Native speakers of English have a strong preference for transferred negation as opposed to non-transferred negation. The present study aims to examine whether young Chinese-speaking ESL learners have a target-like preference for transferred negation and whether they have a system-wide representation of transferred negation in their early English…

Philosophy for Children (otherwise known as P4C) can help develop cooperative and peer learning and transform them into a method for developing critical and creative thinking skills. The purpose of this booklet is to describe what Philosophy for Children (P4C) is and how to implement it in the classroom. It consists of seven sections, each with a…

This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their…

It has been suggested that working memory training programs are effective both as treatments for attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders in children and as a tool to improve cognitive ability and scholastic attainment in typically developing children and adults. However, effects across studies appear to be…

Many individuals with autism spectrum disorders (ASD) have difficulty recognizing emotions in themselves and others. Three children (all males) participated in the study. In a multi-element design children with ASD were trained to tact situation-based emotions (i.e., "happy", "sad", "angry", and "afraid") using novel video based scenarios. To…

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 from school to home with three autistic boys (six to nine years old). Results suggested that manipulating the school environment to more closely simulate home conditions may facilitate transfer of treatment gains to the natural setting. (Author/SB)

Generalization of verbal behavior by four autistic-type children (six to seven years old) across physically different settings was assessed. Ss learned responses to common questions in two settings at school and were probed to determine transfer of learning to home. (Author)

A study explored the effect of training in pairs of voiced or voiceless sounds on 6- to 13-year-old prelingually deaf (N=8) children's generalization to cognates. Results showed that six of the eight children generalized both the voiced and unvoiced target sounds to 50 percent or more of the target sound probe items. (Author/CB)

Studied transfer of rule knowledge in 7- to 9-year-old normal and disabled readers. Compared performance on trained exemplars and untrained transfer items by means of posttests following rule training. Found that normal readers transferred rule knowledge in reading and music tasks; disabled readers were proficient only on music tasks and showed…

The study examined whether two groups of profoundly hearing-impaired children (N=12) could learn and generalize phonetic-level speech skills into spoken language. One group was trained using content words, the other function words. Both groups made equal gains in speech, but the function group also gained in two language measures. (DB)

Attempted to assess generalization from a child's school to a novel instructional setting by comparing training in single versus multiple rooms. Found that responses taught in school did not automatically generalize to a day care center but that four of the five boys studied demonstrated relatively high rates of responding. (CMG)

This study provides insights into the benefits of phoneme awareness intervention for children with complex communication needs (CCN). The specific aims of the study were: (1) to determine whether phoneme awareness skills can be successfully trained in children with CCN; and (2) to observe any transfer effects to phoneme awareness tasks not…

Six boys with moderate intellectual disability were instructed in single-word reading and either picture labeling or simple reading comprehension. Subjects were assessed in all three skill areas. Results indicated that the four subjects who attained proficiency in trained tasks were successful in learning the untrained areas (a generalized…

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)