alexa Transfertoproductivelabelingaftertrainingin comprehension:Effectsofthreetrainingvariables.
Genetics & Molecular Biology

Genetics & Molecular Biology

Journal of Down Syndrome & Chromosome Abnormalities

Author(s): Bucher B, Keller MF

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In training language, generalization of performance beyond the skills specifically trained is commonly observed. One form of generalization is transfer from receptive to productive language. Individuals trained to identify pictures or objects when given their verbal labels can sometimes subsequently reproduce the labels as responses to the pictures or objects. Several studies have looked at this form of transfer in language retarded individuals, with discordant results. This paper reports three studies of several factors that may affect receptive-to-productive transfer. These factors are derived from verbal learning research on backward associations, since this research paradigm resembles that used in receptive-to-productive transfer studies. Several factors found to affect backward association performance in college students were found to affect receptive-to-productive transfer. In all studies the children were trained to identify pictures when given their verbal labels, then tested for ability to produce the labels for the pictures. Results showed that: (1) greater length and/or similarity of the nonsense names assigned to the pictures resulted in poorer transfer on tests for productive performance; (2) productive performance improved over test sessions, even when the level of receptive performance during these sessions showed no change; (3) productive performance was better when the test trials were mixed with continuing reinforced receptive trials; and (4) productive performance was superior for pictures for which the participants had no strong previously acquired associations. These results show that transfer is affected by stimulus factors (picture familiarity); response factors (word complexity); context factors (intermixed receptive trials); and training factors (repeated testing). Normal and language retarded children showed similar patterns of transfer, indicating that these patterns are not unique to language disordered children. These findings can help to clarify the patterns of generalization that may be expected from a variety of receptive training programs.

This article was published in Analysis and Interventionin Developmental Disabilities and referenced in Journal of Down Syndrome & Chromosome Abnormalities

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