Acquisition of a Language Concept through Simple Modeling

Abstract

Acquisition of a novel language concept, a novel spatial relationship labeled by a nonsense term (Vak), was examined using a modeling procedure involving no direct or vicarious feedback (simple modeling). Equal numbers of public school boys and girls were selected from kindergarten, first, and fourth grades. Three measures of acquisition were employed between groups: an identification task, a motor-production comprehension task, and a verbal-production task. Only the motor-production task was modeled. Test trials involved both previously modeled stimulus combinations, as well as unfamiliar generalization combinations. Acquisition of the concept occurred at all age levels, as measured by the identification and motor-production tasks. Performance on the verbal-production measure provided little evidence of acquisition by the younger groups. The results are discussed with regard to the use of appropriate methodology and measures in assessing effects of modeling.