The Growth of the Control of Grammar in Imitation, Comprehension, and Production

Lovell, K.; Dixon, Elijah

doi:10.1111/j.1469-7610.1967.tb02178.x

Cited by 78 publications

(31 citation statements)

References 2 publications

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“…They either labeled the animals in the pictures or described the pictures using the active voice. The results in this study support previous findings that in the absence of modeling, nursery Phases school children rarely produce the passive voice (Lovell & Dixon, 1967;Harwood, 1959;Turner & Rommetveit, 1967a). All of the children began using either the partial and/or complete passive construction only after the experimenter modeled the passive sentences.…”

Section: Discussionsupporting

confidence: 91%

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The Role of Modeling and Automatic Reinforcement in the Construction of the Passive Voice

Wright

2006

Analysis Verbal Behav

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Language acquisition has been a contentious topic among linguists, psycholinguists, and behaviorists for decades. Although numerous theories of language acquisition have surfaced, none have sufficiently accounted for the subtleties of the language that children acquire. The present study attempts to explain the role of modeling and automatic reinforcement in the acquisition of the passive voice. Six children, ages 3 to 5, participated in this study. The results indicated that the children began using the passive voice only after the experimenter modeled passive sentences. Furthermore, the usage of the passive voice increased with repeated exposure to the experimenter's verbal behavior. Given that the children were not explicitly reinforced, it is proposed that their behavior was automatically reinforced for using the passive voice.

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Section: Discussionsupporting

confidence: 91%

“…For example, Lovell and Dixon (1967) found that 4.5-year-old children poorly understood and poorly produced the passive voice. In addition, there were no reported occurrences of the passive construction in over 12,000 spontaneous speech utterances collected from 5-year-old participants (Harwood, 1959).…”

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confidence: 99%

The Role of Modeling and Automatic Reinforcement in the Construction of the Passive Voice

Wright

2006

Analysis Verbal Behav

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“…There is considerable evidence to support the view that language comprehension ability develops somevha t in advance of language production ability, but it is difficult to trace the development of competence in understanding apart from overt use of language. Representative recent studies of the development of language comprehension are those by Bloom (1968), Bogatyr~va (1967), Flavell (1968, Keeney (1969), Lovell and Dixon (1967), Mehan (1968), Shipley, Smith, and Gleitman (1968), and Slobin and Welsh (1968).…”

Section: Sources Of Individual Differencesmentioning

confidence: 99%

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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“…This type of difference was evident in the data which yielded significantly higher scores by the B group n than by the B group. Lenneberg, Nichols, and Rosenberger (1964), mr Lovell andDixon (1967), andFraser, Bellugi, andBrown (1963) present evidence in support of quantitative differences between MR and normal populations.…”

Section: Correlation Of Datamentioning

confidence: 93%

Development and use of a phonological recoding strategy for a short-term memory task by normal and mentally retarded subjects

Bartels

2000

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Research has indicated t at language, in the form of the "inner language" described by Vygotsky (1962), plays a major mediational role in learning. Researchers have described a "phonological" recoding strategy which seems to develop in normal children with the acquisition of receptive and expressive language skills (Conrad, 1971;Sperling, 1963;Locke and Kutz, 1975;Wickelgren, 1965;Hintzman, 1967). However, the mentally retarded population has been described as having a "mediational deficiency" (Luria, 1961;Gallagher, 1969;Kendler and Kendler, 1962), although results have not been conclusive. 2The purpose of the present study was to investigate the presence or absence of a phonological recoding strategy in the mentally retarded population by using a memory matching exercise with visual ~timuli.Pictures of conunon objects were divided into eight pictures with names that sound alike (homophonous) and eight with names that do not sound alike (non-homophonous). The null hypothesis tested was:No statistically significant difference will be found between mentally retarded and normal subjects in the development and use of a phonological recoding strategy for a short-term memory task, when the subjects are matched for ~eceptive vocabulary $ge.The rounger Receptiv~ Vocabulary Age (RVA) CQ~parison group (An) subject~ were the only group that showed evidence of use of a phonological code; therefore, the null hypothesis was r~jected. The younger RVA experimental group (A ) performed as well ae the A group, but did mr n not use a phonological code. The older RVA comparison group (B ) n performed better than a11· the other groups in accordance with their increased language capacity, but they did not exclusively use a phonological code. The older RVA experimenta~ group (B ) made fewer mr correct matches, on t~~ average, than all the other groups, and did not use a phonological code.These results did not conform to the research upon which the present study was based. In explanation, a number of factors must be considered: setting, words used, examiner, and factor held constant.Other factors which may have affected results are: institutionalization, rate of presentation, and the definition of short-term memory that was used.After all these factors have been considered, it may be postu-3 lated that the difference in scores between groups may have been due to the fact that the mentally retarded group never acquired a "learning set," or never "learned how to learn." This resulted in increasingly deficient performances on learning tasks as the ~asks became more difficult. It also may be postulated that the "learning set" i-elated to short-term m~mory tasks involves as its basis the use of a phonological recoding strategy, which may predominate in n~f1Jl81 children a~ lower levels o~ performance and then, as the indivi4ual becom~& more competent, recede into a more diverse reperto~re Qf ~e4rnin$ str~te gies. This postulation would tak~ Vygotsky one st~p fur~p~r •.The process of diversification of learn.ing stfa.tes.ies was observe~...

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The Growth of the Control of Grammar in Imitation, Comprehension, and Production

Cited by 78 publications

References 2 publications

The Role of Modeling and Automatic Reinforcement in the Construction of the Passive Voice

The Role of Modeling and Automatic Reinforcement in the Construction of the Passive Voice

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Development and use of a phonological recoding strategy for a short-term memory task by normal and mentally retarded subjects

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