title: Emergent verbal behavior in preschool children learning a second language.
abstract: We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., "Point to the horse") and second-language (Welsh) intraverbal responses (e.g., "What is horse in Welsh?" [ceffyl]). After intervention, increases in untaught second-language tacts (e.g., "What is this in Welsh?" [ceffyl]) and listener responses (e.g., "Point to the ceffyl") were observed for all 3 participants.
authors.affiliation: University of South Wales.
authors.forename: Richard J
authors.initials: RJ
authors.lastname: May
authors.affiliation: University of South Wales.
authors.forename: Rachel
authors.initials: R
authors.lastname: Downs
authors.affiliation: University of South Wales and Swansea University.
authors.forename: Amanda
authors.initials: A
authors.lastname: Marchant
authors.affiliation: Swansea University and Reykjavik University.
authors.forename: Simon
authors.initials: S
authors.lastname: Dymond
mesh_terms: D000161:Acoustic Stimulation; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D019303:Multilingualism; D014705:Verbal Behavior / Q000502:physiology*; D014706:Verbal Learning; D014825:Vocabulary
keywords: derived relational responding; emergent relations; emergent tacts; second-language instruction; verbal behavior