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| Int'l Symposium - Teaching Thinking |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Gardner |
| Area: EDC/VBC; Domain: Applied Research |
| Chair: Jennifer L. Zinke (Illinois Institute of Technology) |
| Discussant: David A. Pyles (Behavior Intervention Systems, Inc.) |
| Abstract: . |
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| Teaching Thinking and Problem Solving Skills: Applications with Precision Teaching |
| DOREEN E. VIEITEZ (Joliet Junior College), Nancy Hansen Merbitz (MHRC, Inc.), Charles T. Merbitz (Illinois Institute of Technology) |
| Abstract: Contrary to the common misperception that methods derived from behavior analysis, including precision teaching, are applicable to only lower level thinking skills such as basic knowledge and basic skills, these methods have been successfully applied to many higher level behaviors. Precision teaching has been used in schools and learning centers across the United States to teach skills including mathematics calculation and reasoning, basic reading skills, reading comprehension, handwriting, written expression. Precision teaching methods also allow teachers to analyze their own behavior and how it influences student responding. We will present data that includes examples from education and psychology illustrating the effectiveness of precision teaching for facilitating the learning of skills such as reading comprehension, higher order thinking, and problem solving. In addition, data will show how fluency in responding is directly correlated with performance in these higher level thinking skills. |
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| The Function of Think Aloud Problem Solving |
| JOANNE K. ROBBINS (Morningside Academy) |
| Abstract: When the environment requires a learner to produce verbal stimuli that sequentially and systematically make one pattern of behavior more likely than another in order to meet a contingency requirement, reasoning is defined. This process is akin to what Skinner (1969) described as an "inspection of reinforcement contingencies" such that behavior can be described that meets contingency requirements without direct shaping or rules. Procedures have been developed that train learners in reasoning and in the inspection of the requirements for reinforcement in most problem solving situations. This talk will reintroduce Whimbey’s (1975) Intelligence Can Be Taught” and Rudolf Flesch’s “The Art of Clear Thinking” (1951) and describe the features of Thinking Aloud Problem Solving that contribute to Xavier University Project Soar, McMaster University's 25 year study of problem solving with chemical engineering students, and Morningside Academy's grade 1-9 logic and reasoning skills class which is based upon the author’s TAPS for Teachers (1996) and Fluent Thinking Skills (1995). |
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| Teaching the Generic Skills of Language and Cognition: Contributions from Relational Frame Theory |
| YVONNE BARNES-HOLMES (National University of Ireland, Manooth), Dermot Barnes-Holmes (National University of Ireland, Manooth), Carol Murphy (National University of Ireland, Manooth) |
| Abstract: Based on a relatively small array of psychological and behavioral processes, Relational Frame Theory (RFT) allows even complex verbal events, such as cognitive perspective-taking, to be approached behaviorally and to be established systematically. In the current paper we outline preliminary findings from a research agenda in the experimental analysis of human behavior that has clear and widespread implications for empirically validated educational practices. This exciting research initiative consists of studies in which both simple and complex forms of derived relational responding were targeted for assessment and remediation using interventions indicated by RFT. A key theme running throughout the diverse content areas covered in this research program is the role of a basic understanding of relational responses in teaching important cognitive skills in both children and adults. The paper argues that identifying the core relational units involved in these cognitive skills, and targeting their fluid and flexible development with appropriate training, will lead to significant improvements in the methods used in many educational settings. |
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