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16. Task-Related Discourses as an Indicator of Elementary 'Expertise.'

Author

Biemiller, Andrew and Meichenbaum, Donald

Abstract

This study examined children's dialogue about tasks in grades 1 through 6. Sentences produced by 14 children who were rated as having high or low self-direction by their teachers were observed and coded for dialogue features, task features, and emotional tone. Dialogue features included: (1) initiation, which was spontaneous or elicited; (2) mode, which was declarative or interrogative; (3) direction, which was to self or other; (4) task ownership, which was the child's or someone else's; and (5) knowledge content, which was current or elaborative. Task features included which function or object of the task was discussed. Results indicated that children with high self-direction had higher rates of statements, but not of questions, per hour than did children with low self-direction. This was especially true of spontaneous statements. Children with high self-direction used more sentences that involved the task function of planning than did children with low self-direction. Results are interpreted to mean that there is a greater self-level of expertise among children with high self-direction than among those with low self-direction. A list of 29 references is provided. (Author/BC)

Published
1991

38. Anger Control Problems

Author

Meichenbaum, Donald, Freeman, Arthur, editor, Felgoise, Stephanie H., editor, Nezu, Christine M., editor, Nezu, Arthur M., editor, and Reinecke, Mark A., editor

Published
2005
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40. Cognitive-Behavior Modification: Newsletter. Number 1, April, 1975.

Author

Meichenbaum, Donald

Abstract

In recent years there has been an increasing interest in the role of cognitive factors in behavior modification. In order both to nurture this development and influence the dialogue between semantic-cognitive therapists and behavior therapists, a newsletter was begun. The newsletter, which will appear annually, summarizes ongoing research projects throughout the world which are concerned with cognitive-behavior modification. Included in the newsletter are project descriptions, researchers' addresses, materials available, and a potpourri of related matters. The material covered includes work arising from many different theoretical persuasions. It should be especially valuable to anyone concerned with the role of cognitive factors in the behavioral change process. (Author)

Published
1975

41. Cognitive-Behavior Modification Newsletter, Number 2.

Author

Meichenbaum, Donald

Abstract

This annual newsletter is intended to foster research in the area of cognitive behavior modification (CBM), to influence the diaglogue between behavior therapists and semantic/cognitive therapists, and to bridge the gap between practitioners and researchers. By summarizing what projects are currently underway, what materials are available and where research is being conducted, it is hoped that the research process will be advanced. Moreover, yearly updates can indicate areas where research is still needed. The major feature of this issue speaks to the use of CBM with adults. (Author/JLL)

Published
1976

42. Nurturing Independent Learners: Helping Students Take Charge of Their Learning.

Author

Meichenbaum, Donald, Biemiller, Andrew, Meichenbaum, Donald, and Biemiller, Andrew

Abstract

This book analyzes the nature of differences among students in terms of grade levels of academic abilities. How these differences have emerged, and what teachers can do to address such varied abilities in their classrooms are discussed. Chapter 1, "The Nature of the Educational Challenge," examines just how extensive these differences are in specific academic areas. Chapter 2, "Toward an Understanding of Individual Differences in the Classroom: An Expertise Perspective," and 3, "Application of the Expertise Model in the Classroom: The Characteristics of Budding Experts," consider what distinguishes those who thrive in school from those who fail. How such differences emerge is the focus of Chapter 4, "How Did the Gap between Those Who Thrive and Those Who Falter Get So Large". A model of instruction is presented in Chapter 5, "Toward a Three-Dimensional Theory of Mastery: A Tool for Nurturing Independent Learners." Chapter 6, "Creating Classroom Programs that Support Student Mastery: Learning Settings that Provide Appropriate Tasks and Roles for Students and Teachers," introduces pedagogical practices focused toward specific areas in subsequent chapters. Chapter 7, "Planning and Implementing Acquisition Settings," focuses on the acquisition of skills and strategies, and Chapter 8, "Creating Learning Settings with Student Consolidation Roles: Scaffolding Student Practice," considers how to consolidate these skills and strategies. In Chapter 9, "Planning and Implementing Consultation Settings," ways to increase self-direction through consultation are discussed. Chapter 10, "Creating Authentic Settings: Fostering Task Planning and the Application of Skills," describes ways to apply and transfer skills and strategies. Chapter 11, "Applying the Three-Dimensional Model of Mastery To Analyze Selected Educational Programs," examines a number of successful educational programs. Chapter 12, "Lessons from Expert Teachers: Putting It All Together," concludes the discussion with a consideration of expert teachers and their skills. (Contains 9 highlight boxes, 13 tables, 6 figures, and 335 references.) (SLD)

Published
1998

43. The Consequences of Negative Scaffolding for Students Who Learn Slowly--A Commentary on C. Addison Stone's 'The Metaphor of Scaffolding: Its Utility for the Field of Learning Disabilities'.

Author

Biemiller, Andrew and Meichenbaum, Donald

Abstract

This commentary on C. Addison Stone's paper on scaffolding for the learning disabilities field suggests that many current applications prevent rather than encourage transfer of responsibility to students for learning and task accomplishment and that current practices in many schools may result in "reverse-scaffolding". (DB)

Published
1998

44. The Nature and Modification of Impulsive Children: Training Impulsive Children to Talk to Themselves.

Author

Waterloo Univ. (Ontario). Dept. of Psychology. and Meichenbaum, Donald H.

Abstract

Four studies were conducted to examine the manner in which cognitively impulsive and reflective children use private speech to control their behaviors. The first study was a naturalistic observation of a group of impulsive (N=8) and reflective (N=8) nursery school children, identified by the Matching Familiar Figures Test. The Impulsive and reflective children differed significantly in the amount and style of verbalizations and in the content and incidence of private or egocentric speech. In a second study the relationship between reflectivity/impulsivity and verbal control of motor behavior was examined with 30 kindergarten children. Under covert self-instructions, impulsive children evidenced significantly less verbal control of inhibitory motor behavior and a greater magnitude of errors than reflective children. The efficacy of a cognitive self-instructional (SI) training procedure in altering the behavior of "impulsive" school children was examined in two studies. Study III employed an individual training procedure requiring the impulsive child to talk to himself. Results indicated that the SI group (N=5) improved significantly on three measures and retained the improvement after one month. Study IV examined the efficacy of the components of the cognitive treatment procedure in altering the impulsive child's performance on Kagan's measure of cognitive impulsivity. Cognitive modeling slowed down the response time for initial selection, but only with the addition of self-instructional training was there a significant decrease in errors. (Author/KM)

Published
1971

47. The 'Potential' Contributions of Cognitive Behavior Modification to Literacy Training for Deaf Students.

Author

Loera, Paul A. and Meichenbaum, Donald

Abstract

The use of cognitive behavior modification is suggested to remediate problems of illiteracy with deaf students. The discussion focuses on the costs of illiteracy among deaf youth; intervention to improve academic performance; self-efficacy and academic achievement; Vygotsky's zone of proximal development and the concept of scaffolded instruction; and self-instructional training. (DB)

Published
1993

48. How Task-Directive Dialogue Changes with Mastery and Capacity.

Author

Biemiller, Andrew and Meichenbaum, Donald

Abstract

This paper discusses how the role of instructors changes as young learners advance along a mastery continuum, or a process of transition from an initial novice to an eventual expert status in the learning of a skill. Four stages along this continuum are: (1) acquisition, in which the learner does not know the task; (2) early consolidation, in which the learner can perform part or all of the task, but cannot do so independently; (3) late consolidation, in which the learner can demonstrate some spontaneous mastery of the task; and (4) independent mastery, in which the learner can perform the task independently and without prompting. It is hypothesized that, when children learn a task, their level of cognitive ability interacts with task complexity to encourage or inhibit the children's development of self-regulatory learning behavior and expertise in learning the task. Learning opportunities and activities which correspond to a child's point along the mastery continuum are described. Suggestions for ways that teachers can create skill acquisition, consolidation, and mastery opportunities for less advanced children that are comparable to opportunities for more advanced children are offered. A list of 33 references is provided. (MDM)

Published
1992

49. The Nature and Nurture of the Self-Directed Learner.

Author

Biemiller, Andrew and Meichenbaum, Donald

Abstract

One source of differences between the highest and lowest achieving children is the degree of self-regulated learning that occurs. High achievers engage in goal setting, planning, questioning, and other behaviors. By observing how children approach tasks and resisting the urge to "think for" less self-directed learners, teachers can help each student attain mastery and expertise. (12 references) (MLH)

Published
1992

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