Cao Yu, Greer R Douglas
1Department of Health and Behavior Studies, Teachers College, Columbia University, 525 W. 120th St., New York, NY 10027 USA.
Present Address: Gotham Children, New York, NY USA.
Anal Verbal Behav. 2019 Jan 8;34(1-2):79-99. doi: 10.1007/s40616-018-0106-1. eCollection 2018 Dec.
The onset of the verbal behavior developmental cusp of bidirectional naming (BiN) in a second language makes it possible for monolingual English-speaking children to learn names of things in a second language incidentally. We conducted 2 experiments to identify why monolingual English-speaking children cannot demonstrate BiN in another language when they demonstrated BiN in their native language. In Experiment I, using a group design ( = 32 preschoolers), we identified Chinese speech sounds that monolingual English-speaking children with BiN in English for familiar stimuli could not echo. In Experiment II, using a multiple-probe design, we investigated if mastery of echoics with the speech sounds identified in Experiment I would result in BiN in Chinese with 6 participants from Experiment I. The dependent variable was untaught responses to the probe stimuli presented following the naming experience based on the echoic stimuli from Experiment I. The results showed that echoic training was functionally related to the establishment of BiN in the second language. It appeared that the emission of accurate echoics might be the key to second-language BiN and that emergent correspondence between producing and hearing that occurs with the mastery of the echoic responding may be the source of reinforcement.
第二语言中双向命名（BiN）这一言语行为发展转折点的出现，使得以英语为母语的单语儿童能够偶然间学习第二语言中事物的名称。我们进行了两项实验，以确定为什么以英语为母语的单语儿童在母语中表现出双向命名时，却无法在另一种语言中表现出双向命名。在实验一中，我们采用组间设计（n = 32名学龄前儿童），确定了以英语为母语且对熟悉刺激具有双向命名能力的单语儿童无法模仿的汉语语音。在实验二中，我们采用多探针设计，以实验一中的6名参与者为对象，研究掌握实验一中确定的语音的模仿能力是否会导致汉语中的双向命名。因变量是基于实验一中的模仿刺激，在命名体验后对呈现的探针刺激的未教授反应。结果表明，模仿训练在功能上与第二语言中双向命名的建立有关。准确模仿的发出似乎是第二语言双向命名的关键，而随着模仿反应的掌握而出现的发音与听觉之间的新对应关系可能是强化的来源。
