Candidate: Victoria Mary Pellettiere

Degree of: Doctor of Philosophy

Department: Psychology

Title: An Examination of the Effects of Fluency Training on Retention Distractability and Generativity

Committee:
Dr. Jack L. Michael, Chair
Dr. Ronald A. Crowell
Dr. R. Wayne Fuqua
Dr. Alan D. Poling

Date: Wednesday, March 20, 2002 9:00 a.m. - 11:00 a.m.
3715 Wood Hall

Abstract:
The Precision Teaching movement grew out of a commitment to using frequency as a universal measure of behavior, as well as the desire to employ research methods derived from the experimental analysis of behavior in education (Lindsley, 1991). One critical component of instruction employing the precision teaching model is fluency training that typically involves exposing learners to the training materials until they have met criteria for both accuracy and speed of responding. Proponents of fluency training ascribe a number of specific benefits to this instructional tool. Lindsley (1992, 1995) and others (Binder, 1993, 1996; Haughton, 1981b) suggested that fluency training enhances Retention, Endurance, Application, Performance Standards, Stability, Fun, Understanding, No cheating, Confidence, and Generativity. Unfortunately, the empirical data to support the proclaimed benefits is severely limited (Berquam, 1985). The purpose of the present research was to further evaluate the effects of training using an accuracy criterion alone versus accuracy and rate criteria (fluency) on retention, distractibility, and generativity. This first of two studies examined the effects of training basic component skills to different levels of fluency on the retention of those skills and the acquisition and retention of more complex, composite skills. The second study examined the effects of training under an accuracy-alone criterion or accuracy and rate criteria on distractibility. The results of these studies suggest that fluency training does not produce superior performance or retention of component or composite skills, or superior performance in the face of distracting stimuli.

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