WorldCat Identities

Sherman, Richard H.

Works: 2 works in 3 publications in 1 language and 6 library holdings
Roles: Author
Publication Timeline
Most widely held works by Richard H Sherman

1 edition published in 1968 in English and held by 3 WorldCat member libraries worldwide

A learning program designated CE, Concept-EPAM, is described that modifies EPAM through the introduction of a set membership relation. The effects of this extension are considered with respect to methods of storing concept descriptions in memory and methods of specifying learning and retrieval. The learning strategies consist of interactions between image elaboration and tree modification. Implementations of CE are considered for a concept learning task and a pair associate task. Applicability of CE to a geometry analogy task requiring relational concepts is discussed. The relationship between the learning of concepts of concepts and feature extraction is illustrated
Sequential aspects of silent and oral reading by Richard H Sherman( )

2 editions published between 1977 and 1978 in English and held by 3 WorldCat member libraries worldwide

The commonly-used instructional sequence in which children read material silently and then read it orally is simply not effective. The arguments presented by E.A. Betts in 1957 for silent before oral reading can be countered point by point. Studies that have compared various reading conditions have had serious limitations and have failed to show whether silent before oral reading facilitates reading comprehension and rate. In fact, oral reading may be used for three purposes--diagnosis, information gain, and communication with others--and a classification scheme can be devised that separates oral reading into manageable teaching units. In a study of aspects of silent and oral reading, 180 pupils in grades two, four, and six were assigned to six conditions: silent-oral-test, oral-silent-test, silent-silent-test, oral-oral-test, silent-test-oral, and oral-test-silent. The conditions were evaluated in terms of comprehension and reading rate. Among the major conclusions were that there were no advantages among any multiple reading condition for comprehension, indicating that all multiple conditions work equally well and that there is no need to stress the silent-oral condition. (Tables of study results and the classification scheme for oral reading are included.) (Gw)
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.62 (from 0.48 for Sequential ... to 0.76 for A MODEL OF ...)