label to change, an intermediate value of change should also be treated in the same way.
Extrapolation (efficient for ruling out a range of negative examples): If the change from a given positive example to a minimally different negative causes the negative to be labeled differently, a greater change in the same direction from the positive will also result in a negative example.
Stipulation: The repeated presentation of examples that have a great many samenesses. The presentation implies that all features of these examples are necessary to the label.
What are the two rules of juxtaposition?
Rule 1: Showing sameness - examples are greatly different; treat examples the same way
Rule 2: Showing differences - examples are minimally different; treat examples differently
Compare and contrast strict task analysis and transformed task analysis
Transformed: created by indicating substitutions for parts of the task, generalizations will be taught, learner must discriminate
Strict: does not look beyond a specific task, does not take into account that the learner will be expected to do things that are closely related to those specified in the task, assumes only the task is to be taught (components of task can be pretaught), more appropriate for physical skills and not cognitive skills
Compare and contrast unit integration and trunk integration
Unit integration - individual skills are taught, then chained, and combined to form the terminal chain
Trunk integration - trunk is established, new elements added, terminal chain formed
What are two guidelines for introducing covertizations?
1. Each routine should be presented for at least two days
2. Each routine should process at least ten examples
What are the two objectives of organizing different types of knowledge?
Objective 1: To provide an exhaustive system that permits classification of any cognitive operation, from simple discriminations to complex operations
Objective 2: To link the classification system with instructional procedures
Worksheet items reduce juxtaposition prompting and stipulation
Why is probing important for task analyses?
To determine what the learner already knows and an appropriate sequence of skills (not random exploration of skills)
Describe the four strategies for teaching expanded chains
1. Do not introduce skills in the order that they occur in the terminal chain
2. Begin instruction on the central operation as early as possible
3. Schedule the teaching of new responses as early as possible
4. Make the program as simple as possible
What does error correct look like for coverization?
Basic correction procedure to make the steps in the operation overt
What are the four steps you should follow when designing a cognitive routine?
Provide an example (juxtaposition)
Nice example! :)
Provide an example (task analysis)
Great example!
Provide an example (expanded teaching/chains/programs)
Cool example! :)
Provide an example (covertization)
Groovy example! :)
Provide an example (anything from E&C)
Neat example! :)
List and describe the five principles of juxtaposition
1. Wording principle - use the same wording on juxtaposed examples
2. Setup principle - construct all examples so they share the greatest number of features
3. Difference principle - juxtaposed examples are minimally different; treat them differently
4. Sameness principle - juxtaposed examples are greatly different; treat them the same
5. Testing principle - juxtaposed examples near no predictable relationship to each other
List and describe the three steps for a task analysis
1. Identifying the component discriminations of a task that should be pretaught
2. Classifying each component discrimination identified for preteaching (single dimension concept, noun, transformation, correlated feature concept)
3. Scheduling the component discriminations (initial teaching, expansion, cumulative review)
List and describe the five types of expansion programs
1. Manipulative tasks - learner will produce an example of the concept (non-verbal response)
2. Implied-conclusion tasks - learner will use the discrimination that was taught to draw a conclusion
3. Divergent tasks - learner will have a range of correct responses
4. Fooler game - learner will catch mistakes that the teacher made by using knowledge of the newly taught concept
5. Event-centered tasks - learner will answer questions about an object
List and describe the four strategies for covertization
1. Dropping steps - noncritical/awkward steps can be drop when learner is familiar with routine
2. Regrouping interactions - single step now represents multiple steps
3. Inclusive instructions - new wording with less detail results in the same behaviors
4. Equivalent instructions - pairing mastered instructions with unfamiliar instructions
List the five structural conditions that communication must meet to generalize.
1. Positive examples of a concept must be distinguished by one quality
2. Unambiguous signals must distinguish positive from negative examples
3. Examples must demonstrate the range of variation to which the learner will be expected to generalize
4. Negative examples must clearly show the boundaries of permissible positive variation
5. Test examples assure that generalization has occurred