参照性言语在智障儿童手语学习中的作用：全沟通训练与单纯手语训练的比较
The role of referential speech in sign learning by mentally retarded children: a comparison of total communication and sign-alone training.
作者信息
Clarke S, Remington B, Light P
机构信息
University of Southampton, England.
出版信息
J Appl Behav Anal. 1988 Winter;21(4):419-26. doi: 10.1901/jaba.1988.21-419.
Abstract
We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign-alone training.
摘要
我们进行了两项实验，以评估在手势训练过程中参照性言语的作用，其中参与者已能理解与手势相对应的口语词汇。采用交替治疗设计，比较在两种教学条件下的手势习得情况，这两种条件分别是呈现或不呈现相应言语标签的指称对象。在第一个实验中，手势是同时教授的；在第二个实验中，每种条件下的手势是以系列方式教授的。在两项实验中，通过全沟通方式教授的手势比仅通过手势训练教授的手势习得速度更快。
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