Games as a measure of reading and writing generalization after computerized teaching of reading skills
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000105109 |
Resumo: | Abstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games) and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change. |
id |
UFRGS-5_1b620d2df8600edc2e6e47125700328e |
---|---|
oai_identifier_str |
oai:scielo:S0102-79722016000105109 |
network_acronym_str |
UFRGS-5 |
network_name_str |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
repository_id_str |
|
spelling |
Games as a measure of reading and writing generalization after computerized teaching of reading skillsGeneralizationReadingWritingChildrenAbstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games) and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2016-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000105109Psicologia: Reflexão e Crítica v.29 2016reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-016-0039-3info:eu-repo/semantics/openAccessSella,Ana CarolinaTenório,Jacqueline PimentelBandini,Carmen Silvia MottaBandini,Heloísa Helena Mottaeng2016-06-17T00:00:00Zoai:scielo:S0102-79722016000105109Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2016-06-17T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
title |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
spellingShingle |
Games as a measure of reading and writing generalization after computerized teaching of reading skills Sella,Ana Carolina Generalization Reading Writing Children |
title_short |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
title_full |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
title_fullStr |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
title_full_unstemmed |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
title_sort |
Games as a measure of reading and writing generalization after computerized teaching of reading skills |
author |
Sella,Ana Carolina |
author_facet |
Sella,Ana Carolina Tenório,Jacqueline Pimentel Bandini,Carmen Silvia Motta Bandini,Heloísa Helena Motta |
author_role |
author |
author2 |
Tenório,Jacqueline Pimentel Bandini,Carmen Silvia Motta Bandini,Heloísa Helena Motta |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Sella,Ana Carolina Tenório,Jacqueline Pimentel Bandini,Carmen Silvia Motta Bandini,Heloísa Helena Motta |
dc.subject.por.fl_str_mv |
Generalization Reading Writing Children |
topic |
Generalization Reading Writing Children |
description |
Abstract Behavior Analysis is usually accused of not being able to account for the generalization of verbal behavior that is present in linguistically competent individuals. However, several behavior analytic studies investigate this theme, and gamification has been seen as a useful way to study generalization. The purpose of this study was to evaluate reading and writing generalization in games, after these behaviors were taught through the program Learning to Read in Small Steps. Participants were four children between 7 and 12 years old who had reading and writing deficits. The experimental design was a pre-posttest design that encompassed five phases. Performance in probes suggests generalization of reading and writing skills to new activities (games) and responses. This study represents a small step in a systematic understanding of how games can be used to assess behavior change. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000105109 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000105109 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1186/s41155-016-0039-3 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
dc.source.none.fl_str_mv |
Psicologia: Reflexão e Crítica v.29 2016 reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
collection |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
prc@springeropen.com |
_version_ |
1750134866590040064 |