Generalized learning of receptive and expressive action-object responses by language-delayed preschoolers.
Generalized learning of receptive and expressive action-object responses by language-delayed preschoolers.
复制标题
语言发育迟缓的学龄前儿童接受性和表达性动作对象反应的广义学习。
DOI：
10.1044/jshd.5504.665
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
Goldstein,H
中科院分区：
文献类型：
--
作者：
Mineo,BA;Goldstein,H
本研究考察了矩阵训练程序在接受和表达两种语言模式下的动作+对象话语教学中的有效性。研究对象是4名发育迟缓的学龄前男孩，他们不能自发地、功能性地说出两个单词。采用多重基线设计和多重探针技术。受试者学习48种接受性反应和48种表达性反应中的4-6种。词汇组合规则的习得是通过使用熟悉的词汇项目来促进的，而新词汇知识的习得则是通过先前训练过的词汇组合模式的辅导训练来促进的。虽然对于大多数儿童来说，接受性知识不足以展示相应的表达表现，但只需要最少的表达训练就可以实现这一目标。对于大多数矩阵项目，受试者的反应是先接受后表达。对于2名被试，当完全的接受性重组泛化尚未实现时，表达性训练促进了接受性反应。本研究结果阐明了对发育迟缓学龄前儿童进行单一语言方面（词汇项目、词语组合模式）的训练对最大限度地提高其泛化能力的好处。
This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.