Emergent verbal behavior in preschool children learning a second language

被引：13
|
作者：
May, Richard J. [1 ]
Downs, Rachel [1 ]
Marchant, Amanda [1 ,2 ]
Dymond, Simon [2 ,3 ]
机构：
[1] Univ South Wales, Pontypridd CF37 1DL, M Glam, Wales
[2] Swansea Univ, Swansea, W Glam, Wales
[3] Reykjavik Univ, Reykjavik, Iceland
来源：
JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2016年 / 49卷 / 03期
关键词：
derived relational responding; emergent relations; emergent tacts; second-language instruction; verbal behavior; FOREIGN-LANGUAGE;
D O I：
10.1002/jaba.301
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., Point to the horse) and second-language (Welsh) intraverbal responses (e.g., What is horse in Welsh? [ceffyl]). After intervention, increases in untaught second-language tacts (e.g., What is this in Welsh? [ceffyl]) and listener responses (e.g., Point to the ceffyl) were observed for all 3 participants.
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页码：711 / 716
页数：6
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