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GENERATIVE LANGUAGE IN MENTALLY RETARDED PERSONS

弱智者的生成语言

基本信息

批准号：
3447950
负责人：
Howard Goldstein
金额：
$ 5.36万
依托单位：
UNIVERSITY OF PITTSBURGH AT PITTSBURGH
依托单位国家：
美国
项目类别：
财政年份：
1983
资助国家：
美国
起止时间：
1983-07-01 至 1986-06-30
项目状态：
已结题

项目摘要

A series of investigations of variables suspected to influence the development of generative language learning abilities among mentally retarded persons is proposed. Specifically, the focus of inquiry is on learning processes responsible for observational learning of linguistic structures (selective imitation), for transfer between receptive and expressive language modalities, and for recombinative generalization (the application of syntactic rules) within both modalities. Single subject research designs will be employed to determine how the environment may be structured in order to provide language exposure in ways that contribute to efficient and generalized learning by mentally retarded individuals. Approximately 18 moderately and severely mentally retarded children (5-18 years) whose language expression ranges from one to four morphemes per utterance will participate in each of three years of this project. The research will be conducted at a public school center for the handicapped where they are enrolled. First, lexical acquisition will be investigated. The comprehension of new object words will be taught using receptive work-referent discrimination training and observational learning procedures. Functional relationships between training procedures and the establishment of receptive and expressive responding will be investigated. Second, syntactic acquisition will be studied. Miniature linguistic systems comprised of words from different semantic classes, recombined according to specific syntactic (word order) rules, will be taught using both discrimination training and modeling procedures in order to establish recombinative generalization in the receptive and expressive language modalities. Tests for transfer of acquired knowledge to untrained tasks requiring receptive performance, expressive performance, and transfer to other school environments will be included. The planned research has implications for psycholinguistic theory in general, and for developing a functional analysis model of language acquisition in particular. The research also is significant in its direct contribution to the development of more efficient language intervention procedures than can be employed with developmentally disabled individuals.

一系列的变量调查怀疑影响发展学生的生成性语言学习能力弱智人士建议。具体而言，询问的重点是负责观察学习语言的学习过程结构（选择性模仿），用于接受和表达性语言模态，以及重组概括（语法规则的应用）。单科研究设计将被用来确定环境可能是如何结构化，以提供语言接触的方式，智力迟钝者的有效和普遍的学习。大约18名中度和严重智力迟钝的儿童（5-18岁）年），其语言表达范围从一个到四个语素，话语将参与这个项目的三年每年。的研究将在一所公立学校的残疾人中心进行他们在哪里注册。首先，词汇习得将被调查。新客体词的理解将使用接受性语言来教授工作相关辨别训练与观察学习程序. 培训程序与将研究接受和表达反应的建立。第二，句法习得。微型语言学由不同语义类别的单词组成的系统，根据特定的句法（词序）规则，将使用辨别训练和建模程序，以建立接受性语言和表达性语言中的重组概括方式。将获得的知识转移到未经训练的任务的测试需要接受性表现、表达性表现和转移到其他学校环境亦会包括在内。计划中的研究对心理语言学理论的一般意义，以及发展一个语言习得的功能分析模式。的研究也是重要的，因为它直接有助于发展。更有效的语言干预程序，有发育障碍的人。