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Rice, Mabel L.; And Others – Journal of Speech and Hearing Disorders, 1990
Twenty language-delayed children (age three to six) viewed a presentation incorporating object, action, attribute, and affective state words into a narrative script. In pre- and postviewing word comprehension measurements, subjects scored lower than children matched for chronological age and children matched for mean length of utterance.…
Descriptors: Language Acquisition, Language Handicaps, Preschool Education, Verbal Development
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Wacker, David P.; And Others – Journal of Applied Behavior Analysis, 1988
Five young adults and three junior high students, with moderate mental retardation, were trained first to label characters verbally and then to enter the characters into computers, calculators, or checkbooks. Almost all subjects were able to generalize the use of verbal labels and key-entry skills across tasks and settings. (Author/JDD)
Descriptors: Adults, Autoinstructional Aids, Generalization, Junior High Schools
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Zecker, Steven G.; Zinner, Tanya E. – Journal of Reading Behavior, 1987
Examines the performance of normal and disabled readers in recognizing whether orally presented letter strings represent real words. Finds that disabled readers have difficulty in making available the full range of semantic cues when processing stimuli in an acoustic form, supporting a verbal-processing deficit hypothesis of reading disability.…
Descriptors: Cues, Error Analysis (Language), Language Processing, Language Research
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Sigafoos, Jeff; And Others – Research in Developmental Disabilities, 1989
A study of the acquisition of mands (requests) and tacts (labels) relating to food and eating utensils in three individuals with severe mental retardation revealed that responses acquired as tacts did not readily occur as mands, but spontaneous manding was developed through a stimulus control transfer procedure. (MSE)
Descriptors: Adults, Conditioning, Generalization, Language Skills
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Baer, Ruth A. – Research in Developmental Disabilities, 1990
This review focuses on correspondence training procedures, in which a subject makes statements about intended positive behavior and the statements are reinforced. The paper examines early research, generalization, maintenance, application to mentally retarded individuals, and the concept of self-control. (Author/JDD)
Descriptors: Behavior Modification, Change Strategies, Generalization, Maintenance
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Biederman, G. B.; Fairhall, J. L.; Raven, K. A.; Davey, V. A. – Exceptional Children, 1998
A study involving six children (ages 5-13) with mental retardation found that overall passive modeling was significantly more effective than hand-over-hand modeling in teaching skills, and that passive modeling was significantly more effective than hand-over-hand modeling with response-contingent verbal prompting. (Author/CR)
Descriptors: Elementary Education, Junior High Schools, Mental Retardation, Modeling (Psychology)
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Lickley, R. J.; Bard, E. G. – Language and Speech, 1998
Three experiments investigated listeners' ability to detect disfluency in spontaneous speech. All three employed gated word recognition with judgments of disfluency for spontaneous utterances containing disfluencies and for three kinds of fluent control utterances from the same six speakers. (Author/JL)
Descriptors: College Students, Computational Linguistics, Foreign Countries, Language Fluency
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Egi, Takako – Language Awareness, 2004
In the growing interest in the role of attention and awareness in SLA, researchers have employed various introspective measures to uncover cognitive processes underlying SLA. This paper explores the use of a recall technique known as immediate retrospective verbal reports as a qualitative measure of noticing during oral interaction in SLA (compare…
Descriptors: Cognitive Processes, Recall (Psychology), Oral Language, Metalinguistics
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Morey, Candice C.; Cowan, Nelson – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
Examinations of interference between verbal and visual materials in working memory have produced mixed results. If there is a central form of storage (e.g., the focus of attention; N. Cowan, 2001), then cross-domain interference should be obtained. The authors examined this question with a visual-array comparison task (S. J. Luck & E. K. Vogel,…
Descriptors: Memory, Verbal Stimuli, Visual Stimuli, Task Analysis
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Bevill-Davis, Alicia; Clees, Tom J.; Gast, David L. – Journal of Early and Intensive Behavior Intervention, 2004
Correspondence training involves modification of nonverbal behavior via changes in verbal behavior. The procedure has a long history of effectiveness with a wide range of learners, but its potential for use with young children with disabilities remains largely unrealized. In an effort to identify the most appropriate applications of correspondence…
Descriptors: Verbal Stimuli, Play, Disabilities, Criticism
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Swingley, Daniel – Developmental Science, 2005
During the first year of life, infants' perception of speech becomes tuned to the phonology of the native language, as revealed in laboratory discrimination and categorization tasks using syllable stimuli. However, the implications of these results for the development of the early vocabulary remain controversial, with some results suggesting that…
Descriptors: Phonology, Infants, Language Acquisition, Vocabulary Development
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Khouw, Edward; Ciocca, Valter – Journal of Speech, Language, and Hearing Research, 2006
Purpose: This study investigated formant frequencies for their role as acoustic and perceptual correlates to the place of articulation of Cantonese final stops produced by profoundly hearing impaired speakers. Method: Speakers were 10 Cantonese adolescents (mean age = 13;5 [years;months]) who were profoundly hearing impaired (HI). Control speakers…
Descriptors: Acoustics, Hearing Impairments, Adolescents, Sino Tibetan Languages
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Kee, Daniel W.; Beuhring, Trisha – Journal of Educational Psychology, 1978
Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)
Descriptors: Bilingual Students, Learning Processes, Memory, Mexican Americans
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Millsap, Roger E.; Meredith, William – Psychometrika, 1987
The slower progress of semantic memory research is attributed to the difficulties involved in testing the relevant theories. This paper proposes a model for testing such theories using the Continuous Response (CR) task. The model establishes a link between the rate of recall and the semantic relationships among the category items. (JAZ)
Descriptors: Classification, Higher Education, Hypothesis Testing, Language Processing
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Hall, Donald M., Hughes, Jan N. – Contemporary Educational Psychology, 1984
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types (high/low picture x high/low word performance). Poor paired-associate learners profited more than did good paired-associate learners from picture aids on the prose task. (Author/BW)
Descriptors: Aptitude Treatment Interaction, Intermediate Grades, Learning Processes, Memory
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