The Effect of Active-Participation with Feedback in a Videotape, Discrimination-Training Program
Date of Award
Master of Arts
Dr. Richard W. Malott
Dr. Paul T. Mountjoy
Dr. John Nangle
Masters Thesis-Open Access
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.
Brewer, Stephen M., "The Effect of Active-Participation with Feedback in a Videotape, Discrimination-Training Program" (1981). Masters Theses. 1777.