An experimental analysis of milieu language intervention: teaching the action-object form.
An experimental analysis of milieu language intervention: teaching the action-object form.
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环境语言干预的实验分析：教学动作-对象形式。
DOI：
10.1044/jshd.5403.448
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
Bambara,LM
中科院分区：
文献类型：
--
作者：
Warren,SF;Bambara,LM
研究了环境语言教学干预动作-客体形式教学的句法和语用效果。研究对象为3名边缘性至中度智力迟钝的幼儿，均处于生产性语言发展的早期阶段。在延长的基线期后，每个受试者每周在小组互动游戏环境中接受三到四次训练。实验控制通过跨受试者的多重基线设计来证明。泛化是沿着不同的维度来衡量的。结果表明，受试者学会了生成动作-客体组合。这些组合在非强制性的会话情况下用作对对象/动作的请求和声明。受试者也开始正确回答探究性问题。研究结果支持了环境训练程序可用于提高基本句法语义形式的习得和生成使用的结论。研究结果还表明，系统的成人评论、儿童对话“脚手架”和自发模仿可能对一些儿童通过环境法学习语言的习得和泛化起着重要作用。
The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.