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The effect of feedback on young children's inappropriate word usage*

Published online by Cambridge University Press:  26 September 2008

Kathy L. Chapman ,
Laurence B. Leonard  and
Carolyn B. Mervis
Kathy L. Chapman*
Affiliation:
Case Western Reserve University
Laurence B. Leonard
Affiliation:
Purdue University
Carolyn B. Mervis
Affiliation:
University of Massachusetts, Amherst
*
Kathy L. Chapman, Communication Sciences, Case Western Reserve University, Cleveland, OH 44106, USA.
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Abstract

This study compared the effects of three types of adult feedback (acceptance, correction with joint labelling, and correction with explanation) on young children's inappropriate word usage. Four children were visited in their homes twice a week, from the time they were between 1;1 and 1;3 until they were approximately 1;7. Differential feedback was applied by the experimenter whenever the children extended a term to referents that were inappropriate, but similar to appropriate ones. Comprehension and production probes were administered prior to, during, and following the feedback trials to assess changes in word usage over time. Results indicated that the three types of feedback varied in their relative effectiveness in facilitating a positive change in word usage. Correction with explanation was more effective than correction with joint labelling, which in turn was more effective than simple acceptance.

Information

Type
Articles
Information
Journal of Child Language , Volume 13 , Issue 1 , February 1986 , pp. 101 - 117
Copyright
Copyright © Cambridge University Press 1986

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Footnotes

*

The research reported was part of a dissertation conducted by the first author and submitted in partial fulfilment of degree requirements at Purdue University. Appreciation is extended to the parents who allowed their children to participate. The comments and suggestions provided by Richard G. Schwartz and Macalyne Fristoe are gratefully acknowledged. Carolyn B. Mervis's work on this project was supported in part by grant number BNS 81-21169 from the National Science Foundation.

References

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