Effects of modeling and corrected practice on generative language learning of preschool children.
Effects of modeling and corrected practice on generative language learning of preschool children.
复制标题
建模和纠正练习对学龄前儿童生成语言学习的影响。
DOI：
10.1044/jshd.4904.389
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发表时间：
1984
期刊：
影响因子：
--
通讯作者：
Goldstein,H
中科院分区：
文献类型：
--
作者：
Goldstein,H
采用同步治疗设计来比较建模和纠正练习对六名学龄前儿童生成语言习得的影响。同时教授用于描述主体-动作和主体-动作-客体刺激的新句法形式。所有六个孩子都学会了两种新的句法形式。然而，无论单词数量或话语形式的语言复杂性如何，通过正确的练习，生成语言学习可以更有效地完成。当建模最初效果不佳时，指导两个孩子开始像模型一样说话会导致快速的观察学习。有人认为，描述性研究人员可能过早地低估了正确练习在增强语言学习中可能发挥的作用。这项模拟研究表明，正确的练习应该为在语言干预项目中建立广义句法反应提供更有效的方法，至少在最初是这样。
A simultaneous treatments design was used to compare the effects of modeling and corrected practice on generative language acquisition of six preschool children. New syntactic forms used to describe agent-action and agent-action-object stimuli were taught concurrently. All six children learned both new syntactic forms. However, generative language learning was accomplished more efficiently with corrected practice, irrespective of the number of words or the linguistic complexity of utterance forms. When modeling was not effective initially, instructing two children to start talking like the model resulted in rapid observational learning. It is suggested that descriptive researchers may have prematurely discounted the possible role of corrected practice in the enhancement of language learning. This analog study indicates that corrected practice should provide a more efficient approach for establishing generalized syntactic responding, at least initially, in language intervention programs.