The development of collocational knowledge is important for foreign language learners; unfortunately, learners often have difficulties producing proper collocations in the target language. Among the various ways of collocation learning, the DDL (data-driven learning) approach encourages the independent learning of collocations and allows learners…

The mathematical representation of E. Brunswik's (1952) lens model has been used extensively to study human judgment and provides a unique opportunity to conduct a meta-analysis of studies that covers roughly 5 decades. Specifically, the authors analyzed statistics of the "lens model equation" (L. R. Tucker, 1964) associated with 249 different…

Three studies involving groups of four- to five-year-old children examined whether the discriminative properties of prompts are critical for establishing a difficult (septagon, octagon) discrimination through time delay. Results confirm superiority of multiple-stimulus, distinctive-feature prompts, implying that stimulus dimensions of prompts are…

Fifty-six teachers of students with moderate/profound disabilities viewed task analytic data in one of three forms: graphed, ungraphed, or both. The data's form did not produce different teacher judgments of student progress or different program recommendations. Three factors (trend, variability, and frequency of data collection) had significant…

Investigates to what extent discrimination learning through time delay of multistimulus, distinctive-feature prompts is a function of the inclusion and configuration of the S-prompt. Results of two experiments with children aged four and five indicate that most subjects did not learn the task assigned unless two distinctive-feature prompts were…