Abstract
Naming consists of tacting an object and selecting it upon hearing its name as a result of emergence. After acquiring naming, children learn object–name relations more quickly and, hence, it is an important achievement in development. We studied the acquisition of the two skills that define naming, using two procedures, in seven typically developing 4-year-old children. The tact-selection procedure consisted of (a) teaching tacts of objects (or pictures) and probing for object selection upon hearing the objects’ names, and (b) teaching object selection and probing tacts. The pairing procedure consisted of presenting objects (or pictures) at the same time that an adult said their names, without requiring from the child other response than attending. Of the seven children, five showed emergence of selection responses and tacts. Children showed more instances of emergence with the tact-selection procedure than with the pairing procedure and with three-dimensional (3-D) objects than with pictures. The results have important implications for teaching preschool children and children with learning disabilities.
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Acknowledgment
This research was conducted under grants SEJ2006-08055, of the Ministerio de Ciencia y Tecnología, and PSI2009-08644, of the Ministerio de Ciencia e Innovación, Spain. The authors thank the principal, the teachers, and the children’s parents of Colegio Público de Fozaneldi, Oviedo, Spain, for their help with conducting the study and to Lorena García-Asenjo for her help with data collection and interobserver agreement tasks.
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Pérez-González, L.A., Cereijo-Blanco, N. & Carnerero, J.J. Emerging Tacts and Selections from Previous Learned Skills: A Comparison between Two Types of Naming. Analysis Verbal Behav 30, 184–192 (2014). https://doi.org/10.1007/s40616-014-0011-1
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DOI: https://doi.org/10.1007/s40616-014-0011-1