Weaver K S, Ruder K F
J Speech Hear Disord. 1978 Nov;43(4):513-23. doi: 10.1044/jshd.4304.513.
The purpose of this study was to investigate the facilitative effects of prompts in syntax training as compared to the same procedure without the gestural prompt. Ten normal children, ranging in age from four years to five years, five months were trained to produce the double object syntactic structure. In training the double object, the experimental group was presented a picture and asked by the examiner "What is the (person) doing? The (person) is (verbing) the --." The subject was to complete the intraverbal lead with the appropriate indirect-direct object combination. A gestural prompt was given at this point to aid the child in producing the correct response. The prompt was also presented in the subsequent event as corrective feedback or verbal reinforcement. The control group was presented the same picture stimuli and verbal stimuli, but without the gestural prompt accompanying the antecedent event or the subsequent events. The results obtained from this study indicated that there was no significant difference between the two groups regarding the number of sessions required to reach criterion. The data did show, however, that the experimental group made fewer errors within any one session than did the control group up to the sessions in which criterion was reached.
本研究的目的是调查与无手势提示的相同程序相比，提示在句法训练中的促进作用。十名年龄在4岁至5岁零5个月之间的正常儿童接受了双宾语句法结构生成训练。在双宾语训练中，向实验组展示一幅图片，考官问“（某人）在做什么？（某人）正在（做动作）——”。受试者要用适当的间接宾语-直接宾语组合完成言语引导。此时会给出一个手势提示，以帮助儿童做出正确反应。该提示也会在后续事件中作为纠正反馈或言语强化呈现。对照组呈现相同的图片刺激和言语刺激，但在前驱事件或后续事件中没有伴随手势提示。从本研究中获得的结果表明，在达到标准所需的训练次数方面，两组之间没有显著差异。然而，数据确实显示，在达到标准之前的任何一个训练阶段，实验组在单个训练阶段内犯的错误都比对照组少。
