ABSTRACTThe use of linguistic and extralinguistic information in identifying conversational topic... more ABSTRACTThe use of linguistic and extralinguistic information in identifying conversational topics was studied in 3- and 5-year-old children. Pictures portraying an actor–action–object relation were used to guide conversations. Both active pictures, emphasizing an action relating actor and object via postural cues, and static pictures, which did not, were used. Linguistic topics were implied by prefacing each picture with comments topicalizing actor, action or object. In neutral control groups no topic was implied and, in an explicit control group of 3-year-Olds the actor's action on the object was directly topicalized. While implicit topic definition was sufficient for 5-year-olds' production of contingent replies, explicit definition of a topic was necessary to evoke a similar pattern of replies from 3-year-olds. These findings are discussed in terms of different modes of topic definition and their order of acquisition.
The ordinal position hypothesis of serial learning was tested using a population of mentally reta... more The ordinal position hypothesis of serial learning was tested using a population of mentally retarded subjects (IQ=46 to 86). The subjects learned two serial lists by either the serial-recall of serial-anticipation procedures. One-half of the items from the first list retained their same serial positions in the second list (experimental items); the other half were switched to new positions (control items). Support for the ordinal-position hypothesis (faster learning of experimental than control items) was obtained only when the first serial list was learned by the serial-anticipation procedure. The results were consistent with earlier findings using nonretarded subjects.
The effects of rehearsal training and categorical list organization on recognition memory of ment... more The effects of rehearsal training and categorical list organization on recognition memory of mentally retarded individuals was examined. Retention materials were lists of pictures in four taxonomic categories. During acquisition, subjects saw lists organized according to these categories or lists in which category members were distributed randomly. One-half of the subjects were given cumulative-rehearsal training. The remaining subjects were not given rehearsal training. Subjects who were taught to rehearse made fewer errors on the recognition test than subjects who were not taught to rehearse. List organizations did not affect correct responding. We interpreted the data as support for production-deficiency hypothesis.
International Journal of Early Childhood, Mar 1, 1988
The present study examines the types of comments made by mothers to their pre-linguistic children... more The present study examines the types of comments made by mothers to their pre-linguistic children in the communication-specific setting of book reading. The effects of experimentally manipulated illustrations in children’s books on these comments are examined. The children were between the ages of 10 and 14 months. Mothers were tape recorded once a week for four consecutive weeks while reading
Journal of Social Behavior and Personality, Mar 1, 1997
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
BACHARACH, VERNE R., and Luszcz, MARY A. Communicative Competence in Young Children: The Use of I... more BACHARACH, VERNE R., and Luszcz, MARY A. Communicative Competence in Young Children: The Use of Implicit Linguistic Information. CHILD DEVELOPMENT, 1979, 50, 260-263. The present study investigated the effects of implicit linguistic information on the conversational responses of young children. Following a conversation with an experimenter, each child in the study was asked to describe a picture. The experimenter's remarks were intended to focus implicitly a child's attention on either an action or an object portrayed in the picture. This procedure was repeated 4 times using 4 different pictures with each child. Examination of the children's productions indicated that the older children (approximately 5 years of age) were using the implicit information to structure their remarks about the pictures. There was no evidence that the implicit information constrained the responses of the younger children (approximately 3 years of age). These results, along with findings of previous studies, indicate that there are several stages in the development of communicative competence. The stages appear to be related to children's ability to identify and recognize the importance of explicit and implicit linguistic information.
Journal of Experimental Child Psychology, Oct 1, 1982
Errors made by young children when they are asked to draw a model were investigated in two studie... more Errors made by young children when they are asked to draw a model were investigated in two studies. In the first study, the experimenter asked 5-and 8-year-old children to draw a cup that had a flower decal (transfer) attached to its outside surface, attached to its inside surface ...
ABSTRACTThe use of linguistic and extralinguistic information in identifying conversational topic... more ABSTRACTThe use of linguistic and extralinguistic information in identifying conversational topics was studied in 3- and 5-year-old children. Pictures portraying an actor–action–object relation were used to guide conversations. Both active pictures, emphasizing an action relating actor and object via postural cues, and static pictures, which did not, were used. Linguistic topics were implied by prefacing each picture with comments topicalizing actor, action or object. In neutral control groups no topic was implied and, in an explicit control group of 3-year-Olds the actor's action on the object was directly topicalized. While implicit topic definition was sufficient for 5-year-olds' production of contingent replies, explicit definition of a topic was necessary to evoke a similar pattern of replies from 3-year-olds. These findings are discussed in terms of different modes of topic definition and their order of acquisition.
The ordinal position hypothesis of serial learning was tested using a population of mentally reta... more The ordinal position hypothesis of serial learning was tested using a population of mentally retarded subjects (IQ=46 to 86). The subjects learned two serial lists by either the serial-recall of serial-anticipation procedures. One-half of the items from the first list retained their same serial positions in the second list (experimental items); the other half were switched to new positions (control items). Support for the ordinal-position hypothesis (faster learning of experimental than control items) was obtained only when the first serial list was learned by the serial-anticipation procedure. The results were consistent with earlier findings using nonretarded subjects.
The effects of rehearsal training and categorical list organization on recognition memory of ment... more The effects of rehearsal training and categorical list organization on recognition memory of mentally retarded individuals was examined. Retention materials were lists of pictures in four taxonomic categories. During acquisition, subjects saw lists organized according to these categories or lists in which category members were distributed randomly. One-half of the subjects were given cumulative-rehearsal training. The remaining subjects were not given rehearsal training. Subjects who were taught to rehearse made fewer errors on the recognition test than subjects who were not taught to rehearse. List organizations did not affect correct responding. We interpreted the data as support for production-deficiency hypothesis.
International Journal of Early Childhood, Mar 1, 1988
The present study examines the types of comments made by mothers to their pre-linguistic children... more The present study examines the types of comments made by mothers to their pre-linguistic children in the communication-specific setting of book reading. The effects of experimentally manipulated illustrations in children’s books on these comments are examined. The children were between the ages of 10 and 14 months. Mothers were tape recorded once a week for four consecutive weeks while reading
Journal of Social Behavior and Personality, Mar 1, 1997
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
BACHARACH, VERNE R., and Luszcz, MARY A. Communicative Competence in Young Children: The Use of I... more BACHARACH, VERNE R., and Luszcz, MARY A. Communicative Competence in Young Children: The Use of Implicit Linguistic Information. CHILD DEVELOPMENT, 1979, 50, 260-263. The present study investigated the effects of implicit linguistic information on the conversational responses of young children. Following a conversation with an experimenter, each child in the study was asked to describe a picture. The experimenter's remarks were intended to focus implicitly a child's attention on either an action or an object portrayed in the picture. This procedure was repeated 4 times using 4 different pictures with each child. Examination of the children's productions indicated that the older children (approximately 5 years of age) were using the implicit information to structure their remarks about the pictures. There was no evidence that the implicit information constrained the responses of the younger children (approximately 3 years of age). These results, along with findings of previous studies, indicate that there are several stages in the development of communicative competence. The stages appear to be related to children's ability to identify and recognize the importance of explicit and implicit linguistic information.
Journal of Experimental Child Psychology, Oct 1, 1982
Errors made by young children when they are asked to draw a model were investigated in two studie... more Errors made by young children when they are asked to draw a model were investigated in two studies. In the first study, the experimenter asked 5-and 8-year-old children to draw a cup that had a flower decal (transfer) attached to its outside surface, attached to its inside surface ...
Uploads
Papers by Verne Bacharach