Emerging Tacts and Selections from Previous Learned Skills: A Comparison between Two Types of Naming

Autor/inn/en	Pérez-González, Luis Antonio; Cereijo-Blanco, Noelia; Carnerero, José Julio
Titel	Emerging Tacts and Selections from Previous Learned Skills: A Comparison between Two Types of Naming
Quelle	In: Analysis of Verbal Behavior, 30 (2014) 2, S.184-192 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-014-0011-1
Schlagwörter	Prior Learning; Comparative Analysis; Naming; Learning Processes; Skill Development; Preschool Children; Emergent Literacy; Research Methodology; Learning Disabilities + Suchen Sie Ihr Suchwort? Vorkenntnisse; Learning process; Lernprozess; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Research method; Forschungsmethode; Learning handicap; Lernbehinderung
Abstract	Naming consists of tacting an object and selecting it upon hearing its name as a result of emergence. After acquiring naming, children learn object-name relations more quickly and, hence, it is an important achievement in development. We studied the acquisition of the two skills that define naming, using two procedures, in seven typically developing 4-year-old children. The tact-selection procedure consisted of (a) teaching tacts of objects (or pictures) and probing for object selection upon hearing the objects' names, and (b) teaching object selection and probing tacts. The pairing procedure consisted of presenting objects (or pictures) at the same time that an adult said their names, without requiring from the child other response than attending. Of the seven children, five showed emergence of selection responses and tacts. Children showed more instances of emergence with the tact-selection procedure than with the pairing procedure and with three-dimensional (3-D) objects than with pictures. The results have important implications for teaching preschool children and children with learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01