Minimal Instruction Research Articles

Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship*

This study analyzes new forms of student social interaction and dialogue within asynchronous communications of six middle schools and six high schools participating in the World School for Adventure Learning. In the World Forum component of the World School, students discussed, questioned, and debated with Arctic explorers, researchers, World Forum mentors, and peers about environmental issues while assuming identities of famous people. One of the three key tasks, Flash Points, generated more lengthy dialogue than other techniques (i.e., Arctic Alerts and Questions to Explorers). Analysis of the forms of learning assistance provided to students indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred. Whereas most student questions to explorers about envir onmental issues or expedition activities were lower-level knowledge and comprehension queries, many also were at the evaluation level. Despite the restricted assistance and limited student questioning, student role-taking activities within their environmental discussions enhanced the degree of perspective-taking exhibited in their conversations. Examining these interaction patterns, forms of mentor assistance, levels of questioning, and degrees of perspective-taking provides new insights into the impact of electronic communication on student learning when role playing, though many questions remain.

Knowledge in transition: Adults' developing understanding of a principle of physical causality

What are the conditions that make it likely that cognitive change will occur? We investigate this issue with respect to 25 college students' developing understanding of gear movement (a particular problem in the domain of physical causation). The participants solved problems, then received minimal instruction, and solved additional problems. Significantly, only some of the participants changed their approach to solving the problems after receiving instruction; the remainder of the participants were stable in their understanding and either continued to solve all problems correctly or continued to solve key problems incorrectly. Most analyses focused on the participants who began by solving problems incorrectly. In particular, we attempted to differentiate those participants who exhibited cognitive change from those who did not. To do this, we examined precursors of knowledge change that were motivated by different theoretical positions on mechanisms of cognitive change and development (i.e., consideration of multiple approaches, cognitive conflict, and instruction as an example of a sociocultural process). Results suggest that having multiple approaches available and using instructional information to build on not-well-developed conceptions are likely candidates for understanding knowledge change for adult participants with respect to their developing understanding of physical causality.

Comparison between urinary diaries completed with and without intensive patient instructions

The evaluation of the incontinent patient relies on accurate assessment of urinary symptoms. Although the 7 day urinary diary is a reproducible method of data collection, the optimal means of implementing this diary is unknown. The urinary diary is usually employed after the initial clinical pathophysiologic evaluation has been performed and the patient has received intensive instructions on the correct method of diary completion. This study aims to determine if a urinary diary provided to the patient prior to the initial clinical evaluation along with minimal instructions will provide symptom data comparable with that obtained by conventional methods. Two hundred seventy-eight women were recruited to participate in one of three clinical trials for urinary incontinence treatment. All subjects completed a diary prior to the initial clinical evaluation, the Minimal Instruction Diary, and a second diary after clinical evaluation, the Intensive Instruction Diary. The Minimal and the Intensive Instruction Diaries were compared for number of episodes of diurnal and nocturnal voluntary micturition and incontinence. Pearsons' correlation coefficients ranged from 0.67 to 0.78 for each of the urinary symptoms. Intra-subject comparison indicated a decline in reports of nocturnal voluntary micturitions from the Minimal to the Intensive Instruction Diary. No demographic or urodynamic parameters could account for the difference. The 7 day urinary diary is a reliable tool to asses urinary symptoms, which can be utilized prior to the initial clinical evaluation. Its case of use and practicality make this diary promising for use in a wider patient population.

Human Sexuality Education: Are Special Educators Prepared to Meet the Educational Needs of Disabled Youth?

An apparent critical educational need for students with mild disabilities is comprehensive sex education. However, few data are available to describe the competencies of special educators to deliver sex education to these youth. The purpose of this study was to replicate a previous study examining the extent that preservice and inservice training activities prepared special educators to deliver sex education and their perceived competence levels. The results indicated that special education personnel receive minimal instruction in the delivery of sex education, yet perceive themselves to have average competence for the delivery of the content. Implications for the results are discussed relative to personnel preparation and research issues.

CORRELATION BETWEEN SELF‐REPORTED RIGIDITY AND RULE‐GOVERNED INSENSITIVITY TO OPERANT CONTINGENCIES

Adults were selected on the basis of their scores on the Scale for Personality Rigidity (Rehfisch, 1958a). Their scores served as a measure of hypothesized rule governance in the natural environment. Experiment 1 studied the effects of accurate versus minimal instructions and high versus low rigidity on performance on a multiple differential-reinforcement-of-low-rate (DRL) 4-s fixed-ratio (FR) 18 schedule. When the schedule was switched to extinction, accurate instructions and high rigidity were associated with greater perseveration in the response pattern subjects developed during the reinforcement phase. In Experiment 2, the effects of rigidity and of accurate versus inaccurate instructions were studied. Initially, all subjects received accurate instructions about an FR schedule. The schedule was then switched to DRL, but only half of the subjects received instructions about the DRL contingency, and the other half received FR instructions as before. Accurate instructions minimized individual differences because both high and low scorers on the rigidity scale earned points in DRL. However, when inaccurate instructions were provided, all high-rigidity subjects followed them although they did not earn points on the schedule, whereas most low-rigidity subjects abandoned them and responded appropriately to DRL. The experiments demonstrate a correlation between performances observed in the human operant laboratory and a paper-and-pencil test of rigidity that purportedly reflects important response styles that differentiate individuals in the natural environment. Implications for applied research and intervention are discussed.

A TRANSFER OF SELF‐DISCRIMINATION RESPONSE FUNCTIONS THROUGH EQUIVALENCE RELATIONS

The present study tested the idea that human self-discrimination response functions may transfer through equivalence relations. Four subjects were trained in six symbolic matching-to-sample tasks (if see A1, choose B1; A1-C1, A2-B2, A2-C2, A3-B3, A3-C3) and were then tested for the formation of three equivalence relations (B1-C1, B2-C2, B3-C3). Two of the B stimuli (B1 and B2) were then used to train two different self-discrimination responses using either detailed instructions (Subjects 1 to 3) or minimal instructions (Subject 4) on two complex schedules of reinforcement (i.e., subjects were trained to pick the B1 stimulus if they had not emitted a response, and to pick the B2 stimulus if they had emitted one or more responses on the previous schedule). All 4 subjects showed the predicted transfer of self-discrimination response functions through equivalence relations (i.e., no response on the schedule, pick C1; one or more responses on the schedule, pick C2). Subjects also demonstrated this transfer when they were required to discriminate their schedule performance before exposure to the schedule (i.e., "what I intend to do"). Four control subjects were also used in the study. Two of these (Subjects 5 and 6) were not exposed to any form of matching-to-sample training and testing (nonequivalence controls). The 2 remaining subjects (7 and 8) were exposed to matching-to-sample training and testing that incorporated stimuli not used during the transfer test; C1 and C2 were replaced by N1 and N2 during the matching-to-sample training and testing, but C1 and C2 were used for the transfer tests (equivalence controls). All 4 subjects failed to produce the self-discrimination transfer performances observed with the experimental subjects.

Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited

This study aimed to find empirical evidence for the linguistic interdependence hypothesis, which states that in bilingual development, language and literacy skills can be transferred from one language to another. Ninety‐eight 6‐year‐old Turkish children, living in the Netherlands since infancy, were selected prior to their entrance into the first grade of primary school. A longitudinal design monitored the development of lexical, morphosyntactic, pragmatic, phonological, and literacy abilities in the children's first and second languages. To minimize test‐bias, I developed linguistic tasks, which required minimal instruction, analyzing interdependence relationships in bilingual development with LISREL techniques. The results clearly show that at the level of lexicon and syntax, language transfer was quite limited. At the level of pragmatic skills, phonological skills, and literacy skills, however, positive evidence appeared for the interdependence in bilingual development.

Use of supplemental oxygen during bystander-initiated CPR

To evaluate the efficacy of three methods by which rescuers can breathe supplemental oxygen to increase their delivered oxygen concentration (FDO2) during single-rescuer, bystander-initiated CPR. Controlled, randomized, crossover study. Simulation in laboratory setting using a CPR manikin. Thirteen-volunteer convenience sample group. Volunteers trained only in basic life support performed ventilation only and full CPR on a CPR manikin using room air and each of three supplemental oxygen delivery methods: nasal cannula, oxygen supply tube, and demand valve. The volunteers received minimal instruction on how to use the supplemental oxygen delivery methods. Peak FDO2 and peak carbon dioxide concentration; American Heart Association-defined ventilation and CPR compression performance indices. The data were analyzed using Duncan's method of analysis of variance. The mean peak FDO2 during ventilation-only/full CPR for the baseline (room air ventilation) and each supplemental oxygen delivery method (at specified flow rate) was: baseline (room air), -17.96% +/- 0.56%/16.77% +/- 0.56%; nasal cannula (at 10 L/min), -31.77% +/- 3.06%/27.01% +/- 3.68%; oxygen supply tubing (at 15 L/min), -36.82% +/- 9.93%/30.41% +/- 4.88%; and demand valve, -78.17% +/- 9.10%/68.22% +/- 7.10%. CPR performance was not hampered by the use of the supplemental oxygen methods. The use of supplemental oxygen increases the rescuer's FDO2 during ventilation-only and full CPR without interfering with CPR performance.

Selective attention in the discrimination of narrow-band sounds

The ability to discriminate changes in narrow-band sounds by selectively attending to level, pitch, and envelope cues is examined. The listener’s task is to detect an increment in the level of a 1000-Hz component of an equal-amplitude, three-tone complex with sidebands at 960 and 1040 Hz. Spectral weights are estimated according to the method of COSS analysis [B. G. Berg, J. Acoust. Soc. Am. 86, 1743–1746 (1989)] for five experimental conditions. Following a baseline condition of minimal instruction, listeners are instructed to discriminate the stimuli according to differences in loudness, pitch, and roughness. The final condition involves procedures intended to limit the information available to a process of envelope discrimination. Spectral weight estimates reveal that different listeners employ different cues in the absence of specific instructions of strict physical manipulations of the stimuli (e.g., baseline condition). Moreover, changes in spectral weight patterns indicate that narrow-band sounds are discriminable on the basis of multiple auditory processes that are subject to a mechanism of selective attention. Weight estimates closely follow the predicted weight patterns for models that simulate discriminations on the basis of level, pitch, and envelope cues. [Work supported by ONR.]

The long-term effects of two group routines on accident prevention activities and accident statistics

We have previously reported that a combination of two group routines, an accident investigation group and a review group, led to improved accident prevention activities and accident statistics at one company over a three-year period. This article describes the use and effects of the two group routines during an additional 8 years. The investigation group assisted foremen in their accident investigations. The review group regularly discussed accidents that had occurred since the previous meeting and was responsible for checking on the implementation of accident prevention measures. As compared to the three years preceding the introduction of the routines, proposals for countermeasures increased by 19%. Accident frequency was reduced by 10% and accident severity by 35% during the period the routines were used. The largest improvements occurred during the first five years, after which variability in these measures increased. Both group routines were begun with minimal instruction and assistance and each was positively received by foremen and personnel involved. The results suggest that the routines could be of benefit to other companies.

Prolonged Postpartum Urinary Retention

Urinary retention after vaginal delivery is a relatively common problem, usually resolved by the temporary use of an indwelling catheter. Presented are two patients with persistent bladder atony after vaginal delivery, despite the use of an indwelling catheter for 10 days. Both patients had low forceps deliveries without severe perineal trauma. Both were treated by self-intermittent catheterization, with resolution of urinary retention at 24 and 37 days postpartum, respectively. These patients were able to learn this technique with minimal instruction. Advantages of intermittent catheterization over prolonged use of an indwelling catheter include greater patient acceptance and possible reduction in the incidence of urinary tract infection.

Implementing a Computer System for Psychiatric Training

The Electric Resident System is an experimental arrangement of software for the personal computer. It is designed to help residents in the educational cycle of patient interview, literature review, write-up, attending review, and patient treatment. The authors emphasize the system's immediate utility and ease of operation, using a graphical interface. Within a year of operation this system was in daily use on a consultation service with minimal formal instruction. Usage data show a positive correlation between the number of patients seen per month and the number of computer-assisted MEDLINE literature searches performed. Residents' comments indicate not only acceptance of the system but increased interest in computer applications in medical care. The Electric Resident System is meant to be the first step toward a computer-aided residency.

Changes in Cognitive Strategies and Motor Skill in Tennis

This study examined changes in cognitive and motor skill aspects of tennis performance in adult novices as the result of two types of instruction. In Experiment 1, subjects received instruction in motor skills and declarative knowledge followed by the introduction and integration of tennis strategies. In Experiment 2, subjects received declarative and strategic knowledge and minimal skill instruction followed by an emphasis on refining knowledge and skill in game situations. A knowledge test, skills tests, and actual game play (control, decision, and execution components of performance) were analyzed at the beginning, middle, and end of the semester. Cognitive components increased concurrently with skill improvement when instruction was skill oriented. However, improvements in motor skill components did not occur in Experiment 2 until integration of skill instruction. These findings suggest that, without direct instruction, changes in cognitive components (accuracy of decisions) are more easily developed than motor components.

Apprentissage temporel chez des enfants âgés de 4 1/2 et 6 ans : rôle d'une horloge externe

Summary : Temporal learning in 4 1/2 and 6-year-old children : Role of an external clock. The present study investigates the role of an external temporal stimulus during training with DRL schedule. The stimulus consisted of a horizontal array of small bulbs lit in succession from left to right during the delay. Illumination of the last bulb corresponded to the end of delay. Two groups of 4 1/2 and two groups of 6-year-old children were administered four sessions in DRL 10 s. The external temporal stimulus was present on the first two sessions for the two experimental groups and never presented for the two control groups. Minimal instructions were given. The presence of the external clock significantly increased the efficiency of children's performance at both ages as compared to the control group. Suppressing this external information lowered the 4 1/2 year-olds' performance : at the end of training (session 4), they failed to space their responses in time. In contrast, the 6 year-olds exposed to 2 external stimulus sessions acquired more precise temporal regulation during DRL training than control subjects. Children's verbalisations indicated that the external dock played a functional role in 4 1/2 year-olds which did not differ from that of a discriminative stimuli (signal to respond), whereas in 6 year-olds, it played the role of a timer. Key-words : Temporal regulation, Representation of time, External clock, Children, Ontogenesis.

In-The-Canal Hearing InstrumentsBenefits and Problems for Inexperienced Users Given Minimal Instruction

The number of in-the-canal hearing instruments (ITC) distributed annually in our region is increasing. The purpose of this investigation, which included 300 persons, was to evaluate the problems and benefits reported by ITC users who had received a minimum of counselling. Another aim was to decide which factors to concentrate on when teaching local health personnel how to assist hard-of-hearing equipped with ITC. The results showed that 38% had operational difficulties, 63% had experienced untoward sound reception. However, almost 90% reported positive experiences and the overall result for more than 80% was good. Operational difficulties resulted mainly from insufficient instruction. A moderate degree of instruction at the check-up was both essential and beneficial. Untoward sound experiences were caused mainly by inadequate venting and/or inaccurately adjusted instruments, faults that could be easily dealt with. It is therefore essential to teach local health service personnel that clients initially reporting problems in using their ITC can in most cases have their problems solved, mainly by simple instruction and/or an adjustment of the ITC. Only when these measures have failed should other types of hearing instruments (HI) be tried. Local health service personnel should therefore be instructed not to accept initial rejection of ITC merely because of the small size of the instrument until further instruction has been given, and not proved successful.

Production de durée chez la personne âgée : comparaison avec le jeune adulte

Summary : Response duration differentiation in elderly people : a comparison with young adults. Two groups of elderly retiree subjects (65-69 years, N = 16 and 70-80 years, N = 14) matched for sex, education and past professional activities were compared with 20-year-olds (N = 22) on a duration production task (button press) with minimal instructions (« press the button »). Response durations lasting for 4 to 6 seconds were followed by the feedback « GOOD » on a computer screen. « MEDIUM » followed presses lasting for 2.5 to 4 and 6 to 7.5. seconds ; « POOR » followed more extreme durations. Subjects were requested to produce as many « GOOD » feedbacks as possible. Each trial was followed by the question « What do you have to do to obtain "GOOD" on the screen ? ». No striking difference could be found between 20- and 65-69-year-olds. However, the 70-80-year-olds produced fewer correct response durations and time-related rules, such as « You must press for x seconds ». An analysis of the evolution of behavior over successive quarters of the 40-trial session further showed that the oldest subjects acquired response timing and discovered the accurate response rule only towards the end of the session significant correlation between the number of correct response durations and timing rules was found for each group The oldest subjects were thus able to emit accurate non-verbal and verbal behavior their overall deficiency resulting from much slower acquisition rate than at 20 or 65-69 years Results were discussed in relationship to timing and problem solving

Use of reasoning to a contradiction in grades three to college

AbstractThe primary purpose of this study was to test the hypothesis that an important intellectual acquisition during adolescence is the ability to generate arguments that involve reasoning to contradiction. Students in grades 3, 5, 7, 9, 11, and college were individually administered a four‐card selection task that required them to, among other things, reason to a contradiction to falsify a hypothesis. Virtually none of the students spontaneously utilized this reasoning pattern on the initial task. Minimal verbal instruction in use of the reasoning pattern was then given followed by a logically analogous selection task. Performance on this task improved significantly with age from 12% success among third graders to 52% success among college students, providing some support for the hypothesis. Performance on an evaluation task showed similar rates of success; however, most students were able to correctly evaluate falsifying evidence when presented. This result suggested that, contrary to Piagetian theory, students from grade 3 upward comprehend the logic of falsification. It is argued that reasoning to a contradiction is a reasoning pattern of central importance in testing alternative scientific hypotheses and its use in students grades 3 through college could be enhanced through proper instruction and, if done, should increase students' ability to generate and evaluate competing hypotheses.

Group routines for improving accident prevention activities and accident statistics

Previous research we conducted (Menckel and Carter, 1985) showed that a combination of two group routines, an accident investigation group and a review group, lead to improved accident prevention activities and accident statistics at one company during the three years following their implementation. The investigation group assisted foremen in their accident investigations. The review group regularly discussed accidents which had occured since the previous meeting and was responsible for checking on the implementation of accident prevention measures. In this study, the accident investigation group routine was tested at two companies and the review group routine at two additional companies. Improvements in prevention activities were noted. All four companies reported decreases in number of accidents as compared to the preceding year and reductions in accident severity were noted at companies using the review group routine. The group routines evaluated here were begun with minimal instruction and assistance and each was positively received by foremen and personnel involved. The findings suggest that the group routines could be of benefit to other companies.

Let's teach unskilled readers like skilled readers: A closer look at meaning‐based instruction

Abstract Tapes of four lessons taught to a low group of second‐grade readers were analyzed to identify components of instruction that might facilitate comprehension development. The three children in the group had made good progress over a 29‐week intervention in which the Kamehameha Reading Program (emphasizing discussion and oral language within group reading lessons) was implemented. The tapes were analyzed for content and discourse that would show (a) comprehension emphasis, (b) student/teacher interactions that encouraged comprehension, and (c) indicators of an active search for meaning on the children's part. Six components were identified that seemed to be important elements in the children's reading success: (a) contextual‐based lesson, (b) coherent text sequences, (c) emphasis on elaborative comprehension, (d) minimal skills instruction, (e) discussion‐oriented/teacher‐responsive lesson, and (f) active engagement on the children's part in a quest for meaning.

A simplified low iodine diet in I-131 scanning and therapy of thyroid cancer.

A simplified, low iodine diet was developed for outpatient use prior to I-131 scanning and therapy in thyroid cancer. Iodine intake of five subjects on the diet was approximately 50 micrograms a day and this level was maintained for four weeks. The diet required only minimal instruction to be followed reliably. This level of iodine intake may increase radioiodine uptake in thyroid carcinomas.