Application of Descriptive Linguistics to Child Language

Albright, Robert W.; Albright, Joy Buck

doi:10.1044/jshr.0103.257

Cited by 8 publications

(3 citation statements)

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“…Only recently have there been gains in the assessment of language behavior (Berko, 1958;Ervin, 1964;Spradlin, 1963Spradlin, , 1967. There are a few extant studies of the development of syntax and morphology; but these have been merely diary reports about single children (Velten, 1943;Leopold, 1953;Albright and Albright, 1958), or simple correlations of children's language with their age and sex (Berko, 1958;Ervin, 1964). There have been very few experimental attempts to analyze language development functionally (Risley, 1966;Bricker, 1967;Lovaas, 1967).…”

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confidence: 99%

An Experimental Analysis of Linguistic Development: The Productive Use of the Plural Morpheme

Guess¹,

Sailor²,

Rutherford³

et al. 1968

J of App Behav Analysis

170

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Operant conditioning procedures were used to establish a generative use of the plural morpheme in the speech of a severely retarded girl. During training trials, reinforcement was presented contingent upon correct imitation of singular and plural verbalizations by the experimenter, in response to objects presented to the subject singly and in pairs. A generative productive plural usage resulted, the girl correctly labeling new objects in the singular or plural without further direct training relevant to those objects. After establishing the singular/plural usage, the contingencies were reversed (reinforcement of plural responses to single objects, and vice-versa). This produced a corresponding reversal of response by the child. The original usage was then recovered by returning to the previous contingencies. A second experiment analyzed certain error responses occurring during the first experiment, and further probed the generative nature of the subject's plural usage. It was found that errors were somewhat more likely to occur in the pluralization of words ending in vowels than of words ending in consonants. Furthermore, several words whose plurals had been learned according to the reversed plural rule, when examined later during reinforcement of normal plural usage, were found then to exemplify the normal rule being reinforced, yet without direct training.

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confidence: 99%

An Experimental Analysis of Linguistic Development: The Productive Use of the Plural Morpheme

Guess¹,

Sailor²,

Rutherford³

et al. 1968

J of App Behav Analysis

170

View full text Add to dashboard Cite

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“…Most early studies of developmental linguistics have been descriptive or normative (e.g., Velten, 1943;Leopold, 1953;Albright and Albright, 1958;Berko, 1958;Ervin, 1964). However, a study by Guess, Sailor, Rutherford, and Baer (1968) has provided a starting point for the experimental analysis of generative morphological development by analyzing the productive use of the plural morpheme.…”

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confidence: 99%

TRAINING GENERATIVE VERB USAGE BY IMITATION AND REINFORCEMENT PROCEDURES¹

Schumaker

Sherman

1970

J of App Behav Analysis

103

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Three retarded children were trained, using imitation and reinforcement procedures, to produce past and present tense forms of verbs in response to verbal requests. Two types of experimental sessions were arranged: training sessions and probe sessions. During training sessions, a child was trained to produce one verb in both the past and the present tense.Then, in a probe session, the generalization of this training was tested by presenting to the child a series of untrained verbs interspersed with previously trained verbs. Responses to untrained verbs were never reinforced. Training sessions alternated with probe sessions throughout a multiple baseline design involving four classes of verb inflections as the baselines. The results showed that, as past and present tense forms of verbs within an inflectional class were trained, the children correctly produced past and present tense forms of untrained verbs within this class. When verbs from two or more classes were trained, the children correctly produced the verb tenses from each of these classes. Thus, the imitation and reinforcement procedures were effective in teaching generative use of verb inflections.

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“…Some children use omissions as a contrastive device. To support this notion Albright and Albright (1958) have reported that the regular absence of a sound may be as important to a sound system as the regular presence of a sound. They cite an example of a 26 month old child who omitted /I/ following IUI and / o I and replaced /I/ by lol following I c I and I tl.…”

Section: Resultsmentioning

confidence: 74%

A Re-examination of the Sound Omission-Preliminary Considerations

Bernthal

Weiner

1976

Journal of Childhool Communication Disorders

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Post-vocalic omissions of /&thetas;/, ltl and /I/, by five articulatory defective children between four and six years of age were examined. Sound clusters designated as C 1 V and C 1 VC 2 where the C2 portion was perceived to be omitted were compared spectrographically. A stop-gap was observed when l&thetas;l and ltl were perceived to have been omitted while a /w/-glide appeared in words from which / I / was omitted.The possibility that these alterations served a constrastive function was discussed. It was concluded that sound omissions serve a linguistic function and should be examined when making decisions concerning an individual's sound system.

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Application of Descriptive Linguistics to Child Language

Cited by 8 publications

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An Experimental Analysis of Linguistic Development: The Productive Use of the Plural Morpheme

An Experimental Analysis of Linguistic Development: The Productive Use of the Plural Morpheme

TRAINING GENERATIVE VERB USAGE BY IMITATION AND REINFORCEMENT PROCEDURES¹

A Re-examination of the Sound Omission-Preliminary Considerations

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Application of Descriptive Linguistics to Child Language

Cited by 8 publications

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An Experimental Analysis of Linguistic Development: The Productive Use of the Plural Morpheme

An Experimental Analysis of Linguistic Development: The Productive Use of the Plural Morpheme

TRAINING GENERATIVE VERB USAGE BY IMITATION AND REINFORCEMENT PROCEDURES1

A Re-examination of the Sound Omission-Preliminary Considerations

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TRAINING GENERATIVE VERB USAGE BY IMITATION AND REINFORCEMENT PROCEDURES¹