The Development of Error Correction Strategies in Young Children's Manipulative Play

1985 ◽  
Vol 56 (4) ◽  
pp. 928 ◽  
Author(s):  
Judy S. DeLoache ◽  
Susan Sugarman ◽  
Ann L. Brown
Keyword(s):  
Error Correction ◽  
Correction Strategies

scholarly journals Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 28-56
Keyword(s):  
Error Correction ◽  
Discrete Trial Training ◽  
Student Response ◽  
Response Repetition ◽  
Discrete Trial ◽  
Repeated Response ◽  
Main Components ◽  
Single Response ◽  
Correction Strategies ◽  
Types Of Error

Öz Gelişimsel yetersizliği olan çocuklara farklı becerilerin öğretiminde yaygın olarak kullanılan ayrık denemelerle öğretim, ipuçlarını kullanarak doğru tepkileri artırmayı amaçlayan, doğru tepkilerin pekiştirilmesini ve yanlış tepkilerin düzeltilmesini içeren etkili bir uygulamadır. Ayrık denemelerle öğretimin temel bileşenlerinden biri, hataları düzelterek ileride bu hataların sergilenmesini azaltmayı amaçlayan hata düzeltmesidir. Hata düzeltmesi, öğretim sırasında çocuğun hata yapmasının hemen ardından, uygulamacının farklı şekillerde çocuğun hatasını düzeltmesidir. Ayrık denemelerle öğretimde hata düzeltmesi, farklı şekillerde gerçekleştirilebilmektedir. Bunlardan bazıları; sözel geribildirim ya da hata ifadesi, kısa süreli mola, doğru tepki için model olma, tek tepki tekrarı/aktif öğrenci tepkisi, çok tepki tekrarı/tekrarlanan tepki, bağımsızlaşana kadar tekrar sunma, deneme tekrarı ve türlerin bir arada kullanımıdır. Derleme biçiminde hazırlanan bu makalenin amacı uygulamacılara, ayrık denemelerle öğretim hakkında kısa bir bilgilendirme yapmak ve bir bileşen olarak hata düzeltmesinin ne olduğunu ve neden önemli olduğunu açıklamaktır. Ayrıca ayrık denemelerle öğretim yaparken sıklıkla kullanılan hata düzeltmesi türlerini tanıtmak, hata düzeltmesi türlerini akış şemaları yoluyla kavramsallaştırmak, hata düzeltmesi türlerinin nasıl kullanılacağını örneklerle anlatmak ve bu hata düzeltmesi türlerini kullanarak gerçekleştirilen araştırmalar konusunda bilgilendirme yapmaktır. Abstract Discrete trial training is an effective intervention commonly used in teaching different skills to children with developmental disabilities. It aims to increase the correct responses using prompts, reinforcements, and error correction strategies. One of the main components of the discrete trial training is error correction, which aims to reduce errors in the future by correcting errors. In error correction, the instructor corrects the child’s error using different strategies immediately after the child makes a mistake during training. There are several types of error correction strategies commonly used in discrete trial training; (a) vocal feedback or error statement, (b) a brief time-out, (c) a model for the correct response, (d) single response repetition/active student response, (e) multi-response repetition/repeated response, (f) re-present until independent, (g) remove and re-present, and (h) the combination of the strategies. The purpose of this study is to provide a brief overview of discrete trial training, to explain the error correction procedures and their importance, to introduce the types of error correction strategies used in discrete trial training, to conceptualize error correction strategies through flowcharts, to explain how to use error correction strategies, and to inform about the error correction literature.

Study on the heliostat tracking correction strategies based on an error-correction model

Solar Energy ◽  
2015 ◽  
Vol 111 ◽  
pp. 252-263 ◽  
Author(s):  
Feihu Sun ◽  
Minghuan Guo ◽  
Zhifeng Wang ◽  
Wenfeng Liang ◽  
Zijian Xu ◽  
...  
Keyword(s):  
Error Correction ◽  
Error Correction Model ◽  
Correction Model ◽  
Correction Strategies

scholarly journals The Relationship between English Language Learners’ Perceptions towards Classroom Oral Error Corrections and Their Pronunciation Accuracy

2016 ◽  
Vol 6 (7) ◽  
pp. 1
Author(s):  
Afshin Peerdadeh Beiranvand ◽  
Ali Entezamara
Keyword(s):  
English Language Learners ◽  
Error Correction ◽  
Language Learners ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Error Corrections ◽  
Positive Attitudes ◽  
Correction Strategies

<p>Inevitably, language learners make mistakes, and teachers correct them. It is, also, crystal clear that language learners have different attitudes towards error and error correction strategies. Needless to say, language teachers’ awareness of language learners’ perceptions towards error and error correction strategies can heighten the quality and the quantity of language teaching and learning process. This study based on the findings of a questionnaire and a test given to 82 male and female English language learners in Iran Language Institute (ILI) investigates: 1) whether ILI English language learners have positive or negative attitudes towards classroom oral error corrections; 2) whether there is a relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy; 3) if there is a relationship between ILI learners’ gender and their attitudes towards classroom oral error corrections. The findings of this study show that ILI English language learners have absolutely positive attitudes towards classroom oral error corrections, which means they want to be corrected. The findings, also, show that there is not any significant relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy. The findings, also, show that there is not any significant relationship between ILI English language learners’ perceptions towards classroom oral error corrections and their gender.</p>

Process versus Product Task Interpretation and Parental Teaching Practice

1990 ◽  
Vol 13 (4) ◽  
pp. 489-505 ◽  
Author(s):  
Peter D. Renshaw ◽  
Ruth Gardner
Keyword(s):  
Error Correction ◽  
Achievement Motivation ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
Analytical Framework ◽  
Learning Goals ◽  
Teaching Context ◽  
Parental Teaching ◽  
Task Interpretation ◽  
Correction Strategies

Research on parental teaching strategies indicates that task interpretation mediates the amount and type of assistance provided by parents for their children. Leont'ev's (1981) three-tiered analytical framework has been employed to examine the relationship between task interpretation and teaching strategies, but task interpretation has been inferred rather than probed directly. Twenty-three preschoolers and their parents (10 mothers and 13 fathers) participated in the present study, the purpose of which was to assess directly parents' task interpretation of a teaching context, and to establish the pattern of relationships between task interpretation and teaching strategies. Task interpretation was coded using the process (learning goals) vs. product (performance goals) distinction suggested in the achievement motivation literature, and teaching strategies were coded in response to children's errors as either direct or indirect. The hypothesis, that process-oriented parents employ indirect error correction strategies and product-oriented parents employ direct error correction strategies, was confirmed. These findings suggest that parents may approach teaching tasks with quite different interpretations, and these interpretations are revealed by, and are consistent with, the teaching strategies they employ.

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