Across 2 experiments, I examined the effects of the establishment of English IncidentalBidirectional Naming (Inc-BiN) on the transformation of stimulus function from English to Spanish Inc-BiN for novel familiar stimuli. A total of 10 preschool-aged participants with disabilities were selected across both experiments, as none demonstrated incidental learning for listener and speaker responses. Participants were categorized as either a Monolingual (ML) or Dual Language Learner (DLL), based on the language they were exposed to outside the educational setting.
Further, I conducted pre-experimental screenings to determine participants’ initial strength of Inc-BiN stimulus control and paired them into dyads consisting of 1 student from each language community. In the pilot study, I used a pre-test post-test simultaneous treatment design across 2 dyads to test the effects of Brief and Prolonged Naming Exposures on the establishment of English Inc-BiN. Across all phases of the intervention, I provided visual match-to-sample Naming experiences followed by tests for the acquisition of untaught listener and speaker English responses for novel familiar stimuli.
Upon completing any given phase to the intervention, I assessed for the transformation of stimulus function using the same set of Naming experiences and tests in Spanish. Results showed that English Inc-BiN was established for both DLLs, 1 of whom also acquired Spanish Inc-BiN while the other demonstrated Spanish Incidental-Unidirectional Naming (Inc-UniN) without intervention. However, this developmental capability was not established for any ML participants, as the intervention was interrupted due to the COVID-19 pandemic. In Experiment II, I utilized a multiple probe design across 3 dyads to conduct a systematic replication of the pilot study. Overall, English Inc-BiN was established across all participants. Brief Naming Exposures were effective in establishing the capability for 4 participants while the remaining 2 required additional Prolonged Naming Exposures.
The intervention was also effective in establishing the transformation of stimulus function across listener and speaker responses of different languages, with the acquisition of Spanish Inc-BiN for 3 participants and Spanish Inc-UniN for 2 participants. Reported differences in the number of Naming exposures required to establish English Inc-BiN further indicate that Inc-BiN may be acquired at varying rates across members of different language communities. The implications of these findings are discussed in terms of establishing incidental language repertoires in order to improve DLLs rate of learning and long-term educational success. These results further pose question on the effectiveness of our nation’s current bilingual education system, as there may be a need to shift focus from language of instruction to quality of instruction.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/1f42-m910 |
| Date | January 2022 |
| Creators | Garcia, Katherine |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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