Effects of Modeling and Corrected Practice on Generative Language Learning of Preschool Children

Abstract

A simultaneous treatments design was used to compare the effects of modeling and corrected practice on generative language acquisition of six preschool children. New syntactic forms used to describe agent-action and agent-action-object stimuli were taught concurrently. All six children learned both new syntactic forms. However, generative language learning was accomplished more efficiently with corrected practice, irrespective of the number of words or the linguistic complexity of utterance forms. When modeling was not effective initially, instructing two children to start talking like the model resulted in rapid observational learning. It is suggested that descriptive researchers may have prematurely discounted the possible role of corrected practice in the enhancement of language learning. This analog study indicates that corrected practice should provide a more efficient approach for establishing generalized syntactic responding, at least initially, in language intervention programs.