The Role of Correspondence Training on Children's Self-Report Accuracy across Tasks

摘要: This study investigated children’s self-report accuracy as a function of task type and also verified generalization do-say correspondence across tasks. Six children between 6 11 years age participated in the study. “Doing” consisted reading words, playing computer game, solving math problem, labeling music-related stimuli. “Saying” reporting on performance following automated feedback. Baseline assessed for different Correspondence training was conducted which levels were lowest. Generalized then untrained For four children, lowest academic Four six exhibited generalized after first training, remaining two did so second with task. Distinct tasks seemed to control patterns accuracy. Results indicated operant behavior.