認知特性 平均。 認知特性

Their intellectual levels were below average and average, respectively, and their test results suggested cognitive weaknesses, specifically with planning ability and the visual analysis of details. The instruction focused on the reading and semantics of English words. Their performance on both post-tests showed great improvement compared with their pre-test scores. On the other hand, student A's cognitive strengths included working memory and successive processes, and student B's, verbal comprehension and expression. The 2 participants were taught individually; the instruction sessions were held 10 times, once a week, for 20-40 minutes each time. Flash cards and matching-to-sample tasks were used to teach phonetic and semantic aspects of English words, respectively. Both instructional methods were constructed based on stimulus equivalence. The students took the English vocabulary test 3 times: before instruction pre-test , immediately following completion of the 10 training sessions post-test 1 , and 4-7 months after instruction post-test 2. On the pre-test, the students answered 8% and 10% of the items correctly, respectively, whereas on the post-test that they took immediately after the final instruction session, they answered 77% and 97% of the items correctly, respectively. Student A was taught 64 words; student B, 63. The participants were 2 Japanese students, student A 14 years old, junior high school and student B 16 years old, high school , both of whom had specifıc diffıculties learning English. These results suggest the educational effectiveness of instruction that takes individual students' cognitive function into account. The effects of the instruction were evaluated with a 70-word English vocabulary test.
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