國立虎尾科技大學 |

Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa?/
作者:	White, Mary-Genevieve.
面頁冊數:	1 online resource (113 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Behavioral sciences. -
電子資源:	click for full text (PQDT)
ISBN:	9798379759643

Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa?
White, Mary-Genevieve.

Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa? - 1 online resource (113 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--Columbia University, 2023.

Includes bibliographical references

Research has demonstrated the positive effects on reading achievement measures when content is conditioned as a reinforcer for prolonged reading. While previous research has focused on conditioning narrative texts on the relation to increased comprehension, there is no current research on the effects of conditioning informational texts. Experiment 1 examined whether the effects of conditioning narrative texts as a reinforcer extends to technical writing for science, technology, engineering, and math (STEM) content for third graders with and without Individualized Education Plans. We replicated the conditioning procedures used with elementary-aged participants in previous studies for narratives texts. Using a four-step, peer-collaborative procedure, peer interactions were paired with reading activities to condition narrative texts as reinforcers for prolonged reading. Results indicated that reinforcement value of conditioned narrative texts did not transfer to STEM texts. Experiment 2 examined whether the effects of conditioning STEM texts as reinforcer extends to narrative texts. Academic achievement was also measured after conditioned reinforcement for STEM texts was established using the four-step peer collaborative procedure. Results indicated that the reinforcement value for STEM texts did not transfer to narrative texts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379759643Subjects--Topical Terms:

1148596
Behavioral sciences.
Subjects--Index Terms:

Conditioned reinforcementIndex Terms--Genre/Form:

554714
Electronic books.

Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa?
LDR:02773ntm a22004097 4500 001 1143128
005 20240513060804.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379759643
035 $a (MiAaPQ)AAI30522560
035 $a AAI30522560
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a White, Mary-Genevieve. $3 1467721
245 1 0 $a Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa?
264 0 $c 2023
300 $a 1 online resource (113 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Greer, R. Douglas.
502 $a Thesis (Ph.D.)--Columbia University, 2023.
504 $a Includes bibliographical references
520 $a Research has demonstrated the positive effects on reading achievement measures when content is conditioned as a reinforcer for prolonged reading. While previous research has focused on conditioning narrative texts on the relation to increased comprehension, there is no current research on the effects of conditioning informational texts. Experiment 1 examined whether the effects of conditioning narrative texts as a reinforcer extends to technical writing for science, technology, engineering, and math (STEM) content for third graders with and without Individualized Education Plans. We replicated the conditioning procedures used with elementary-aged participants in previous studies for narratives texts. Using a four-step, peer-collaborative procedure, peer interactions were paired with reading activities to condition narrative texts as reinforcers for prolonged reading. Results indicated that reinforcement value of conditioned narrative texts did not transfer to STEM texts. Experiment 2 examined whether the effects of conditioning STEM texts as reinforcer extends to narrative texts. Academic achievement was also measured after conditioned reinforcement for STEM texts was established using the four-step peer collaborative procedure. Results indicated that the reinforcement value for STEM texts did not transfer to narrative texts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Behavioral sciences. $3 1148596
650 4 $a Elementary education. $3 1148439
650 4 $a Educational psychology. $3 555103
650 4 $a Science education. $3 1151737
653 $a Conditioned reinforcement
653 $a Narrative texts
653 $a Peers
653 $a STEM
653 $a Elementary-aged participants
655 7 $a Electronic books. $2 local $3 554714
690 $a 0602
690 $a 0525
690 $a 0524
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Columbia University. $b TC: Applied Behavioral Analysis. $3 1179417
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30522560 $z click for full text (PQDT)