The uzvek state world

Analyzing the data



Literature review
Introduction
Suppose you are reading a book, maybe you have heard from somewhere and you have decided to read it. When you start reading it you may find many unfamiliar words, adjectives, verbs, and expressions. While reading you will not want to find each word in the dictionary because your main goal is to understand the book not to learn new vocabulary. Since you cannot understand the words which you find in the book. It will become impossible for you to understand this book. But for understanding this book you check one word from the dictionary until you find it difficult to understand the next one. Well, this is called Incidental Learning.
Body
Incidental teaching is a type of teaching used in ABA therapy that follows similar learning principles as Discrete Trial Training, but occurs in a natural environment and the learning opportunity is initiated by the child’s interest in an object or activity. Incidental teaching is called so because it takes advantage of naturally occurring “incidents” to teach important skills. Incidental teaching was initially recognized by Hart and Risley in 1978 and implemented as a method to increase language and improve social responses. It was primarily used among preschool-aged children. However, since its discovery, incidental teaching has been found applicable to a variety of skills across nearly every age group.
There are several potential benefits to incidental learning, compared to intentional learning: It can be more effective, for example if someone lacks confidence in their ability to learn, and consequently avoids intentional learning. It can be more efficient, for example if someone would need to spend a lot of time and effort in order to learn something intentionally, but could learn the same thing easily and automatically through their daily routine. It can be more enjoyable, for example, if someone doesn’t like making an effort to learn things actively, but does enjoy making progress. Accordingly, incidental learning can sometimes be preferable to intentional learning, which is why it’s often used deliberately in teaching, for example through educational games, which help students learn material in a fun and intuitive way.
However, there are also some potential drawbacks to incidental learning, compared to intentional learning. Specifically, since the potential advantages of incidental learning are highly dependent on situational and personal factors, there are cases where intentional learning is better, in terms of effectiveness, efficiency, or enjoyability, or some combination of them.
Most notably, there are many situations where incidental learning is ineffective, meaning that it won’t enable learners to achieve their desired goals. For example, if a student needs to learn advanced statistical concepts for an exam, it’s unlikely that they will be able to rely on incidental learning in order to do this. In addition, this also means that there are situations where incidental and intentional learning are better in different ways. For example, this can happen when intentional learning is more effective and efficient, but incidental learning is more enjoyable.
In such cases, it’s important to consider all the potential benefits and drawbacks of each approach, in order to choose the most appropriate one to use. Furthermore, when doing this, it’s important to remember that in many cases, it might not be necessary to choose one form of learning over the other, as the two may be used to complement each other.
Overall, incidental learning is sometimes more effective, efficient, and enjoyable than intentional learning. However, this depends on various factors, so there are situations where intentional learning is better, or where it’s better to use a combination of the two approaches.
Incidental learning is closely associated with a number of related concepts, beyond intentional learning.
One such concept is informal learning. In general, informal learning is learning that lacks the defining features of formal learning, such as having a structured curriculum, being taught by designated teachers, and involving assessment or certification of the students. Incidental learning is generally viewed as a subset of informal learning, which is unintentional. As one study notes:
“The terms incidental and intentional learning were originally used in the middle of the 20th century in the heyday of American behaviorist psychology, conceptualizing learning in terms of stimulus-response contingencies (Postman & Keppel, 1969). Researchers experimentally investigated human learning by providing human subjects with information (such as a list of words) under two conditions. In the intentional condition, subjects were told in advance that they would afterwards be tested on their recollection of the materials to which they were going to be exposed. Subjects in the incidental condition were not told that they would be later tested. Thus, originally, the terms incidental and intentional learning referred to a methodological feature of learning experiments, pertaining to the absence or presence of a notification whether subjects would be tested after exposure. Later, psychologists used incidental-learning experiments in combination with different orienting tasks. For instance, Hyde and Jenkins (1973) asked subjects to rate each word in a word list as to their pleasantness (a semantic orienting task) or to record the part of speech of the words (a nonsemantic orienting task). When subjects were later given a surprise recall task (i.e., in an incidental-learning setting), subjects in the semantic condition were able to recall more words than those in the nonsemantic condition.”
Betty Hart and Todd R. Risley at the University of Kentucky implemented incidental teaching strategies to help children with autism learn to use compound sentences. After applying incidental teaching strategies for learning to use compound sentences while talking to teachers, subjects began using compound sentences directed toward teachers more frequently. When the same strategy was used involving talking to other children, subjects’ use of compound sentences toward other children doubled.
Dennis J. Delprato: Comparisons of Discrete-Trial Normalized Behavioral Language Intervention for Young Children with Autism. Ten controlled studies were reviewed which compared the results of traditional operant behavior procedures (involving highly structured, direct teaching sessions) to normalized language-teaching interventions that had been developed more recently (involving aspects of incidental teaching such as natural environments and child initiation). This review found that in the eight studies with results involving language criteria, methods similar to incidental teaching were actually more effective at improving language than more traditional, more structured methods.
H. Goldstein-Communication Intervention for Children with Autism. About 60 studies examining multiple interventions for teaching language to children with ASD were reviewed. Interventions reviewed included incidental teaching and other natural-environment strategies, sign language, DTT, functional communication training, modeling/scripting interactions, and parent training. Incidental teaching and similar natural-environment strategies were found applicable for teaching language and about as affective as DTT.
McGee and Daly- Incidental teaching of age-appropriate social phrases to children with autism. This study used incidental teaching approaches to facilitate the use of socially appropriate speech with peers in three young boys with autism. The incidental teaching of socially appropriate phrases, such as “All right.” and “You know what?” led to immediate use of target phrases in subjects. Later, subjects who had been taught with incidental teaching strategies showed more use of target phrases while in social play situations.