A Parametric Analysis of Procedural Fidelity Errors Following Mastery of a Task: A Translational Study

Autor/inn/en	Falakfarsa, Galan; Brand, Denys; Bensemann, Joshua; Jones, Lea; Miguel, Caio F.; Heinicke, Megan R.; Mason, Makenna A.
Titel	A Parametric Analysis of Procedural Fidelity Errors Following Mastery of a Task: A Translational Study
Quelle	In: Journal of Applied Behavior Analysis, 56 (2023) 3, S.607-617 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brand, Denys) ORCID (Miguel, Caio F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.992
Schlagwörter	Fidelity; Error Patterns; Mastery Learning; Task Analysis; Barriers; Skill Development; College Students; Performance; Accuracy; Learning Processes + Suchen Sie Ihr Suchwort? Fehlertyp; Aufgabenanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Achievement; Leistung; Learning process; Lernprozess
Abstract	Procedural fidelity is defined as the extent to which the independent variable is implemented as prescribed. Research using computerized tasks has shown that fidelity errors involving consequences for behavior can hinder skill acquisition. However, studies examining the effects of these errors once skills have been mastered are lacking. Thus, this translational study investigated the effects of varying levels of fidelity following mastery of a computerized arbitrary matching-to-sample task. A group design (consisting of five groups) was used in which college students initially completed 250 trials during which no programmed errors (i.e., perfect fidelity) were arranged, followed by an additional 250 trials with consequences delivered across various levels of fidelity (i.e., 20, 40, 60, 80, and 100% of trials administered without errors). The results showed that participants assigned to higher fidelity conditions performed better (on average). These results extended the findings of previous studies by demonstrating how errors involving consequences affect behavior across various stages of learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01