Abstract
Four- and five-yr-old disadvantaged children were read sentences composed of varying numbers of short phrases. The children were asked to repeat each sentence, but the accuracy of their imitations was not differentially reinforced. The teacher stressed (emphasized) certain words as she read each sentence. The proportion of words that were stressed was systematically varied. In general, the children imitated only parts of most sentences. Stress was effective in influencing which parts of a sentence the children would imitate, but only when relatively few words were stressed. Stressing a word increased the probability of a child's imitating that word (and, to a large extent, the entire phrase containing that word) as an inverse function of the proportion of the words that were stressed.
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Selected References
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