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Paired-Associate Learning as Partial Validation of a Language Development Program

Georgina A. Gahagan and Denis M. Gahagan
Child Development
Vol. 39, No. 4 (Dec., 1968), pp. 1119-1131
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1127277
Stable URL: http://www.jstor.org/stable/1127277
Page Count: 13
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Paired-Associate Learning as Partial Validation of a Language Development Program
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Abstract

54 children aged between 6.9 and 7.3 were required to produce sentences linking the stimulus and response words of 8 pairs of items presented pictorially prior to learning the pairs by the method of anticipation. Children who had participated in a language development program produced more different verbs linking the stimulus and response items and took fewer trials to criterion than did either of 2 groups of control children. Performance on a test of verbal ability administered at the onset of the language program was not related to the number of different verbs produced but was related to the learning measure. A significant negative correlation was found between trials to criterion and number of different verbs produced.

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