In Skinner's (1957) conceptual analysis, the process of self-editing is integral to the dynamic complexities of multiply determined verbal behavior, but the analysis has generated little in the way of an experimental analysis. The majority of scientific work on self-editing has taken place within linguistics and cognitive psycholinguistics. Here…

The present study examined how the magnitude of time-out duration following incorrect responses affected the ability of adults to learn simple visual discriminations. Sixty-four college students were randomly assigned to one of four groups that received a 0-, 5-, 10-, or 20-s time-out duration after an incorrect response. Each participant…

In order to improve the spelling performance of high school students with deficits in written expression, an error self-correction procedure was implemented. The participants were two tenth-grade students and one twelfth-grade student in a program for individuals with learning disabilities. Using an alternating treatments design, the effect of…

Among the varied analytical challenges institutional researchers face, examining faculty pay may be one of the most vexing. Although the literature on faculty compensation analysis dates back to the 1970s (Loeb and Ferber, 1971; Gordon, Morton, and Braden, 1974; Scott, 1977; Braskamp and Johnson, 1978; McLaughlin, Smart, and Montgomery, 1978),…

A study described machine operators' problem-solving actions at a computerized circuit-board assembly machine in a small manufacturing plant located on the West Coast. Participants were a machine operator and his supervisor, both from Vietnam, who were building large prototype boards for a major computer corporation. Over a 6.5 minute interval,…

Commissioner P. P. Claxton issued a questionnaire to 2,500 teachers, selected through the administrative officers of large city systems asking for the games and exercises which the teachers used in correcting the classes of errors which are given as chapter headers in this bulletin. Detailed responses were received from some 500 teachers. The…

Reports on an exploratory study that examined and compared foreign-language student and teacher beliefs regarding the benefit of a focus on form in language learning. Results showed that students are relatively favorable toward a focus on form; however, surprising discrepancies surfaced in teacher beliefs and in a comparison of student and teacher…

Features excerpts from selected articles that reflect major trends in English language teaching during the past 40 years. One proposes a new attitude toward teaching, one offers a new teaching technique, another focuses on the importance of language functions, and the last describes a procedure for correcting grammar exercises. (Author/VWL)

Poses four important questions relevant to error diagnosis and correction in computer assisted language learning (CALL). These questions relate to the diagnosis of persistent second language (L2) learner grammar errors, whether these can be corrected, what types of feedback from the computer are most efficient for focusing the students' attention…

Presents research conducted within the Freetext project to build an automatic error diagnosis system for learners of French as a foreign language. Review the main features of the project and the learner corpus collected and used within the project, focuses on the error diagnosis system and specifically on a syntactic checker. (Author/VWL)

Uses a conversation analytic framework to analyze a practice used by teachers in 1-0-1, second language writing conferences when eliciting self-correction of students' written language errors. This type of turn used to elicit a knowledge display from the student is labeled designedly incomplete utterance (DIU). Teachers use DIUs made up of…

Describes a model called EPOSODE (Enhanced Procedural Orchestration through Student Observation and Detection of Errors) that uses performance errors to teach and assess procedural knowledge via computer-based interactive video (CBIV) technology. Two prototypes based on EPOSODE are described, and Anderson's theory of procedural knowledge is…

Argues that recent teaching strategies geared toward improving student writing through positive reinforcement have resulted in mediocre writing products. Suggests that mechanics be given the same value as content in the evaluation process. (KEH)

Discusses the range of disciplinary traditions that underlie many current second-language acquisition models, and attempts to identify some of the issues that these models have generated. (104 references) (GLR)

Compares the number and type of implanted errors corrected by high school and college subjects working on two different texts under three different conditions. Finds that the biggest stumbling block in correcting errors was not the knowledge of how to correct them, but rather a failure to detect them. (RS)