Application of a Functional Perspective on Receptive Language Development to Early Intervention

Goldstein, Howard; Wetherby, Bruce

doi:10.1177/074193258400500209

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…The structural aspects of natural language are acquired at an early age and largely without explicit feedback (Chomsky, 1965;Jackendoff, 2002;Pinker, 1994; for a different view see e.g. Goldstein and Wetherby, 1984;Hirsh-Pasek et al, 1984;Moerk, 1980). In contrast, reading and writing are examples of typically explicitly taught cognitive skills (see e.g.…”

Section: Introductionmentioning

confidence: 99%

Instruction effects in implicit artificial grammar learning: A preference for grammaticality

et al. 2008

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Human implicit learning can be investigated with implicit artificial grammar learning, a paradigm that has been proposed as a simple model for aspects of natural language acquisition. In the present study we compared the typical yes-no grammaticality classification, with yes-no preference classification. In the case of preference instruction no reference to the underlying generative mechanism (i.e., grammar) is needed and the subjects are therefore completely uninformed about an underlying structure in the acquisition material. In experiment 1, subjects engaged in a short-term memory task using only grammatical strings without performance feedback for 5 days. As a result of the 5 acquisition days, classification performance was independent of instruction type and both the preference and the grammaticality group acquired relevant knowledge of the underlying generative mechanism to a similar degree. Changing the grammatical stings to random strings in the acquisition material (experiment 2) resulted in classification being driven by local substring familiarity. Contrasting repeated vs. non-repeated preference classification (experiment 3) showed that the effect of local substring familiarity decreases with repeated classification. This was not the case for repeated grammaticality classifications. We conclude that classification performance is largely independent of instruction type and that forced-choice preference classification is equivalent to the typical grammaticality classification.

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Section: Introductionmentioning

confidence: 99%

Instruction effects in implicit artificial grammar learning: A preference for grammaticality

et al. 2008

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“…A child has basically implemented his/her language skills since childhood (listening and speaking) before learning reading and writing (Bingham & Terry, 2013). According to Goldstein & Wetherby (1984), children's response tendency and stimulus role have facilitated the receptive language development between the individual norms. The utilization of learning media in the form of magnified letters/alphabets, interesting pictures, and vocabularies commonly found by children may attract their attention that they are interested in performing activities during the learning processes (Fitriani et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Literacy and Read Aloud Activities on the Early Childhood Education Students’ Receptive Language Skills

Priyantini¹,

Yusuf²

2020

JPE

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Stimulation on language development aspects is greatly needed since humans’ life may not be separated from language use and acquisition. This research aims at examining the influence of literacy and read aloud activities on the early childhood education students’ receptive language skills. This research is a correlational quantitative study conducted with a survey approach. The research population was the students of Early Childhood Education Institutions in South Purwokerto District, Banyumas Regency. There were 54 Early Childhood Education Institutions in South Purwokerto District divided into 7 groups/clusters. The sampling of this research was conducted by using the Slovin’s formula with the total samples of 115 students of Early Childhood Education Institutions. The data was collected through observation and then descriptively analyzed in percentages using multiple regression analysis supported with SPSS 23.0. The research results showed that literacy activities influenced the Early Childhood Education students’ receptive language skills with the t-count value of 6.620 at the significance of 0.000. Read aloud activities also influenced the Early Childhood Education students’ receptive language skills with the t-count value of 8.066 at the significance of 0.000. Literacy and read aloud activities significantly influenced the Early Childhood Education students’ receptive language skills with the f-count value of 70.386 at the significance of 0.000 and the total influence of 55.5%. Thus, it is suggested that literacy and read aloud activities should be continuously made to improve the Early Childhood Education students’ receptive language skills.

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Use of Preferred Stimuli as Receptive Identification Targets for Children with Autism Spectrum Disorder

Ninci,

Rispoli,

Gerow

et al. 2024

Adv Neurodev Disord

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Application of a Functional Perspective on Receptive Language Development to Early Intervention

Cited by 5 publications

References 26 publications

Instruction effects in implicit artificial grammar learning: A preference for grammaticality

Instruction effects in implicit artificial grammar learning: A preference for grammaticality

The Influence of Literacy and Read Aloud Activities on the Early Childhood Education Students’ Receptive Language Skills

Use of Preferred Stimuli as Receptive Identification Targets for Children with Autism Spectrum Disorder

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