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- Billinger, Stefan, 1961-
(författare)
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Distraction of symbolic behavior in regular classrooms
- 2012
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Ingår i: Frontiers in Psychology. - Lausanne, Switzerland : Frontiers Research Foundation. - 1664-1078. ; 23:3
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study is to develop more precise methods to explore the interaction between contextual factors in teacher instructions in regular classroom settings and students’ abilities to use symbolic information in the instruction. The ability to easily show symbolic behavior could be expected to influence student’s capacity to be active and participate. The present study examines distraction in students’ shifts from the use of “non-symbolic” to “symbolic” behavior in regular classroom settings. The 53 students (29 boys and 24 girls), ages 11–13 years old, who participated in the study were from three classes in the same Swedish compulsory regular school. Based on their test performances in a previous study, 25 students (47%) were defined as showing symbolic behavior (symbolic), and 28 students (53%) as not showing it (non-symbolic). In the present study, new test trials with distractors were added. Students from both the symbolic and non-symbolic groups scored significantly fewer correct answers on the post-training test trials with distraction stimuli (p < 0.05) than in post-training test trials without distraction. In the post-training test trials with competing arbitrary distractors, both groups were distracted significantly more than in the post-training test trials with competing non-arbitrary distractors (p < 0.05). The results indicate that a relatively easily administered and socially acceptable procedure seems to give observational data about variations in students’ symbolic behavior in relation to contextual factors in regular classroom. The main conclusion to be drawn from the results is that the observational procedure used in this study seems to have a potential to be used to explore the interaction between contextual factors and more complex student behavior such as cognition and the pragmatic use of language in regular classroom.
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| 2. |
- Billinger, Stefan, 1961-, et al.
(författare)
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Symbolic behavior in regular classrooms : a specification of symbolic and non-symbolic behavior
- 2011
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Ingår i: Frontiers in Psychology. - : Frontiers Research Foundation. - 1664-1078. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Students’ capabilities to use symbolic information in classroom setting could be expected to influence their possibilities to be active and participating. The development of strategies for teachers to compensate for reduced capability need specific operational definition of symbolic behavior. Fifty-three students, aged 11–13 years old, 29 boys and 24 girls, from three classes in the same Swedish compulsory regular school participated in the current study. After a short training sequence 25 students (47%) were defined as showing symbolic behavior (symbolic), and 28 students (53%) were not (non-symbolic), based on their follow-up test performances. Symbolic and non-symbolic differed significantly on post-test performances (p < 0.05). Surprisingly, non-symbolic behavior deteriorated their performance, while symbolic enhanced their performance (p < 0.05). The results indicate that the operational definition used in the present study may be useful in further studies relating the capability to show symbolic behavior and students’ activity and participation in classroom settings.
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