Conteúdo indexado
Emergent verbal behavior in preschool children learning a second language
2016 · Journal of Applied Behavior Analysis, v. 49, n. 3, p. 711-716
Dados principais
- Ano de publicação
- 2016
- Dados editoriais
- Journal of Applied Behavior Analysis, v. 49, n. 3, p. 711-716
- DOI
- 10.1002/jaba.301
Autores
- Richard J. May
- Rachel Downs
- Amanda Marchant
- Simon Dymond
Resumo
We evaluated the emergence of untaught second‐language skills following directly taught listener and intraverbal responses. Three preschool children were taught first‐language (English) listener responses (e.g., “Point to the horse”) and second‐language (Welsh) intraverbal responses (e.g., “What is horse in Welsh?” [ceffyl]). After intervention, increases in untaught second‐language tacts (e.g., “What is this in Welsh?” [ceffyl]) and listener responses (e.g., “Point to the ceffyl”) were observed for all 3 participants.