Journal articles: 'Experimental skill'

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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.

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Klavora, Peter, Peter Gaskovski, Ron J. Heslegrave, Robert P. Quinn, and Margaret Young. "Rehabilitation of Visual Skills Using the Dynavision: A Single Case Experimental Study." Canadian Journal of Occupational Therapy 62, no. 1 (April 1995): 37–43. http://dx.doi.org/10.1177/000841749506200107.

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It has been argued that conventional approaches to visual skill training and evaluation have focussed excessively on higher level visual skill impairments, but often fail to target the basic skill impairments that may underlie them. A novel apparatus known as the Dynavision™ may be ugeful for remediating skills according to several key training guidelines that have been proposed. The Dynavision is specifically designed to train and test visuomotor response time and coordination, visual scanning, visual attention, and basic cognitive skills, within a broad visual training environment. This paper describes some of the general features of the apparatus, and reports preliminary but positive findings with one elderly person who has had a cerebrovascular accident.

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Camargo, Suzana J., and Anthony G. Barnston. "Experimental Dynamical Seasonal Forecasts of Tropical Cyclone Activity at IRI." Weather and Forecasting 24, no. 2 (April 1, 2009): 472–91. http://dx.doi.org/10.1175/2008waf2007099.1.

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Abstract The International Research Institute for Climate and Society (IRI) has been issuing experimental seasonal tropical cyclone activity forecasts for several ocean basins since early 2003. In this paper the method used to obtain these forecasts is described and the forecast performance is evaluated. The forecasts are based on tropical cyclone–like features detected and tracked in a low-resolution climate model, namely ECHAM4.5. The simulation skill of the model using historical observed sea surface temperatures (SSTs) over several decades, as well as with SST anomalies persisted from the previous month’s observations, is discussed. These simulation skills are compared with skills of purely statistically based hindcasts using as predictors recently observed SSTs. For the recent 6-yr period during which real-time forecasts have been made, the skill of the raw model output is compared with that of the subjectively modified probabilistic forecasts actually issued. Despite variations from one basin to another, the levels of hindcast skill for the dynamical and statistical forecast approaches are found, overall, to be approximately equivalent at fairly modest but statistically significant levels. The dynamical forecasts require statistical postprossessing (calibration) to be competitive with, and in some circumstances superior to, the statistical models. Skill levels decrease only slowly with increasing lead time up to 2–3 months. During the recent period of real-time forecasts, the issued forecasts have had higher probabilistic skill than the raw model output, due to the forecasters’ subjective elimination of the “overconfidence” bias in the model’s forecasts. Prospects for the future improvement of dynamical tropical cyclone prediction are considered.

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Helton, William S. "Skill in expert dogs." Journal of Experimental Psychology: Applied 13, no. 3 (2007): 171–78. http://dx.doi.org/10.1037/1076-898x.13.3.171.

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Foulkes, J. D., Z. Knowles, S. J. Fairclough, G. Stratton, M. O’Dwyer, N. D. Ridgers, and L. Foweather. "Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children." Perceptual and Motor Skills 124, no. 2 (January 10, 2017): 393–412. http://dx.doi.org/10.1177/0031512516685200.

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This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children’s Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.

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Morrison, Craig, and Jean Reeve. "Effect of Instructional Units on the Analysis of Related and Unrelated Skills." Perceptual and Motor Skills 62, no. 2 (April 1986): 563–66. http://dx.doi.org/10.2466/pms.1986.62.2.563.

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84 majors in elementary education were divided into three groups, one control group and two experimental groups. The control group received no instruction in skill analysis while the experimental groups were instructed via videotape in either the instep kick in soccer or in throwing, catching, and striking skills. All three groups were given a skill-analysis test composed of throwing, catching, and striking skills. Statistical analysis yielded significant effect for those who viewed the throwing, catching, and striking videotape. No effect was found for the control group or the group who viewed the soccer-instep videotape. The results suggest specificity may be as important in skill analysis as in acquisition.

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Suramto, Suramto. "Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 01 (May 31, 2019): 95. http://dx.doi.org/10.29240/ef.v3i01.819.

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Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill

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Coelho, Ricardo Weigert, Wagner De Campos, Sergio Gregorio Da Silva, Fabio Heitor Alves Okazaki, and Birgit Keller. "Imagery Intervention in Open and Closed Tennis Motor Skill Performance." Perceptual and Motor Skills 105, no. 2 (October 2007): 458–68. http://dx.doi.org/10.2466/pms.105.2.458-468.

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To assess use of imagery intervention in performance of two tennis motor skills the quasi-experimental design included a pre- and posttest and a control group. The tennis service shot and service receiving skill were selected as representative of open and closed skills, respectively. 48 subjects, male tennis players, whose ages ranged from 16 to 18 yr. ( M = 17.2), were divided into two groups: (1) Technical practice only which was used as control group and (2) Imagery group who received both imagery and technical practice. Analysis of covariance showed a significant main effect for the imagery intervention on the closed skill ( p = .002). Findings suggest that imaging a positive outcome may be more powerful in improving performance of closed skill movements than of open skill movements.

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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (May 1, 2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.

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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.

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Frisch, Michael B. "Role-Play Training as a Tool in Social Skills Assessment." Perceptual and Motor Skills 67, no. 2 (October 1988): 483–90. http://dx.doi.org/10.2466/pms.1988.67.2.483.

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The usefulness of role-play training in improving the accuracy of capabilities-oriented assessments of social skill was examined. Subjects reporting social difficulties sufficient to consider seeking professional help received either role-play training or demand-for-skill instructions prior to engaging in a role-play assessment of both assertion and conversational skills. Role-play training, which consisted of demand-for-skill instructions, covert rehearsal, ‘self-control’ desensitization, and cognitive restructuring, was associated with less subjective and behavioral anxiety, greater skill in assertiveness, and less awareness of negative thoughts and feelings than demand-for-skill instructions alone. Results are interpreted in light of the potential of capabilities-oriented assessments in determining the source of interpersonal impairments.

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Daniyanti, Selly Nur, Anna Fitri Hindriana, and Sri Redjeki. "Implementasi Praktikum Berbasis Diagram Vee Untuk Memunculkan Kemampuan Metakognitif Dan Penguasaan Konsep Siswa." Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi 6, no. 1 (December 28, 2019): 44. http://dx.doi.org/10.25134/edubiologica.v6i1.2362.

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The aim of the research is to determine the implementation of lab activities based Vee diagram to bring out students metacognitive skill and increasing students' learning achievement to the excretory system. Quasi-experimental research with nonequivalent control group design was conducted to the classes. Lab activities based Vee diagram was implemented to the experimental class and lab activities based guided inquiry was implemented to the control class. The sample was determined by purposive sampling technique. Data of the research was obtained from student� worksheet that applying metacognitive strategies and the result of� pre test and post test. Metacognitive skills of experimental class is higher than the control class. Based on analysis, metacognitive skills of experimental class was 75.0 and metacognitive skill of control class was 67.8. Learning achievement of experimental class is higher than control class. The results of the test showed an increasing (N gain) of learning achievement experimental class was 0.53 and control class was 0.41. T test showed t count > t table, which means that there are significant differences between pre-test and post test. Correlation test results showed the corellation between metacognitive skills and learning achievement is very high at 96.7%Keywords: Vee diagram; Guided inquiry; Metacognitive skill; Learning achievement

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Nawawi, Sulton, Amilda Amilda, and Maya Puspita Sari. "INFLUENCING OF PROJECT-BASED LEARNING MODEL TOWARD SCIENCE PROCESS SKILLS ON ENVIRONMENT MANAGEMENT MATERIAL." Jurnal Pena Sains 4, no. 2 (October 29, 2017): 88. http://dx.doi.org/10.21107/jps.v4i2.3205.

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This study aims to determine the effect of the application of Project Based Learning Model to Skill of Science Process on Environmental Management Material. This research design uses posttest-only control design with Quasi-Experimental method (quasi-experiment). The sample of this research is 35 students. Based on the results of the analysis of students' science process skills show that the implementation of learning using the model of Project Based Learning is better than the conventional learning model. This can be seen from the calculation of the test-t skills of the science process shows for sig tcount 0.000 <0,05, then Ha accepted and H0 rejected. The result of analysis of the average score of mastery of experimental science process skill class achieves 2.87 with good criteria while the students 'science process skill in control class 1.73 is sufficient to mean that the students' experimental class science process skill is higher than the control class science process skill. Thus, it can be concluded that the model of Project Based Learning affects the Skills of Science Process on Environmental Management Material.Keywords: project based learning model; skills of science process.

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OOSTERBEEK, HESSEL, RANDOLPH SLOOF, and JOEP SONNEMANS. "Promotion Rules and Skill Acquisition: An Experimental Study." Economica 74, no. 294 (May 2007): 259–97. http://dx.doi.org/10.1111/j.1468-0335.2006.00537.x.

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Amal Saleem Mohammed Alshabibi, Amal Saleem Mohammed Alshabibi. "The Effectiveness of Blended Learning by Using Wiki in Developing on Writing Skills among male and female Basic Grade Six Students in The Sultanate of Oman: فاعلية التعلم المدمج باستخدام الويكي في تنمية مهارات التعبير الكتابي لدى طلاب السادس الأساسي في محافظة جنوب الباطنة بسلطنة عمان." مجلة العلوم التربوية و النفسية 5, no. 31 (August 29, 2021): 19–1. http://dx.doi.org/10.26389/ajsrp.l170321.

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The study aimed to test the effectiveness of blended learning using wiki in developing written expression skills for sixth grade students. The researcher used the quasi-experimental approach. To achieve this, the researcher adopted an achievement test and a list of skills for written expression (Soliman, 2016) that was previously presented to a group of specialized referees to ensure their validity. And the test reliability is calculated by internal consistency. The study sample was divided into two experimental groups that included 30 students who studied the description lesson in the book My Writing Skills through the application of wiki, and a control sample of 30 students studied the same lesson in the traditional way, and after completing the experiment, a written expression skills test was applied to the two groups. The results indicated that there were statistically significant differences at the level of significance (0.05≥α) between the mean scores of the two experimental groups and obtained an overall average (34.57 out of 42), in contrast to the control receiving an overall average (30.33 out of 42), in a test attributed to the blended learning strategy. By using wiki, and in basic skills of written expression, where the experimental in the content skill got an average (14.7 out of 18) and the control got (12.8) and in the skill of form and organization; Empiric got average (7.77 out of 9), control (7.33), and finally language and style skill; The experimental got a mean (12.1 out of 15), while the control (10.2). The differences were statistically significant in the skills of content, language and style in favor of the experimental group, while the differences between the two groups were not significant in the skill of form and organization, Based on these results, the researcher recommended paying attention to developing written expression skills among students by adopting blended learning using wiki and training Arabic language teachers on how to use it, in addition to expanding the use of blended learning strategy using wiki to teach other Arabic language skills such as reading and grammar.

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Junarti, Junarti. "Implementasi Model Pembelajaran Cooperative Script Berbantuan Mind Mapping Dengan Model Pembelajaran Direct Instruction Terhadap Kemampuan Kreatifitas Mahasiswa Pada Mata Kuliah Microteaching." JIPM (Jurnal Ilmiah Pendidikan Matematika) 5, no. 2 (March 31, 2017): 109. http://dx.doi.org/10.25273/jipm.v5i2.1174.

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this research is meant to:1) see the difference influence of Cooperative Script Model with the help of mind mapping with Direct Instructional teaching model to students’ creativity skill; 2) to prove the affectivity of Cooperative Script model implementation with the help of Mind Mapping in in improving Student’s creativity in applying basic teaching skill in Micro Teaching simulation activity; 3) to prove the implementation of Direct Instruction model in improving students’ creativity in applying basic teaching skill in micro teaching simulation. This research uses experimental method with two groups pre-test post-test. The result shows that: (1) the implementation of cooperative script model with the help of mind mapping is proven to be effective in improving student’s creativity in applying basic teaching skills in simulation activity can be seen from the experiment group where 11 skills (indicator formulation skill, apperception skill, opening skill, questioning skill, using variation skill, class management skill, discussion guidance skill, individual teaching skill, material mastery skill, class mastery skill and media usage skill) are showing the average score of more than 80, (2) the implementation of direct instruction model can improve student’s creativity in applying basic teaching skills where 6 basic skills (indicator formulation skill, giving apperception skill, lesson opening skill, questioning skill, class management skill and individual teaching skill) are able to achieve average scores of more than 80, and (3) the misconception done by students can be categorized as basic mathematical misconception which is caused by apperception mistake and understanding.Keywords:

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Wenno, Izaak Hendrik, Pieter Wattimena, and Luky Maspaitela. "Comparative Study between Drill Skill and Concept Attainment Model towards Physics Learning Achievement." International Journal of Evaluation and Research in Education (IJERE) 5, no. 3 (June 23, 2016): 211. http://dx.doi.org/10.11591/ijere.v5i3.4541.

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Alternative learning model that can be used in teaching physics to overcome the problems of lack of student learning achievement is a model of skill training (drill skills, and the concept attainment model. Drill skill model is a teaching technique in which students carry out training activities on what they have learned, so that the material already taught more embedded in the minds of students, and students will have the dexterity or higher, while the concept attainment is a model of achievement of learning model that is designed to help students to be more easily learn a concept. The purpose of this study was to compare the results between student who was teached with drill skill model and concept attainment model. The quasi-experimental type was used. Sampling was done randomly in order to obtain two classes one for the first experimental group with drill skill, and the second one for the second experimental group with concept attainment model. These results suggest that the science-physics learning achievement of students with drill skill model is better than using a concept attainment model.

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Putri, Fiky Auliyah, Yustinus Ulung Anggraito, and Siti Alimah. "The Effectiveness of Guided Inquiry Strategy on Students’ Collaborative Skill." Journal of Biology Education 7, no. 2 (September 9, 2018): 144–50. http://dx.doi.org/10.15294/jbe.v7i2.24278.

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This research aims to analyze collaborative skill through guided inquiry strategy on cell bioprocess material and analyzerelationships of collaborative skill with student's cognitive result. Student’s collaborative skill which assessed were student’s participation in experimental activities, students’s participation in discussion activities, adaptation in grup and flexible work. This research method uses one shot case study with pre-experimental design. The subjects of this study were students of class XI MIPA 1, XI MIPA 2 and XI MIPA 3 with a total of 107 students. The collaborative skill of student’s assessed using observation, self-assessment and peer assessment. Then the results of the assessment were correlated with student cognitive study results. A total of 91.6% of students have excellent collaborative skills and 8.4% of students have good category. The correlation test results showed that there is a positive relationship between collaborative skill and student test result. It can be concluded that guided inquiry strategy is effective toward students collaborative skill and gives positive relationship between collaborative skill and student's cognitive result

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Marzouk, Samah A. "An Electronic Program for Developing Some of the Technological Skills of the Kindergarten Student Teachers Via the Web." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 124. http://dx.doi.org/10.24200/jeps.vol9iss1pp124-137.

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The purpose of this study was to explore the role of an electronic training program on developing some technological skills of the student teacher to use technology in learning via web. The participants were 60 third-year students at the Faculty of Kindergarten, Cairo University. The quasi-experimental design was used. To answer the questions of the study, the researcher developed a list of technological skills that are essential for the student teacher and an electronic achievement test to assess the cognitive and technical skills of using technology for kindergarten teachers. The results of the study showed significant differences between the control group and the experimental group in the achievement test in favor of the experimental group (p = 0.01). The experimental-group students achieved gains as they received training on technological skills such as perceiving details of machines and programs, the observation skill, the technological design technology, and the sensitivity to problems skill due to the electronic program offered in the current study.

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Mai Bandar Naif Al-Kathiri, Mai Bandar Naif Al-Kathiri. "The effectiveness of participatory electronic games in developing the skill of numerical sense for a mathematics course for elementary school students: فاعليَّة الألعاب الإلكترونيَّة التَّشاركية في تنمية مهارة الحِسّ العددي لمُقرَّر الرياضيَّات لتلميذات المرحلة الابتدائيَّة." مجلة العلوم التربوية و النفسية 5, no. 29 (August 29, 2021): 113–27. http://dx.doi.org/10.26389/ajsrp.m090121.

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The study aimed to determine the numerical sense skills that can be developed using participatory electronic games for fourth-grade students, used the semi-experimental approach, and the study sample consisted of (40) female students The fourth elementary school was divided into two groups, an experimental group of 20 students, who studied the skill of numerical sense through participatory electronic learning games, and a group of 20 students who studied the skill of numerical sense in the traditional learning method; Where the two groups applied to the pre / post achievement test, and the study found that the experimental group students exceeded the control group in the post test. The higher levels of the experimental group students in the post-test than their degrees in the pre-test in the achievement test, and thus the study for the effectiveness of the electronic study Participatory skill development in the numerical sense of mathematics course for female students of experimental group compared to female students of control group.

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Salmoni, Alan W., Michel Guay, and Ken Sidney. "Skill Analysis in Racquetball." Perceptual and Motor Skills 67, no. 1 (August 1988): 208–10. http://dx.doi.org/10.2466/pms.1988.67.1.208.

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To identify some of the tasks demands of racquetball using relative and absolute skill analysis techniques, a stepwise multiple regression was applied to scores on the Wingate Step Test, a measure of anaerobic power. Analysis indicated the test was a good predictor of racquetball skill. Time and motion analysis suggests racquetball is an anaerobic alactic sport.

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Zhongfan, Lu, Kimihiro Inomata, and Tooru Takeda. "Soccer Players' and Closed-Skill Athletes' Execution of a Complex Motor Skill." Perceptual and Motor Skills 95, no. 1 (August 2002): 213–18. http://dx.doi.org/10.2466/pms.2002.95.1.213.

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The main purpose of this study was to investigate possible differences in speed and accuracy of motor execution among female soccer players in an Expert Soccer group, a Novice Soccer group, and a Closed-skill Athlete group. There were two main findings. Firstly, both soccer groups performed better than the Closed-skill Athletes on speed and accuracy of motor execution. Secondly, there were no significant differences between Expert and Novice soccer players in the speed and accuracy of motor execution.

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ZHONGFAN, LU. "SOCCER PLAYERS' AND CLOSED-SKILL ATHLETES' EXECUTION OF A COMPLEX MOTOR SKILL." Perceptual and Motor Skills 95, no. 5 (2002): 213. http://dx.doi.org/10.2466/pms.95.5.213-218.

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TAKEO, Yasushi, and Wataru NATSU. "Experimental Study on Gaze Point Movement in Size Measurement Skill with Micrometer for Skill Succession." TRANSACTIONS OF THE JAPAN SOCIETY OF MECHANICAL ENGINEERS Series C 79, no. 799 (2013): 814–26. http://dx.doi.org/10.1299/kikaic.79.814.

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Barclay, Lisa K. "Skill Development and Temperament in Kindergarten Children: A Cross-Cultural Study." Perceptual and Motor Skills 65, no. 3 (December 1987): 963–72. http://dx.doi.org/10.2466/pms.1987.65.3.963.

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This study examined the relationships between temperament characteristics and skill deficits in two groups of kindergarten children, one in Ohio and one in Taipei, Taiwan. The purposes of the study were to estimate the relationship between temperament and levels of skills manifested and to explore possible cross-cultural differences. Teachers and parents assessed children on the Barclay Early Childhood Assessment System to determine deficits in particular skill areas. Teachers also rated the same children on the Martin Temperament Assessment Battery. Pearson correlations between the two measurements were calculated separately for the two cultural groups. Almost half of the predictors of skill deficits were common to both groups. Children with high skill deficits from both cultures were more distractible, less sociable, more emotional, and likely to be male. This study suggests that there are close relationships between skill deficits in kindergarten children and certain temperament characteristics and that these relationships are quite similar across these two cultures.

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Butcher, Janice. "Socialization of Children's Playground Skill." Perceptual and Motor Skills 77, no. 3 (December 1993): 731–38. http://dx.doi.org/10.2466/pms.1993.77.3.731.

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This study analyzed the relationship between playground skill (measured on the Playground Skills Test) and several socialization variables, including opportunities for practice and parental involvement with playground play (measured on a parents' questionnaire). Data were collected for 64 children (24 girls, 40 boys), ages 7 to 9 years. Descriptive statistics were presented for availability of playground equipment, frequency of playground play outside of school hours, and amount of parental involvement. Playground proficiency was not related to frequency of playground play or to direct parental support (attendance and assistance while child was at a playground). Parental perceptions of a child's skill and attempts at risk-taking were significantly correlated with playground proficiency. A regression analysis of all socialization variables showed that the only significant predictor of playground proficiency was a child's risk-taking attempts.

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Weiner, Sue. "Effects of Phonemic Awareness Training on Low- and Middle-Achieving First Graders' Phonemic Awareness and Reading Ability." Journal of Reading Behavior 26, no. 3 (September 1994): 277–300. http://dx.doi.org/10.1080/10862969409547852.

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This study investigated the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first-grade readers ( N=19). Random assignment was made to one control group and three experimental: phonemic skill training only (“skill and drill”), phonemic skill training plus decoding (“semi-conceptual”), and phonemic skill training plus decoding and reading (“conceptual”). Outcome measures included tests of segmentation, deletion, deletion and substitution, and both standardized and informal tests of reading. Results indicated no significant differences among the experimental and control groups on measures of phonemic awareness (segmentation excepted) or reading. Findings also revealed that training that provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. These results suggest that phonemic awareness training for low- and middle-achieving beginning readers may not be unequivocally beneficial.

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Kerr, Robert, and Jean-Louis Boucher. "Knowledge and Motor Performance." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1195–202. http://dx.doi.org/10.2466/pms.1992.74.3c.1195.

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Traditionally, motor skill acquisition has implied that the performance of a given individual on a particular skill is dependent on the amount of prior practice of that skill. However, concepts such as schema theory, or kinetic formulae, or the strategic allocation of resources imply that, even when practising specific skills, performers gain knowledge about their own motor performance which can be used or applied to related or novel situations. An attempt was made to relate the performance of a complex psychomotor task to differing levels of motor skill expertise or knowledge (athlete and nonathlete). 20 subjects performed (1600 responses) on a novel pursuit or tracking task. Analysis indicated that the athletes performed significantly better. Their main advantage appeared to be more in their ability to control and produce fast, accurate movements than in their decision-making. Accepting Henry and Rogers' 1960 proposition that there is no such thing as a general motor ability or coordination factor does not imply that the only alternative is for all motor skills to be specific. It is argued that the differences in the present study arose from the athletes' greater knowledge (schema, kinetic formulae) related to their understanding of their own motor capabilities.

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Roach, Lindsay, and Melanie Keats. "Skill-Based and Planned Active Play Versus Free-Play Effects on Fundamental Movement Skills in Preschoolers." Perceptual and Motor Skills 125, no. 4 (April 30, 2018): 651–68. http://dx.doi.org/10.1177/0031512518773281.

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Fundamental movement skill interventions are important for promoting physical activity, but the optimal intervention model for preschool children remains unclear. We compared two 8-week interventions, a structured skill-station and a planned active play approach, to a free-play control condition on pre- and postintervention fundamental movement skills. We also collected data regarding program attendance and perceived enjoyment. We found a significant interaction effect between intervention type and time. A Tukey honest significant difference analysis supported a positive intervention effect showing a significant difference between both interventions and the free-play control condition. There was a significant between-group difference in group attendance such that mean attendance was higher for both the free-play and planned active play groups relative to the structured skill-based approach. There were no differences in attendance between free-play and planned active play groups, and there were no differences in enjoyment ratings between the two intervention groups. In sum, while both interventions led to improved fundamental movement skills, the active play approach offered several logistical advantages. Although these findings should be replicated, they can guide feasible and sustainable fundamental movement skill programs within day care settings.

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Setiyorini, Sri Rahayu, and Azalina Nurul Fajariah. "Promoting the Increase of Mathematical Representative Skill in Vocational Students through Blended Problem-Based Learning." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, no. 2 (June 30, 2019): 65. http://dx.doi.org/10.22460/jiml.v2i2.p65-73.

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Low mathematical representation skill causes the inability of vocational students solving problems creatively as demanded by industries. Researches showed that blended problem-based learning (BL-PBL) combining online and offline learning to train students to independently solve problems was proven to increase mathematical skills in education levels other than vocational school. Therefore, this research aimed to evaluate BL-PBL effect to mathematical representation skill escalation in vocational high school. Quantitative study with pre-test and post-test control group design was performed to two randomly-chosen classes over vocational schools in Kabupaten Bandung Barat, West Java, Indonesia. Samples were divided into two groups: experimental (BL-PBL method) and control (lecture method). Initial skill was determined by pre-test while learning outcome was determined using post-test. Data was analysed by t-test and two-way ANOVA with 0.05 significance level using IBM SPSS. Result showed the initial skill of two groups was similar. After treatment, N-gain data uncovered a significant increase of representative skill in experimental group. While, two-way ANOVA test showed no interaction between learning model used and student grouping based on initial skill to representation skill. Finally, BL-PBL was proven to increase mathematical representation skill in vocational students and, hence, is suggested to be implemented in vocational high school

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Huang, Chang Wu. "Developmental Research on “Life Skill” Cultivation in P.E. Curriculum System of Universities." Advanced Engineering Forum 1 (September 2011): 360–64. http://dx.doi.org/10.4028/www.scientific.net/aef.1.360.

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The paper is aimed at conducting a developmental and practical research on “life skill” cultivation in P.E. curriculum system of universities. In the research, 302 freshmen (137 male students and 165 female students) from College of Education and College of Humanities at Hunan University of Science and Technology were randomly selected to be the research targets. All selected students were then divided randomly into the experimental group and the contrast group, with 153 students in the experimental group and 149 students in the contrast group. These students were arranged to go through physical education experiment designed for improving teen-agers’ life skills. Document literature, mathematical statistics, Likert-type scales and other methods were put into use in the research to test students’ knowledge and confidence in life skills for subsequent assessment. The experimental result has shown that, students in the experimental group were observably improved (P<0.05) 1 in one aspect of both life skill test and confidence test.

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Truyol, María Elena, Vicente Sanjosé, and Zulma Gangoso. "OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS." Journal of Baltic Science Education 13, no. 6 (December 15, 2014): 883–95. http://dx.doi.org/10.33225/jbse/14.13.883.

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One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed ‘Physics Problem Understanding Model’, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity. Key words: cognitive model, modelling skills, problem solving, problem statements, university level.

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PEIAI, Ning, Keiji TANIGUCHI, Hitoshi KOIZUMI, Yutaka NAKANO, Sadakazu WATANABE, Hitohiko HIRAKAWA, and Yoichi YAMAMOTO. "An experimental approach for evaluating the skill of skiers." Journal of the Japanese Society of Snow and Ice 62, no. 2 (2000): 149–57. http://dx.doi.org/10.5331/seppyo.62.149.

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Stout, Dietrich, and Nada Khreisheh. "Skill Learning and Human Brain Evolution: An Experimental Approach." Cambridge Archaeological Journal 25, no. 4 (October 15, 2015): 867–75. http://dx.doi.org/10.1017/s0959774315000359.

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Increasing reliance on skill-intensive subsistence strategies appears to be a hallmark of human evolution, with wide-ranging implications for sociality, brain size, life-history and cognitive adaptations. These parameters describe a human technological niche reliant on efficient intergenerational reproduction of increasingly complex foraging techniques, including especially the production and effective use of tools. The archaeological record provides a valuable source of evidence for tracing the emergence of this modern human condition, but interpretation of this evidence remains challenging and controversial. Application of methods from psychology and neuroscience to Palaeolithic tool-making experiments offers new avenues for establishing empirical links between technological behaviours, neurocognitive substrates and archaeologically observable material residues. Here we review recent progress and highlight key challenges for the future.

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Anira, A., S. Syarifatunnisa, Amung Ma'mun, and Nur Indri Rahayu. "Integrating Life Skills through Physical Activities Programs." Jurnal Pendidikan Jasmani dan Olahraga 6, no. 1 (April 3, 2021): 68–74. http://dx.doi.org/10.17509/jpjo.v6i1.26621.

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The purpose of this study was to investigate the integration of life skills through physical activities programs on the improvement of student life skills. The population of this study was 64 college students in Indonesia divided into two groups (experimental group n = 34 and control group n = 30). The sampling technique used cluster random sampling. The research method used was a quasi-experiment with a pre-test post-test control group design. The instrument used was the life skills scale for sport adaptation (LSSS) which consists of eight components, namely teamwork, goal setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision making. The results showed that the physical activity integrated with the life skill program had a more significant impact on the improvement of the student's life skills than the physical activity without the integration of the life skill program. Further findings revealed that the social skill component was the life skill component that gained the highest increase. It shows that the integration of life skill programs in physical activities provides better results than physical activities without the integration of life skills programs.

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Luo, Yu-Jy, Mei-Ling Lin, Chien-Huei Hsu, Chun-Chin Liao, and Chun-Chieh Kao. "The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education." Sustainability 12, no. 15 (July 30, 2020): 6147. http://dx.doi.org/10.3390/su12156147.

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Physical education (PE) helps form lifelong learning and exercise habits; therefore, PE courses should be designed to enhance student motivation. Team-game tournaments (TGTs) enable learning in heterogeneous groups and involve positive interdependence, individual accountability, social skills, face-to-face interaction, group processing, and equal opportunities. Therefore, this quasi-experimental pre-test–post-test study investigated the effects of the TGT on learning motivation and motor skills. In this study, 108 students who enrolled in an advanced basketball course from two classes in a Taiwanese university were recruited as participants. Experimental teaching was implemented based on the class patterns, during which the students were divided into experimental and control groups. The control group, consisting of 56 students (46 male and 10 female), received conventional PE. In the TGT experimental group, constituting 52 students (40 male and 12 female), the TGT learning program was implemented. After a 12-week basketball teaching session, the TGT teaching strategy significantly improved student motivation but not motor skill acquisition. Competency level, however, did not significantly affect motivation but was significantly related to motor skill acquisition. Interaction effects between teaching strategy and competency level were non-significant. Despite TGTs enhancing learning motivation, PE teachers are still responsible for teaching rules, knowledge, and skills, engaging team members, and ensuring sufficient time for skill practice.

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Bannaasan, Benyaporn. "The effectiveness of latex wound model on wound dressing skill of the nursing students." Journal of Nursing Education and Practice 10, no. 10 (July 13, 2020): 68. http://dx.doi.org/10.5430/jnep.v10n10p68.

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Wound dressing is a skill which must be able to be performed by all nurses. If the practical ability of a nurse is weak, it will affect the quality of patient care. The objective of this research is to study the effectiveness of the latex wound model for wound dressing training on wound dressing skills of the nursing student. The latex wound model is a device used in practice which is made from rubber. The samples are the 60 second-year nursing students. Simple random sampling was applied in the selection of samples to be an experimental group and a control group for 30 persons per group. The latex wound model was provided to the experimental group for wound dressing skill training at the dormitory for a seven day period. A personal data questionnaire, wet dressing skill evaluation form, and dry dressing skill evaluation form were used for data collection. The data were analyzed using descriptive statistics, Wilcoxon Signed Ranks Test and Mann-Whitney U Test. The results indicated that: 1) the mean score of wet dressing skill and dry dressing skill after the intervention were significantly higher than before the intervention (p < .05); 2) the mean score of wet dressing skill and dry dressing skill of the experimental group were higher than that of the control group, who was given the explanation of research procedures and the use of latex wound model, at statistical significance (p < .05). The findings imply that the use of the latex wound model for wound dressing training could enhance the wound dressing practical skill of the nursing students.

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Hikosaka, Okihide, Shinya Yamamoto, Masaharu Yasuda, and Hyoung F. Kim. "Why skill matters." Trends in Cognitive Sciences 17, no. 9 (September 2013): 434–41. http://dx.doi.org/10.1016/j.tics.2013.07.001.

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Shafiei Amiri, M., T. Ahmadi Gatab, and N. Babakhani. "The efficacy of cognitive- behavior group therapy and social skill trainings on reduction of negative symptoms of schizophrenic patients." European Psychiatry 26, S2 (March 2011): 1327. http://dx.doi.org/10.1016/s0924-9338(11)73032-2.

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IntroductionSchizophrenia is a destructive disease that can break the personality structure down in severe conditions and causes disturbance of thoughts, feelings and actions, and thus affects the personal, family and social performance and relationships, and disturbs them.AimsThe aim of this study is the investigation of the efficacy of cognitive -behavior therapy and social skill trainings on reduction of negative symptoms of schizophrenic patients.MethodsThe present study is experimental design based on pre-test, post-test with control group and to select randomly, the available sampling method was used. (15persons)were selected for each group and they were randomly assigned to two groups: experimental group (combination of cognitive-behavior group therapy and social skill training) and control group (cognitive- behavior group therapy).ResultsAfter three months the administration of combination program of cognitive-behavior group therapy and social skill training than cognitive- behavior group therapy, the negative symptoms of experimental group decreased significantly. Also, social skills of experimental group were significantly higher than the control group that causes the significant reduction of negative symptoms of schizophrenic patients.ConclusionsThe obtained results show that: on improvement of symptoms of schizophrenic patients, the efficacy of combination of cognitive -behavior group therapy and social skills is more than cognitive- behavior group therapy.

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Putri, Agnesi Sekarsari, and Nurfina Aznam. "The Effect of The Science Web Module Integrated on Batik’s Local Potential Towards Students’ Critical Thinking and Problem Solving (Thinking Skill)." Journal of Science Learning 2, no. 3 (May 25, 2019): 92–96. http://dx.doi.org/10.17509/jsl.v2i3.16843.

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The 21st-century learning paradigm requires teachers to provide teaching materials that can develop students' thinking skills. This research aims to determine the effect of the web module science integrated local batik potential toward the thinking ability of seventh-grade students of junior high school. The research method used was quasi-experimental design with a posttest-only design. The instrument used is about thinking skill. The data analysis technique is a Kruskal Wallis test and Effect Size. The results of the research showed that there were differences in students' thinking skill between the experimental class and the control class, as indicated by the Kruskal Wallis test, gives significant results. Web science module integrated with local batik potential has a significant influence on students' thinking skill as indicated by Cohen's effect size score of 0.8. The results of this research can be used to provide insights to science teachers create innovative learning materials to make students more interested in learning science and practicing thinking skills of students.

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Suggate, Sebastian, Heidrun Stoeger, and Ursula Fischer. "Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers." Perceptual and Motor Skills 124, no. 6 (September 11, 2017): 1085–106. http://dx.doi.org/10.1177/0031512517727405.

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Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger-based numerical counting that aids the acquisition of mathematical mental representations.

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Iski, Nurul. "PENERAPAN MODEL BRAIN BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII PADA SISWA MTs/SMP." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 3, no. 1 (December 2, 2019): 33. http://dx.doi.org/10.22373/jppm.v3i1.5144.

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Mathematical communication is very important in the process of learning mathematics. Through mathematical communication, students can organize their mathematical thinking in writing and communicate their understanding to others. However students mathematical communication skill are relatively low, so we need a learning model that can improve student’s mathematical communication skills by using brain based learning. The purpose of this research are : (1) To determine the improvement of student’s mathematical communication skill after using Brain Based Learning Model. (2) To know the comparation between the student’s mathematical communication skill by using Brain Based Learning with convetional learning models. The research method used was a quasi-experimental design with pretest and posttest control group design. The result showed that : (1) The use of Brain Based Learning improves mathematical communication skill significantly. (2) Student’s mathematical communication skill by using Brain Based Learning were better that student’s mathematical communication skills by using conventional learning model.

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Duhon, Gary J., George H. Noell, Joseph C. Witt, Jennifer T. Freeland, Brad A. Dufrene, and Donna N. Gilbertson. "Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills." School Psychology Review 33, no. 3 (September 1, 2004): 429–43. http://dx.doi.org/10.1080/02796015.2004.12086260.

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Mahmoodifar, Elham, and Mohammad Saber Sotoodeh. "Combined Transcranial Direct Current Stimulation and Selective Motor Training Enhances Balance in Children With Autism Spectrum Disorder." Perceptual and Motor Skills 127, no. 1 (November 19, 2019): 113–25. http://dx.doi.org/10.1177/0031512519888072.

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Previous studies have shown that transcranial direct current stimulation (tDCS) over the primary motor cortex (M1) can facilitate the consolidation of motor skills in people who are typically developed, especially when tDCS is combined with goal-oriented exercises. Yet, the effect of tDCS on the motor skills of children with autism spectrum disorder is unknown. This study sought to investigate the effects of combined anodal tDCS and selective motor training on balance among 18 children with autism spectrum disorder (aged 6–14 years) who we randomly assigned to equal-sized experimental and control groups. The experimental group practiced motor training to improve balance after receiving 1.5 mA anodal tDCS over the left M1 for 20 minutes before each of 10 motor training sessions. The control (sham) group underwent a similar protocol with identical motor training, but tDCS was only artificially administered to them. We evaluated participants’ balance at baseline and after training. Data analysis showed that both anodal tDCS plus motor skill training and motor skill training with sham tDCS had significant positive impacts on balance, but tDCS participants who received both actual tDCS and motor skill training performed significantly better than those who received SHAM tDCS and motor skill training. These preliminary findings suggest that tDCS may enhance motor skill training for children with autism spectrum disorder, but replications with larger samples involving participants with varying levels of autistic symptoms and varied tDCS stimulation polarity are needed to affirm the practical use of this noninvasive brain stimulation.

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Wasas, Amal A., and Adnan S. Al. Abed. "Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 258. http://dx.doi.org/10.24200/jeps.vol11iss2pp258-277.

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This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings.

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Ito, Tomotaka, Junya Ishikawa, Ryousuke Takahashi, Yosuke Ito, and Yosuke Watanabe. "111 Human Skill Acquisition using Teleoperated Robot : Development of Tele-Manipulation System for Experimental Skill Analysis." Proceedings of Conference of Tokai Branch 2010.59 (2010): 23–24. http://dx.doi.org/10.1299/jsmetokai.2010.59.23.

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Chung, Man Cheung, Louise Jenner, and Lisa Chamberlain. "Communication Skill and Behaviour Disorder." Perceptual and Motor Skills 83, no. 3_suppl (December 1996): 1183–86. http://dx.doi.org/10.2466/pms.1996.83.3f.1183.

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The aim was to identify changes in communication skills and behaviour disorder of 15 clients with learning difficulties 6 mo. and 1 yr. after they moved from large- to small-scale accommodations. Clients were allocated into a group of 6 with profound multiple learning difficulties, a preverbal group of 5, and a verbal group of 4. Communication skills were measured using the Preverbal Communication Schedule, and behavioural disorder was measured using the Aberrant Behaviour Checklist. Analysis showed that from the baseline to one year follow-up, there was a significant increase from baseline in social withdrawal by the clients with multiple difficulties but that there were improvements in communication skills of both preverbal and verbal clients. No control group was involved.

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Wixen, Bradford Dean. "Subjective Time and Perceptual Skill." Perceptual and Motor Skills 62, no. 3 (June 1986): 873–74. http://dx.doi.org/10.2466/pms.1986.62.3.873.

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Subjective time estimation was hypothesized as correlated with the number of discrete events one discerns per interval and one's attentiveness, interest in the experience, and efficiency. It was predicted that one who recognizes many discrete events per interval and rates high on these personality traits tends to underestimate time. For personality attributes, tapped by questionnaire, high scores denote an individual who shows the predicted characteristics of underestimaters. Estimations were made of a 3-min. tone of 191 Hz by 40 college men. Pearson correlation between questionnaire scores and time estimates was —.30. All 8 subjects with scores below 100 overestimated.

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Meihami, Hussein, Bahram Meihami, and Zeinab Varmaghani. "The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension." International Letters of Social and Humanistic Sciences 11 (September 2013): 57–65. http://dx.doi.org/10.18052/www.scipress.com/ilshs.11.57.

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Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

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Engelhardt, George M. "Driving Distance and Driving Accuracy Equals Total Driving: Reply to Dorsel and Rotunda." Perceptual and Motor Skills 95, no. 2 (October 2002): 423–24. http://dx.doi.org/10.2466/pms.2002.95.2.423.

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Combining two primary golf skills (Driving Distance and Driving Accuracy) into one golf skill variable (Total Driving) yielded a more powerful relationship between Professional Golf Association (PGA) Touring Professionals' shot-making skills and their performance outcomes.

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Susilowati, Latifah, Anik Rustiyaningsih, and Sri Hartini. "EFFECT OF SELF DEVELOPMENT PROGRAM AND TRAINING USING VIDEO MODELING METHOD ON DRESSING SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITY." Belitung Nursing Journal 4, no. 4 (June 29, 2018): 420–27. http://dx.doi.org/10.33546/bnj.331.

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Background: Children with intellectual disability has adaptation function problem, namely self-care skill dressing. Inability to dressing could affect social relationship and dependency with others. The effort to improve self-care skill could be done through self-development program and training using video modeling.Objective: This study was to investigate the effect of self-development program and training using video modeling on dressing skills in intellectual disability children.Methods: This was a quasy-experimental study with pretest posttest control group design. Sixty-two children aged between 6-12 years with intellectual disability were recruited using purposive sampling. Participants were divided into two groups (experimental group=31, control group=31). The experimental group was given training using video modeling in 4 sessions, with each for 50 minutes; and self-development program in 4 sessions, in 50 minutes per each, while control group was given self-development program for 8 sessions, with each for 50 minutes. Observation checklist of dressing skill before and after intervention was adopted from Nursing Outcome Classification in Indonesian version. Data were analyzed using Mann-Whitney to compare posttest score between experimental and control group.Results: The result showed there was a significant difference after intervention between experimental and control group (p=0.041). Eight dressing skills items increased including gets clothing from closet, gets clothing from drawer, puts clothing on upper body, buttons clothing, puts clothing on lower body, uses zipper, uses fastener, and removes clothes from upper body.Conclusion: Self-development program and training using video modeling could increase dressing skills in intellectual disability children aged 6-12 years.

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Journal articles on the topic 'Experimental skill'

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