A Comparison of Most-to-Least and Least-to-Most Prompting on the Acquisition of Solitary Play Skills

By Myrna E. Libby, Julie S. Weiss, Stacie L. Bancroft, W. Ahearn. 2008

175 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health, Cognitive Science & Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Jason Wei
2. Dale Schuurmans
3. Quoc V. Le
4. Dale Schuurmans

In Developmental and Educational Psychology

1. Quoc V. Le

In Cognitive Science & Psychology

1. Jason Wei
2. Quoc V. Le
3. Denny Zhou

Citations in the corpus

• Least-to-Most Prompting Enables Complex Reasoning in Large Language Models (2022, background): “The term least-to-most prompting is borrowed from educational psychology (Libby et al., 2008), where it is used to denote the technique of using a progressive sequence of prompts to help a student to learn a new skill.”