A STIMULUS CONTROL ANALYSIS OF ATTENDING

在正常发育的儿童中，最初缓慢的，一次一个单词的学习，随后是他们词汇量的明显“爆炸”。一项估计表明，儿童通过缓慢而刻意的努力，每天学习多达9个新单词（例如，麦克莱恩，1993年）。然而，单词学习是人类发展的一个基本组成部分，是高级语言功能（如句法操作）和复杂表征技能（如分类；鲍尔曼，1988）的必要条件。然而，单词学习是人类发展的一个基本组成部分，是高级语言的必要条件；鲍尔曼,1998)。在一定程度上，认知障碍干扰了脊髓学习，在这些领域的进展将受到相应的限制。因此，有必要详细探讨智力迟钝的词汇障碍的性质。严重智力障碍患者词汇习得困难的存在提出了重要的问题。当词汇量快速增长时，哪些语言/认知过程支持这种学习？当它没有发生时，是什么技能不足或缺失？一种被称为快速映射的现象可能与快速词汇扩展有最大的潜在关联。快速映射指的是“快速、初步、部分地理解一个‘新’单词的意思”，它来源于单词使用的上下文)Rice, 1989, p.152)。快速映射被认为有助于词汇的扩展。这一提议的作用已经在典型的青少年和唐氏综合症儿童中得到了实证证实)Mervis & Bertrand, 1994,1995)。然而，来自非典型认知/语言儿童的证据最近对这种关系的普遍性提出了挑战。我自己的研究（Wilkinson & Green, 1997）进一步证实了在患有严重智力迟钝、威廉姆斯综合症或词汇扩展的特定语言目的的个体中，快速映射的选择性缺陷。这些最近的发现要求对该原则在智力迟钝的学习结果中的确切作用进行更系统的分析。对于严重智力迟钝的人来说，快速映射是否存在风险，可能会限制他们的词汇扩展？我建议对词汇扩展和延迟进行为期五年的研究，特别关注现有但有限的词汇的快速扩展。本研究将采用申请人（Wilkinson & Green, 199）开发的方法，该方法首次能够系统地分析严重智力迟钝患者词汇扩展的未解决问题。

In typically-developing children, initially slow, one-at-a-time word learning is followed by an apparent "explosion" in their lexicon. One estimate suggests that children are learning up to nine new words a day through slow and deliberate effort (e.g., McLean, 1993). Yet word learning is a foundational component of human development, necessary for advanced linguistic functions (e.g. syntactic operations) and contributing to complex representation skills (for instance, categorization; Bowerman, 1988). Yet word learning is a foundational component of human development, necessary for advanced linguistic ; Bowerman, 1998). To the extent that a cognitive disability interferes with cord learning, progress in these domains will be correspondingly limited. It is therefore essential to explore in detail the nature of lexical impairments in mental retardation. The existence of difficulties in lexical acquisition among individuals with severe mental retardation raises important questions. When rapid vocabulary expansion occurs, what linguistic/cognitive processes support that learning? When it does not occur, what skills are deficient or absent? A phenomenon called fast mapping may be of greatest potential relevance for rapid vocabulary expansion. Fast mapping refers to a "quick, initial, partial understanding of a 'new' word's meaning" derived from the context of word use )Rice, 1989, p.152). Fast mapping has been argued to facilitate the vocabulary expansion. This proposed role has received empirical confirmation in typical youngsters and children with Down Syndrome )Mervis & Bertrand, 1994, 1995). Yet evidence from children with atypical cognition/language has recently challenged the universality of this relation. My own studies (Wilkinson & Green, 1997) have added to preliminary evidence of selective deficits in fast mapping among individuals with severe mental retardation, Williams Syndrome, or specific language purpose of vocabulary expansion. These recent findings oblige a more systematic analysis of the precise role of the principle in learning outcomes in mental retardation. Is fast mapping at risk in individuals with severe mental retardation, potentially limiting their vocabulary expansion? I propose a five-year study of vocabulary expansion and delay, focusing specifically on rapid expansion of an extant, but limited, vocabulary. This study will implement methods developed by the applicant (Wilkinson & Green, 199) that for the first time enable systematic analysis of unresolved questions of lexical expansion in severe mental retardation.