scholarly journals RECOMBINATIVE GENERALIZATION OF WITHIN-SYLLABLE UNITS IN PREREADING CHILDREN

2000 ◽  
Vol 33 (4) ◽  
pp. 515-531 ◽  
Author(s):  
Michael M. Mueller ◽  
D. Joe Olmi ◽  
Kathryn J. Saunders
Keyword(s):  
Recombinative Generalization

Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

1990 ◽  
Vol 55 (4) ◽  
pp. 665-678 ◽  
Author(s):  
Beth A. Mineo ◽  
Howard Goldstein
Keyword(s):  
Developmentally Delayed ◽  
Matrix Training ◽  
Lexical Knowledge ◽  
Baseline Design ◽  
Recombinative Generalization ◽  
Word Combination ◽  
Expressive Performance ◽  
Preschool Boys ◽  
Linguistic Aspect ◽  
Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

scholarly journals RECOMBINATIVE GENERALIZATION OF WITHIN-SYLLABLE UNITS IN NONREADING ADULTS WITH MENTAL RETARDATION

2003 ◽  
Vol 36 (1) ◽  
pp. 95-99 ◽  
Author(s):  
Kathryn J. Saunders ◽  
Jennifer O'Donnell ◽  
Manish Vaidya ◽  
Dean C. Williams
Keyword(s):  
Mental Retardation ◽  
Recombinative Generalization

Matrix Training for Toddlers With Autism Spectrum Disorder and Other Language Delays

2018 ◽  
Vol 40 (3) ◽  
pp. 268-284 ◽  
Author(s):  
Emily S. L. Curiel ◽  
Diane M. Sainato ◽  
Howard Goldstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Language Delays ◽  
Matrix Training ◽  
Recombinative Generalization ◽  
Generative Language ◽  
Direct Teaching

Although matrix training is an intervention technique designed to promote generative language, it has not been applied widely to toddlers with autism spectrum disorder (ASD) despite the benefits it may have for this young population. We investigated the use of matrix training to teach generative receptive language to toddlers with ASD and other language delays. Three participants were systematically taught to respond to instructions organized in action-object instruction matrices. Recombinative generalization probes were administered to determine if untrained action-object instruction following occurred without direct teaching in a multiple probe design. Although recombinative generalization was partial, approximately 30% of the learned action-object instructions occurred through direct teaching, whereas the other 70% of learning occurred through generalization. Matrix training provided a systematic teaching framework for facilitating generative language learning.

scholarly journals Recombinative Generalization: An Exploratory Study in Musical Reading

2010 ◽  
Vol 26 (1) ◽  
pp. 51-55 ◽  
Author(s):  
William Ferreira Perez ◽  
Julio C. de Rose
Keyword(s):  
Exploratory Study ◽  
Recombinative Generalization

Training Generative Repertoires within Agent-Action-Object Miniature Linguistic Systems with Children

1983 ◽  
Vol 26 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Howard Goldstein
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Sentence Type ◽  
Action Learning ◽  
Recombinative Generalization ◽  
Linguistic System ◽  
History Of ◽  
Generative Language ◽  
Lexical Learning ◽  
Nonsense Syllables

This study investigated processes responsible for generative language acquisition through the use of a miniature linguistic system. The miniature linguistic system consisted of nonsense syllables and concrete-enactive, agent-action referents. The purpose of: Experiment 1 was to determine (a) whether children would recombine agent and action constituents to produce novel utterances and (b) whether children would generate further extensions of the linguistic system (e.g., agent-action-object sentences) following training of a novel syntactic construction. Four children (aged 8:8, 7:4, 4:9, and 4:5) produced novel utterances to describe untrained agent-action referents. They also progressed from agent-action learning to producing agent-action-object sentences after training on only one or two examples of this sentence type with the appropriate referents. Experiment 2 explored conditions more likely to facilitate recombinative generalization among preschoolers. In particular, how a history of lexical learning affects subsequent language learning was investigated with seven .4-year-olds. Results indicated that a history of lexical learning greatly enhanced generative production of untrained agent-action utterances. In addition, all seven children learned new syntactic rules to generate three-word utterances, regardless of the orderings of agent, action, and object words. Implications for developing efficient language remediation programs arc discussed.

scholarly journals Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 35 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Emily S. L. Curiel ◽  
Judah B. Axe ◽  
Diane M. Sainato ◽  
Howard Goldstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Strategy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Matrix Training ◽  
Language Play ◽  
Recombinative Generalization ◽  
Sentence Construction ◽  
Direct Teaching

Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling.

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