An empirical analysis of interspersal research evidence, implications and applications of the discrete task completion hypothesis.

By Christopher H. Skinner. 2002

154 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c5a5b009cf1721d6be85ff511361971dc7f242df

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Citations in the corpus

Theoretical and Applied Implications of Precisely Measuring Learning Rates (2008, background): “…practice effects (Burns et al., 2004; MacQuarrie-Klender et al., 2002), increasing rates of reinforcement (Skinner, 2002) and/or enhancing students’ sense of success (Neef, Iwata, & Page, 1997, 1980), and pace of responding and attention (Hawkins, Skinner, & Oliver, 2005; Robinson & Skinner, 2002).”
Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity (2007, background): “Change reinforcement contingencies sequentially over the course of skill instruction (Freeland & Noell, 2002; Lannie & Martens, 2004; McGinnis et al., 1999; Skinner, 2002).”
Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2007, background): “Because automatic responding requires less effort and often results in higher rates of reinforcement, students who can respond automatically may have less math anxiety and be more likely to choose to do assigned mathematics work than those who can not respond automatically (Billington, Skinner, & Cr”
Impact of Cover, Copy, and Compare on fluency outcomes for students with disabilities and math deficits: A review of the literature (2017, background): “Teachers can refer to prior research to determine the appropriate ratio of correct to incorrect problems for the next day’s practice (Skinner, 2002).”
Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments (2004, background): “Basic research and theory suggests that when given the choice of two behaviors and all else is held constant, organisms are more likely to choose to engage in the behavior that requires the least amount of effort (Aparicio, 2001; Billington & Ditommaso, 2003; Billington & Skinner, 2002).”
The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention (2006, background): “Students who can perform basic math operations both rapidly and accurately may (a) be more likely to choose to do additional math tasks, (b) learn advanced math concepts and tasks more rapidly and with less effort, and (c) be less likely to have math anxiety than students who can perform basic opera”
Effectiveness and Efficiency of Flashcard Drill Instructional Methods on Urban First-Graders' Word Recognition, Acquisition, Maintenance, and Generalization (2008, background): “Student preference is an important dimension when selecting interventions because students are likely to engage in tasks that they choose to complete (Skinner, 2002).”
Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond (2005, background): “Additionally, reinforcing students for assignment completion may enhance persistence and improve student perceptions of both current and future assignments (Skinner, 2002).”