Toward a Technology of Generalization

1991 ◽  
Vol 34 (1) ◽  
pp. 81-87 ◽  
Author(s):  
Mary Elbert ◽  
Thomas W. Powell ◽  
Paula Swartzlander
Keyword(s):  
Word Pair ◽  
Descriptive Study ◽  
Clinical Implications ◽  
Test Cases ◽  
Minimal Word ◽  
Apparent Relationship ◽  
Impaired Children

This descriptive study examined the number of minimal-word-pair exemplars necessary for 19 phonologically impaired children to meet a generalization criterion. For 59% of the test cases, three exemplars were sufficient for generalization to occur. Five exemplars were sufficient in 21% of the test cases, and it was necessary to teach 10 different exemplars in 14% of the test cases. In 7% of the test cases, generalization did not occur despite treatment on 10 exemplars. Although generalization usually occurred following treatment using a small number of exemplars, there was substantial variability across individual subjects. There was no apparent relationship between specific sounds and the likelihood of generalization; however, the data from some children suggested that treatment on one sound enhances learning of subsequent sounds. The theoretical and clinical implications of these findings are discussed.

The Influence of Three Phonological Rules of Black English on the Discrimination of Minimal Word Pairs

1976 ◽  
Vol 19 (3) ◽  
pp. 467-474 ◽  
Author(s):  
Jane Baran ◽  
Harry N. Seymour
Keyword(s):  
Word Pair ◽  
Black Children ◽  
Black English ◽  
English Speakers ◽  
Minimal Word ◽  
Blacks And Whites ◽  
Phonological Rules

Minimal word pairs that are presumed to be perceptually difficult to differentiate when spoken in black English were examined relative to (1) black children’s performance in differentiating the meanings of their own word pair productions and those of other blacks and whites and (2) white children’s performance in differentiating the meanings of word pairs produced by black children. Perceptual errors were significantly greater for whites listening to word pairs produced by blacks than for blacks listening to themselves, other blacks, or whites. No significant differences were found among blacks listening to themselves, other blacks, and whites. Perceptual errors followed predictable patterns that were influenced by three phonological rules of black English. Also, the data suggest that there are phonemic cues that are imperceptible to non-black-English speakers which allow black-English speakers to differentiate word pairs.

Analogical Learning and Transfer in Language-Impaired Children

1990 ◽  
Vol 55 (1) ◽  
pp. 140-148 ◽  
Author(s):  
Alan G. Kamhi ◽  
Betholyn Gentry ◽  
Daria Mauer ◽  
Barry Gholson
Keyword(s):  
Analogical Reasoning ◽  
Transfer Task ◽  
The Other ◽  
Clinical Implications ◽  
School Age ◽  
Normal Children ◽  
Language Impaired ◽  
Analogical Learning ◽  
Impaired Children

In this study, the trial-by-trial acquisition procedures developed by Gholson, Eymard, Morgan, and Kamhi (1987) were used to examine analogical reasoning processes in school-age language-impaired (LI) children and normal age peers. Subjects were 16 LI and 16 normally developing children between the ages 6:4 and 8:9 years. Half of the subjects heard only verbal presentations of the problems, whereas the other half heard the verbal presentations while simultaneously viewing physical demonstrations of the problems. The LI children who heard only verbal presentations of the problems took significantly longer to acquire the problem solutions than the other LI children and the normal children in both conditions. There were no differences in children's performance on the transfer task. Theoretical and clinical implications of the findings are discussed.

The Fruitfulness of a Nomothetic Approach to Investigating AAC

2003 ◽  
Vol 12 (1) ◽  
pp. 110-120 ◽  
Author(s):  
Dave D. Hochstein ◽  
Mark A. McDaniel ◽  
Sandra Nettleton ◽  
Katherine Hannah Neufeld
Keyword(s):  
Augmentative And Alternative Communication ◽  
Group Performance ◽  
Clinical Implications ◽  
Research Approach ◽  
Alternative Communication ◽  
Disability Status ◽  
Initial Basis ◽  
Nomothetic Approach ◽  
Abstract Words ◽  
Impaired Children

The observation that typical users of augmentative and alternative communication (AAC) systems vary widely in their characteristics raises issues about the utility of a nomothetic approach for investigating and evaluating important variables, as well as about the value of studying children without disabilities to contribute to the understanding of AAC systems. To provide an initial basis for examining the fruitfulness of the nomothetic approach, the effects of 2 fundamental variables, number of display levels (single vs. dual) and vocabulary abstractness (concrete vs. abstract words), on vocabulary acquisition were examined for children without disabilities and for speech impaired children with cerebral palsy (CP). Children demonstrated the same pattern of acquisition, regardless of disability status. Both groups of children made more errors on the dual-level display than on the single-level display and made more abstract errors than concrete errors. Importantly, the performance of individuals consistently conformed to group performance. These findings suggest that a nomothetic research approach that includes results of children without disabilities can usefully illuminate consequences of important variables in AAC systems. Clinical implications based on these findings were also discussed.

Mothers' Discourse Adjustments to Language-Impaired and Non-Language-Impaired Children

1983 ◽  
Vol 48 (4) ◽  
pp. 360-367 ◽  
Author(s):  
Gina Conti-Ramsden ◽  
Sandy Friel-Patti
Keyword(s):  
Clinical Implications ◽  
Language Impaired ◽  
Children’S Participation ◽  
Children's Participation ◽  
Impaired Children

Mothers' discourse adjustments addressed to language-impaired children and non-language-impaired children were studied. Mother-child dyads with 14 language-impaired children and 14 MLU-matched non-language-impaired children served as subjects. The mothers' discourse was compared on the following measures: meaning illocutions, cohesion illocutions, and dialogue participation. The children's participation in dialogue was also analyzed. Results indicated that the mothers' speech addressed to the two groups of children was highly similar, but the discourse performance of the language-impaired children was not like that of the non-language-impaired children. The clinical implications of these findings for the language-impaired children population are discussed.

scholarly journals A Minimal Word-Pair Study of Celestina: More Evidence about the Authorship of Act I

Celestinesca ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 11
Author(s):  
Dorothy S. Severin
Keyword(s):  
Word Pair ◽  
Minimal Word

No disponible.

Language-Impaired Children's Awareness of Inadequate Messages

1987 ◽  
Vol 52 (3) ◽  
pp. 263-270 ◽  
Author(s):  
Timothy J. Meline ◽  
Susan R. Brackin
Keyword(s):  
Problem Solving ◽  
Past Research ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Language Awareness ◽  
Specific Language ◽  
Language Impaired ◽  
Cognitive Framework ◽  
Impaired Children

Inasmuch as past research supports the notion that language-impaired children are deficient in their performance on some metalinguistic/metacommunicative tasks, we hypothesized an expected deficiency on a language awareness task requiring judgments of message adequacy. To test our hypothesis, we chose 45 subjects, 15 specific language-impaired school-age children with 15 age-mates and 15 younger controls. Our procedure involved two lifelike stories each depicting a speaker and a listener. Within the context of each story, the speaker makes a request. However, the speaker's message is too general. Therefore, the speaker's intention is not understood. Subjects were classified as speaker-blamers or listener-blamers on the basis of responses to examiner queries. Language-impaired and the younger normally developing children were predominantly listener-blamers, whereas age-mates were speaker-blamers. The results are discussed in terms of a cognitive framework for metalinguistic/metacommunicative problem solving. In addition, clinical implications are addressed.

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