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ERIC Number: EJ1034536
Record Type: Journal
Publication Date: 2014-Apr
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1092-4388
Language Learning of Children with Typical Development Using a Deductive Metalinguistic Procedure
Finestack, Lizbeth H.
Journal of Speech, Language, and Hearing Research, v57 n2 p509-523 Apr 2014
Purpose: In the current study, the author aimed to determine whether 4- to 6-year-old typically developing children possess requisite problem-solving and language abilities to produce, generalize, and retain a novel verb inflection when taught using an explicit, deductive teaching procedure. Method: Study participants included a cross-sectional sample of 4-, 5-, and 6-year-old children with typical cognitive and language development. The 66 participants were randomly assigned to either a deductive or inductive teaching condition in which they were taught a novel gender morphological inflection across 4 sessions. Learning was assessed on the basis of performance on learning, generalization, and maintenance probes. Results: Across all age groups, children were more likely to successfully use the novel gender form when taught using the deductive procedure than if taught using the inductive procedure (F range: 0.33-0.73). Analyses within each age group revealed a robust effect for the 5-year-old children, with less consistent effects across the other age groups. Conclusions: Study results suggest that 4- to 6-year-old children with typical language and cognitive abilities are able to make use of a deductive language teaching procedure when learning a novel gender inflection. Evidence also suggests that this effect is driven by expressive and receptive language ability.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A