Abstract
We conducted four experiments using an alternating treatments design to assess the influence of several variables on children's acquisition of number facts during one-on-one flash card instruction. In Experiment 1, we manipulated the order of stimulus presentation; in most cases a higher percentage of correct responses occurred, and mastery criterion was reached in somewhat fewer sessions, when a missed problem was re-presented after the next item than when problems were re-presented in a sequential order. In Experiment 2 a comparison of error-contingent reprimands with no reprimands yielded similar results in favor of the former procedure. Experiment 3 indicated that a higher percentage of correct responses and more rapid acquisition occurred when the tutor and student were seated knee-to-knee than when a desk was positioned between them. Experiment 4 compared the rate of learning in the presence and absence of a treatment package consisting of all three variables identified as leading to more rapid learning in the previous three experiments. Children reached criterion in less than half the time when the treatment package was in effect.