![]() ![]() ![]() While there are various different ASR methods, general findings reflect increases in student learning when some ASR methods compared to none. In other words, ASR increases class participation in a way that helps the students learn more effectively. 1, 2, 3, 4, 5, 6, 7 Several studies have looked at ways to increase active student responding (ASR), or the observable response a student makes to an instructional antecedent. While the majority have focused on treatment of individuals with autism and other developmental disabilities, some have evaluated applications of behavior analytic principles and technologies to K-12 and higher education. Yet, the two fields have not come together to discuss these recommendations.įor the last several decades, behavior analysts have studied human behavior as it relates to learning and subsequent performance. Furthermore, when it comes to improving educational outcomes, the two fields produce remarkably similar recommendations. Despite these differences, both areas study methods for improving student performance in the classroom. Behavior analysis looks to explain behavior through behavior–environment interactions, whereas cognitive psychology seeks to explain behavior through mental processes. While both behavior analysis (behaviorism) and cognitive psychology study human behavior, they have long been seen as opposing one another. By starting the discussion with the comparison of two specific recommendations for teaching techniques, we hope to galvanize a more extensive collaboration that will not only further the progression of both fields, but also extend the practical applications of the ensuing research. The current paper seeks to remedy this oversight in two ways: first, by reviewing two techniques recommended by behavior analysts-guided notes and response cards-and comparing them to their counterparts in cognitive psychology that are potentially responsible for their effectiveness and second, by outlining some other areas of overlap that could benefit from collaboration. ![]() The lack of discussion between the two fields, despite these similarities, is surprising. While cognitive psychology and behavior analysis have studied student performance independently from their different perspectives, the recommendations they make are remarkably similar. These studies have led to several recommendations from both fields regarding teaching techniques that have been shown to enhance student performance. The fields of cognitive psychology and behavior analysis have undertaken separate investigations into effective learning strategies. ![]()
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