I selected 10 typically developing preschool students between the ages of 2 and 3 years from a preschool facility. I tested their listener and speaker responses to common stimuli to determine whether they demonstrated differences in their listener and speaker repertoires. I selected the 6 children with the largest discrepancy in their listener and speaker repertoires to participate in Naming probe sessions to measure for the presence of Naming (a capability which allows an individual to acquire language incidentally). None of the participants had the full Naming capability at the onset of the study. A delayed multiple probe design across participants was implemented to test for the emergence of speaker responses for stimuli the participants could only respond to as a listener prior to the acquisition of Naming. Multiple exemplar instruction (MEI) across speaker and listener responses was implemented to induce Naming in these participants. Following the acquisition of Naming the experimenter re-tested listener and speaker responses, finding that the participants could respond as a speaker to the stimuli they previously could only respond to as a listener, thereby demonstrating the transformation of stimulus function from listener to speaker responses. Following the acquisition of Naming, 5 of the 6 participants acquired over 50% of untaught responses with the exception of 1 participant who acquired 30% of untaught responses following the acquisition of Naming.
|Commitee:||Baker, Ryan, Cahill, Claire, Dudek, Jessica, Greer, Douglas|
|School:||Teachers College, Columbia University|
|Department:||Health and Behavior Studies|
|School Location:||United States -- New York|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Special education|
|Keywords:||Listener responses, Multiple exemplar instruction, Naming, Speaker responses, Special education|
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