Date of Award

8-1993

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Dr. Richard W. Malott

Second Advisor

Dr. Jack Michael

Third Advisor

Dr. Howard Farris

Fourth Advisor

Dr. Howard Poole

Abstract

This study examined the effects of computer-based fluency training on the learning of behavior-analysis terminology. Sixty-nine undergraduates studied the definitions of half a set of behavior-analysis terms using a computer program Think Fast (Parsons, 1989), and half using their regular methods. Think Fast training items consisted of typing the words missing from definitions. On seven out of nine post-training quizzes, students were better able to define terms previously studied with the computer program. In a related experiment, volunteers studied half a new set of terms using the computer, either typing or saying the answers. Students mastered the definitions better when they typed the answers. There were no differences in the presentation order of the concepts so neither a primacy nor a recency effect was supported. Even though the amount of time allowed to study the definitions was the same for both methods, Think Fast training with the typing mode was still superior. This suggests that in both experiments, the superiority of typing the answers using Think Fast was a result of the training method used and not the amount of time devoted to practice with the definitions. Fluency training using Think Fast with the typing mode helps students achieve competency with behavior-analysis terminology.

Access Setting

Dissertation-Open Access

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