RESPONSE TIME AND ERROR MEASURES IN TEACHERS

Abstract

This study investigates the effect of cognitive tempo upon the dyadic verbal interactions of teachers and students. The purpose was to determine if the dyadic verbal interactions of teachers and students are differentiated by the response time and error measures of cognitive tempo.;Subjects were 53 special education students in eight self-contained classes, and their eight certified special education teachers. The students ranged in age from 10 to 15, and attended the Southern Westchester, New York, Board of Cooperative Educational Services district classes. The students placed in these classes had all previously been classified as educationally handicapped, due to emotional disturbance, or learning disability, or mild mental retardation.;All students and teachers were individually administered the Matching Familiar Figures Test (MFFT), the results of which yield the response time and error measures of cognitive tempo. After establishing cross-rater reliability, two experimental observers employed a modified version of the Brophy-Good Dyadic Interaction Checklist For Coding Classroom Behavior. Observing in classrooms during times of shared individualized academic instruction, four types of dyadic interactions and 11 kinds of teacher feedback were coded. In addition, the initiator of each contact was identified as the student or the teacher, and the duration of academic contacts was coded. In all, there were 30 aspects of coded student-teacher dyadic verbal interactions. These 30 independent variables were correlated with a student MFFT response time and error scores, respectively, and teacher MFFT response time and error scores respectively.;No significant relationships were identified between student-teacher dyadic verbal interactions and teacher response time, teacher error, and student error, respectively. Only limited significant relationships were identified between student-teacher dyadic verbal interactions and student response time.