Prior research has extensively explored audiovisual speech perception and literacy skills in various linguistic contexts. Studies have shown that children's ability to integrate auditory and visual speech cues plays a crucial role in language acquisition and development (Erdener & Burnham, 2013; Lalonde & Werner, 2021). Furthermore,…

Phonotactic patterns are generalizations that govern the order of consonants and vowels, within words and syllables. Certain second-order phonotactic patterns--those that relate multiple sounds within a syllable, such as "if the vowel is [near-close near-front unrounded vowel], then [s] can only appear at the end of the…

English ditransitive verbs show a complex alternation between the double object construction (DOC, (1)) and prepositional object datives (POD, (2)). This dissertation examines the acquisition, representation, and learnability of the dative alternation among L2 English learners, presenting experimental data from participants with L1 backgrounds of…

Purpose: This article aims to describe how exemplar variability can manipulate the word learning environment to maximize within- and cross-language generalization in Spanish--English bilinguals. Furthermore, we examined sources of individual variability that predicted word learning. Method: Nineteen Spanish--English bilingual children participated…

Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the…

Previous studies on second language (L2) acquisition of English dative alternation by Korean speakers (Oh and Zubizarreta, 2003, 2006a, 2006b) have shown that the acquisition of English benefactive double object (DO) (e.g. "John baked Mary a cake") lags behind that of its counterpart goal double object (e.g. "John sent Mary the letter"). This…

This study investigates associative learning explanations of the limited attainment of adult compared to child language acquisition in terms of learned attention to cues. It replicates and extends Ellis and Sagarra (2010) in demonstrating short- and long-term learned attention in the acquisition of temporal reference in Latin. In Experiment 1,…

The investigation assessed the generalization of verbal behavior by autistic type children (aged 5 to 12 years) across different settings. (Author)

Picture cards, photographs, and real objects were compared as training stimuli in order to determine which best facilitated the generalization of naming responses learned in a special training room to real objects in the natural environments of four severely retarded children (ages 5, 6, 9, and 14). (Author)

Effects of adult contingent vocal imitation on vocal imitation skills of three young (26 to 29 months) children with mental retardation were investigated. All children vocally imitated in response to adult contingent imitation during training. There was minimal generalization to adult contingent imitation and elicited imitation prompts but…

A program was developed to provide for generalization training for two groups of language delayed children (N=11), ages 5 to 11, being served in two self contained special education classrooms. The program consisted of three components: teaching the target language construction in a controlled classroom setting, evaluation of language…

A persistent problem in language skills programs for children is how to promote generalization so the child can use communication skills in almost any situation. Consideration of the manner in which stimuli are presented, the kinds of responses required, and the way reinforcement is dispensed may help to solve the difficulty in moving from…

This study investigated effects of the application of Enhanced Milieu Teaching (EMT) with four preschool children with developmental disabilities during interactions with three primary conversational partners. The study involved a multiple baseline (probe) across two children which was replicated across two additional children. Within that…

This study investigated the effectiveness of teacher-implemented naturalistic language intervention within play activities for four elementary students with moderate mental disabilities. While students showed significant increases in numbers of spontaneous language targets used during the intervention condition, they demonstrated minimal…

A time delay procedure was used to teach three children (ages 5-9) with autism to ask the question "What's that?" when novel stimuli were presented, and generalization of the skill was assessed. Results suggest that children with autism can be taught to ask questions that lead to acquisition of new information. (Author/DB)