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.

引用

页码：711 / 716

页数：6

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