Evidence map›Paper›PMID 37359172›Full record

ArticleJournal of behavioral education2023

A Component Analysis of Skill Acquisition Consequences with Listener Responses.

Hui Zhi, Daniel M Fienup, Kalie Chan, Tom Cariveau

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of behavioral education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Hui ZhiDepartment of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA.
Daniel M FienupDepartment of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA.ORCID 0000-0002-0593-2929
Kalie ChanDepartment of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA.
Tom CariveauUniversity of North Carolina, Wilmington, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.

Indexed as

Correction procedureDiscrete trial instructionLearn unit instructionPraiseSkill acquisition consequence

Identifiers

PMID37359172
PMCPMC9992908

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.