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Related Experiment Videos

Establishing words and objects as functionally equivalent through manual sign training

A VanBiervliet

    American Journal of Mental Deficiency
    |September 1, 1977
    PubMed
    Summary
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    Sign-object and sign-word training effectively taught individuals with intellectual disabilities to associate words with objects. This method improved both receptive and productive word-object connections.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Linguistics

    Background:

    • Understanding how individuals with intellectual disabilities acquire language is crucial for developing effective educational interventions.
    • Previous research suggests associative learning principles can be applied to language acquisition in this population.

    Purpose of the Study:

    • To investigate if sign-object and sign-word training facilitates word-object association acquisition.
    • To test the stimulus generalization principle in the context of sign and word learning.

    Main Methods:

    • Six institutionalized males with intellectual disabilities participated.
    • Training involved sequential pairing of objects, manual signs, and nonsense words.
    • Participants were trained on sign-object and sign-word associations.

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  • Receptive and productive probes assessed word-object association accuracy.

    • Main Results:

    • Participants achieved high accuracy in receptive (≥87%) and productive (≥73%) word-object association probes after training.
    • Demonstrated successful acquisition of word-object associations through the implemented training.

    Conclusions:

    • Sign-object and sign-word training is an effective method for teaching word-object associations to individuals with intellectual disabilities.
    • The findings support the application of associative learning principles for language development in this population.