Date of Award

8-1981

Degree Name

Master of Arts

Department

Psychology

First Advisor

Dr. R. W. Malott

Second Advisor

Dr. Paul T. Mountjoy

Third Advisor

Dr. John Nangle

Access Setting

Masters Thesis-Open Access

Abstract

With the use of a multiple-baseline design, the present experiment examined the effect of three training conditions on the acquisition of tutoring techniques in four volunteer college students. The three training conditions were: (1) Guidelines, subjects read and were tested over a manuscript; (2) Passive-Participation Without Feedback, subjects viewed 15 vignettes of a model's correct and incorrect use of tutoring techniques without receiving feedback on the model's behavior; and (3) Active-Participation With Feedback, subjects actively scored and received feedback on the same videotaped model's use of tutoring techniques. Subjects participated in one of the training conditions once at the beginning of each condition and had access to the guidelines for 5 minutes prior to each role play assessment period. During the Active-Participation With Feedback Condition, mean scores improved ocer baseline for all subjects; whereas, no improvement was observed during the Passive- Participation Without Feedback Condition. While the present research strongly suggests that subjects actively participate and receive feedback on their scoring of a model, further research will be required to separate the possible differential effects of scoring a model versus receiving feedback on the model's behavior.

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