Used multiple baseline design with four 6-year-old Latino children to train in class inclusion through counting, feedback, and verbal reinforcers, and in English language skills (of benefit in their own right), over 5 months. Found that post-intervention gains in the two domains were significant and were stable over at least 4.5 months. (KB)

This study investigated the linguistic components of Piaget's class-inclusion task. First, hierarchical classification is examined from both Piagetian and linguistic theory points of view. Then, two general characteristics of child thinking that relate to the different interpretations of the responses to classification questions are discussed: (1)…

This is the first study to investigate experimentally how children come to learn mappings between novel phrasal forms and novel meanings: a central task in learning a language. Two experiments are reported. In both studies 5- to 7-year-old children watched a short set of video clips depicting objects appearing in various ways. Each scene was…