Learning adjectives in a procedure of exclusion and contrast by children with typical development and intellectual disability

Abstract

Studies on the acquisition of vocabulary allow to know the variables involved in the learning of substantive (name of objects) and adjectives (object properties) in children occurs. The use of referential linguistic contrast (ambiguous context) at presentation of new words can be an important variable on the learning of adjectives, since it restricts the control exerted by a new word, contrasting it with the controls exercised by familiar words. This study aims to compare the learning of adjectives between typically developing children and childrens with intellectual disabilities, from the presentation of two teaching conditions of adjectives: using referential linguistic contrast and exclusion standard procedure. In this study will participate 24 children with language development level between 3 and 5 years. The stimulus will be dictated words (auditory stimuli) and tactile stimuli (made objects for research). The procedure will consist of four phases. In the first phase, will be taught the names of the best know textures (rough and smooth) to the childrens. In the second stage, the taught words will be less familiar (wrinkled, velvety, flocked and listed) and teaching will occur with and without the use of referential linguistic contrast. In the third phase, will be conducted probes of learning, generalization and appointment. If the child doesn't meet the criteria will be exposed again to the teaching procedures a view to verified how many exposures to attempts to presentation of the tested learning repertoires. It is expected that the process of contrast be an instrument that facilitates learning of adjectives in children. (AU)