The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction

Autor/inn/en	Greer, R. D.; Stolfi, L.; Chavez-Brown, M.; Rivera-Valdes, C.
Titel	The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction
Quelle	In: Analysis of Verbal Behavior, 21 (2005), S.123-134 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
Schlagwörter	Preschool Children; Objective Tests; Listening; Responses; Identification + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Objektiver Test; Hörvorgang; Zuhören; Identifikation; Identifizierung
Abstract	We tested the effect of multiple exemplar instruction on the transfer of stimulus function for unfamiliar pictures across listener responses (i.e., matching and pointing) and speaker responses (i.e., pure tacts and impure tacts). Three preschool students, who were 3- and 4-year-old males and did not have the listener to speaker component of the naming repertoire, participated in the experiment. The dependent variable was numbers of correct responses to probe trials of both untaught listener responses ("point to__") and speaker responses (tact and impure tacts) following mastery of matching responses for two sets of five unfamiliar pictures (Set 1 and Set 3). After each participant mastered matching (e.g., "match Labrador") for Set 1 pictures they were probed on the three untaught responses to Set 1 words. That is, they were asked to point to Labrador, tact the picture of Labrador, and respond to the picture of a Labrador and the question "What is this?" Next, the participants were taught mastery of all four types of responses using MEI for a second set of five pictures (Set 2) and probed again on the 3 untaught Set 1 responses. Finally, matching responses were taught to mastery for a novel set of pictures (Set 3) and then probed on the three untaught responses. The results showed that untaught speaker responses emerged at 60% to 85% for two participants, and 40%-70% for one participant. We discuss the role of instructional history in the development of the listener to speaker component of naming. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10