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ERIC Number: ED148379
Record Type: RIE
Publication Date: 1977
Pages: 111
Abstractor: N/A
Reference Count: 0
The Effects of Televised Skill Instruction, Instructional System Support, and Parental Intervention on the Development of Cognitive Skills. Final Report.
Henderson, Ronald W.; Swanson, Rosemary
Research during the first two years of this project indicated that television alone can be an effective medium for teaching complex conceptual behaviors, some more than others. The major task during the third year was to develop and test the efficacy of parental intervention procedures to augment televised skill instruction. Subjects were three- to five-year-old Native American children attending Head Start Centers on the Papago Reservation in Arizona. A parental support system was implemented for the four skill areas: seriation, enumeration, conservation, and question-asking. The four experimental groups included (1) television only, (2) televised instruction with ancillary support, (3) televised instruction with parental support, and (4) television with both types of ancillary support. In the question-asking, seriation, and enumeration studies, performance of the televised instruction group was significantly superior to control groups. Only in enumeration was a condition involving ancillary instruction more effective than television alone. In general, the results of the experiments during this grant have demonstrated that televised instruction based on social learning theory and task analysis can be effective in teaching abstract rule-governed behaviors to preschool children and that, under certain conditions, simple ancillary support may enhance the effects of televised instruction alone. (VT)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Educational Research and Development.
Note: For related documents, see ED 081 471 and 119 628