Transfer of Verbal Responses across Instructional Settings by Autistic-Type Children

1981 ◽  
Vol 46 (1) ◽  
pp. 69-76 ◽  
Author(s):  
Jan Sheldon Handleman

This investigation assessed the generalization of verbal behavior by autistic-type children across different settings. Six youngsters who learned responses to common questions under two different training conditions at school were probed to determine transfer of learning to a novel instructional environment. Four children demonstrated only low rates of generalization to a novel environment regardless of the type of training. The other two children generalized most responses across settings irrespective of the original training conditions.

Author(s):  
Айгуль Наилевна Закирова ◽  
Никита Алексеевич Муравьев

В статье рассматриваются две пассивные конструкции в горномарийском языке. В обеих из них используется причастная форма на -mə̑; основное различие между конструкциями состоит в падежном оформлении пациентивного участника. В одной из конструкций сохраняется исходное аккузативное маркирование пациенса, тогда как в другой конструкции пациентивный участник получает номинативное оформление. Цель исследования — сравнительный анализ двух разновидностей пассива и выявление закономерностей, лежащих в основе выбора падежного оформления пациенса. В литературе по пассивным конструкциям во многих языках отмечается наличие двух пассивных конструкций: адъективного пассива со стативной семантикой и глагольного пассива с динамической семантикой. Это же различие ожидалось увидеть и применительно к горномарийскому причастному пассиву. Для проверки этого предположения были изучены: а) синтаксические особенности конструкций, соотношение в них именных и глагольных свойств, б) аспектуальная семантика конструкций, а именно противопоставление стативной и динамической семантики, в) особенности кодирования участников и контексты с различным референциальным статусом пациенса. Было установлено, что пассив с номинативным кодированием пациенса в целом характеризуется именным синтаксисом, стативной семантикой и обязательной определенностью пациенса, тогда как пассив с аккузативным кодированием имеет глагольный синтаксис, динамическую семантику и не ограничен с точки зрения референциальных свойств пациенса. Единственным наблюдаемым отклонением от данных закономерностей является одинаковая допустимость обеих разновидностей пассива в хабитуальных контекстах, что подлежит дальнейшему выяснению. На основе выявленных закономерностей было сделано обобщение, что пассив с номинативным кодированием пациенса описывает состояние, возникшее в результате некоторого события, тогда как пассив с аккузативным кодированием описывает само событие. В качестве итога исследования предложена интерпретация семантического различия между конструкциями в теоретической парадигме синтаксиса первой фазы Дж. Рэмчанд: аккузативную конструкцию можно рассматривать как конструкцию с озвучиванием каузирующего и процессуального подсобытия, а номинативную — как конструкцию с озвучиванием результирующего подсобытия. The article provides an account of two participial passive constructions employing the -mə̑- participle in Hill Mari. The data was collected in 2017 and 2019 in the villages of Kuznetsovo and Mikryakovo of the Gornomarijskij district, Republic of Mari El. The two constructions with the -mə̑- participle differ in the first place in how the patient is marked: in one of them the patient is marked for nominative, whereas in the other construction the accusative marking is inherited from the transitive verb. The aim of this study is to compare the two constructions in terms of their syntax and semantics and explore the rules that govern the choice between them. In the existing literature two kinds of passive constructions are described: adjectival passive constructions with stative interpretation and verbal passive constructions with dynamic interpretation. The two Hill Mari -mə̑- constructions were expected to demonstrate the same distinction. In order to test this hypothesis, we considered a) the syntactic properties of the constructions, and the nominal or verbal behavior of the -mə̑- form in both cases; b) the aspectual semantics of the two constructions, i.e. the possibility of stative and dynamic interpretation in both constructions; c) the marking of the arguments in the constrictions, i.e. the possibility of overt expression of the agent and the referential properties of the patient. Syntactically, the passive construction with the nominative marking of the patient turned out to be an adjectival predication. This construction is stative, and the nominative patient NP is always definite. The construction with accusative patient marking is a verbal clause with a dynamic interpretation. The accusative patient NP may have any referential properties. However, both constructions can refer to habitual events, which needs further investigation. The observed properties of the two constructions lead to the following generalization: the construction with nominative patient marking denotes a resultant state of an event, whereas the construction with accusative patient marking denotes the event itself. This difference may be interpreted in the first phase syntax framework developed by G. Ramchand: in the nominative construction the patient is the Resultee, whereas in the accusative construction the patient is the Undergoer.


2008 ◽  
Vol 21 (3) ◽  
Author(s):  
Gera Noordzij ◽  
Edwin A.J. Van Hooft

The influence of goal orientations on the effectiveness of reemployment counseling The influence of goal orientations on the effectiveness of reemployment counseling G. Noordzij & E.A.J. Van Hooft, Gedrag & Organisatie, volume 21, August 2008, nr. 3, pp. 209-225 The present study investigates the influence of training goal orientations on job search and reemployment outcomes among unemployed people who were searching for a job. Unemployed individuals (N = 109) were randomly assigned to one of three training conditions: (1) Learning goal orientated training (LGO), (2) Performance goal orientated training (PGO), and (3) control group. LGO is defined as focusing on increasing competences whereas PGO is defined as focusing on demonstrating competences. Participants of the LGO-training had more intentions to search for a job and more activities than the other participants. Logistic regression demonstrated that participants of the LGO-training had five times more change to find a job than the other participants. These results lead us to conclude that the LGO-training is an effective tool for reemployment counseling.


1987 ◽  
Vol 8 (1) ◽  
pp. 75-84 ◽  
Author(s):  
J. Y. Opoku

ABSTRACTThree groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.


2013 ◽  
Vol 21 (2) ◽  
pp. 380-398 ◽  
Author(s):  
Gerardine M. Pereira

This paper reports on an investigation of gaze patterns and other non-verbal behavior in dyadic, problem-solving based interactions. In a planning activity, participants are given an instruction sheet and a physical map of a zoo. Both participants must coordinate their actions to find a common solution to the problem. This paper aims at examining how activity-based interactions vary from other interactions, such as everyday conversation and story-telling (Goodwin 1980; Bavelas et al. 2002, 2007). The findings of this paper suggest that participants’ non-verbal behavior, such as smiling, nodding and in particular gaze, varies according to the interactional organization. In egalitarian interactions gaze directed at the other person occurs together with meta-task utterances, for example personal and humorous remarks. This paper highlights the role of gaze in task-based interactions to show that gaze is an integral part of stance taking, as it enables participants to position themselves in a joint activity.


Author(s):  
Robert F. Mengelkoch ◽  
Jack A. Adams ◽  
Charles A. Gainer

A laboratory study of forgetting was conducted, using an aircraft simulator as the research device. Two groups of subjects were used, with one group receiving twice the amount of original training as the other. The retention interval was four months for both groups. The principal result was that discrete procedural response sequences had statistically and practically significant loss over the retention interval, but proficiency in controlling flight parameters (tracking) and statistically significant losses in only some instances and never in operationally significant amounts.


2004 ◽  
Vol 46 (6) ◽  
Author(s):  
Norbert Pfleger ◽  
Jan Alexandersson

SummaryNon-verbal behavior is an integral part of conversational dialog. When people engage in dialogue they utilize non-verbal behavior both to structure the flow of the conversation as well as to provide feedback about their current understanding of the discourse while the other one is speaking. In this article, we investigate the function of non-verbal behavior and show how it is integrated into a discourse model used within a conversational dialogue system.


Perception ◽  
1996 ◽  
Vol 25 (1_suppl) ◽  
pp. 15-15
Author(s):  
B Blum ◽  
O Barnes

Perceptual performance schema are consistently prepared by human beings. Minimal ‘experience’ with pertinent stimulus attributes seem necessary. We presume that with new stimuli, a ‘linkage’ is formed with inner representations on the basis of commonly shared stimulus components. To investigate this hypothesis, we used ‘confusion stimuli’, ie degradations of five-corner and six-corner stars. These were presented within each of four paradigms: upright (u), rotated (10°; r), foveal/local viewing (A) or eccentric/global viewing (B), that is uA, uB, rA, and rB paradigms. Random presentation of stimuli prototypes preceded the stimulus so that in comparing the presented stimulus to one and the other prototype, the subject faced a 2AFC task. Series (4 to 6) each of 32 randomised paradigms were run on each of six subjects. The subjects keyed 5 or 6 on identifying one or the other stimulus. On the assumption that exposure time and/or acuity grades impose stimulus intensities, psychometric curves were derived by plotting probability of correct choice against either parameter. The results indicate that in hybrid paradigms such as the present uA and uB, or rA and rB subjects may use shared component strategy: ‘u strategy’ with uA and uB, ‘r strategy’ with rA and rB, shared A and B in generating viewpoint invariance. Similar log-linear psychometric curves and slopes for pairs of paradigms were obtained, and ‘transfer’ of learning presumably also based on shared stimulus properties was observed.


2001 ◽  
Vol 65 ◽  
pp. 9-21 ◽  
Author(s):  
Wander Lowie ◽  
Marjolijn Verspoor

Studies in vocabulary acquisition have shown that guessing words from context may have a positive effect on eventual retention, but is not necessarily the most effective or efficient method in instructional settings. However, when cognitive linguistic insights into the conceptual links between different senses of polysemous words are applied, the guessing method can be made more effective by stimulating learners to develop 'precise elaborations'. For the acquisition of the abstract, figurative senses of polysemous words, precise elaborations can be accomplished by providing core meanings of these words. The assumption that providing core meanings will positively affect retention was tested in a series of experiments. In this paper, we report on the latest of these experiments, in which one half of a group of Dutch learners of English were given core meanings, while the other half was given another figurative meaning. The results show that guessing a figurative sense of a polysemous word is more successful when providing a core sense than when providing another figurative sense.


2015 ◽  
Vol 4 (6) ◽  
pp. 60-64
Author(s):  
Бобылев ◽  
B. Bobylev

In this article B. Bobylev analyses the intertextual relations of the novel of Ivan Turgenev “Stuchit” (Knocks) with other stories of the writer. It defines the place of the story in a series of “A Sportsman’s sketches” and the whole work of the writer in general. The article identifies key themes and symbols that define the specifics of the worldview of the author. It affirms the idea of a deep connection of the Turgenev’s image of knocking with the search for meaning, the mystery of human’s existence. It also covers the role mythopoetic tradition in the creation of a system of verbal images of the story and in the development of the idea of parallel existence of the earthly world with the other world. The article studies verbal and non-verbal behavior of the characters, assesses the relationship of peasants and landowners within the theory of ego states of Eric Berne.


1991 ◽  
Vol 17 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Christopher H. Skinner ◽  
Jane M. Ford ◽  
Barbara D. Yunker

This study investigated the interaction between the topography and the rates or numbers of responses occasioned by an academic intervention. An adapted alternating treatments design was used to compare the effects of two cover, copy, and compare (CCC) interventions, one requiring written responses (WCCC) and the other requiring verbal responses (VCCC), on the written multiplication performance of two elementary school students. Equal amounts of time were allotted for the interventions. Although WCCC and assessment required written responses and VCCC required verbal responses, VCCC resulted in greater increases in written multiplication performance than WCCC for both subjects. VCCC also occasioned more than twice the number of opportunities to respond than WCCC. These results demonstrated how the CCC intervention could be improved by altering the topography of the required responses.


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