Finestack Lizbeth H, Fey Marc E
Waisman Center, Room 529A, University of Wisconsin-Madison, Madison, WI, USA.
Am J Speech Lang Pathol. 2009 Aug;18(3):289-302. doi: 10.1044/1058-0360(2009/08-0041). Epub 2009 Mar 30.
To evaluate the learning effects of a deductive language-teaching procedure when teaching a novel gender agreement verb inflection to children with language impairment.
Thirty-two 6-8-year-old children with language impairment were randomly assigned to either a deductive (N = 16) or an inductive (N = 16) treatment group. In the deductive treatment, the examiner presented a rule guiding the novel inflection to be learned as well as models of the inflection. In the inductive treatment, only models of the verb inflection were presented. Learning was assessed in 3 different production contexts during each of 4 treatment sessions.
Significantly more participants in the deductive group than the inductive group acquired the novel morpheme based on a teaching probe (10 vs. 3), generalization probe (10 vs. 3), and maintenance probe (7 vs. 2). Task performance was not significantly influenced by language ability or nonverbal intelligence.
The deductive teaching procedure was found to be efficacious when teaching a novel grammatical inflection. However, this effect was limited because treatment gains varied across participants, testing contexts, and sessions. Future studies should continue to examine the efficacy of deductive procedures when integrated into traditional implicit approaches for children with language impairment.
评估演绎式语言教学法在向语言障碍儿童教授一种新型性数一致动词词尾变化时的学习效果。
32名6至8岁的语言障碍儿童被随机分为演绎组（N = 16）或归纳组（N = 16）。在演绎式教学中，考官呈现一条指导学习新型词尾变化的规则以及该词尾变化的示例。在归纳式教学中，只呈现动词词尾变化的示例。在4次治疗课程的每次课程中，在3种不同的产出情境下评估学习情况。
基于教学探测（10人对3人）、泛化探测（10人对3人）和保持探测（7人对2人），演绎组习得新语素的参与者显著多于归纳组。任务表现未受到语言能力或非言语智力的显著影响。
研究发现，在教授新型语法词尾变化时，演绎式教学法是有效的。然而，这种效果是有限的，因为不同参与者、测试情境和课程之间治疗效果存在差异。未来的研究应继续探讨将演绎式教学法融入针对语言障碍儿童的传统隐性教学方法时的有效性。
