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PubMed1976

Imitative modeling as a theoretical base for instructing language-disordered children.

A modification of Bandura's social learning theory (imitative modeling) was employed as a theoretical base for language instruction. This approach was experimentally compared to an alternative technique which required the subject to literally match each stimulus statement made by che clinician (mimicry). The results support the prediction that modeling is more effective in teaching the subject the appropriate grammatical rule, which he or she initially lacked. Moreover, subjects in the modeling condition exhibited both greater retention of the rule and a more successful generalization of it to novel contexts. The results are explained in terms of an "interference hypothesis," which suggests that a client's overt verbalization may interfere with the cognitive processing necessary to learn an abstract language rule.

Child↗
PubMed1979

[Word play and schizophrenic language disorder - what constitutes the difference?].

The listener often perceives a similarity between humorous comments by schizophrenic patients and linguistic word plays, especially puns. A structural analysis of specific examples illustrates the basic difference. In 'good' as well as 'bad' word plays the humorous effect stems from the surprising similarity of word pairs (homonyms and homophones), while the seemingly humorous comments of the schizophrenic patient are rooted in an alteration of the semantic field of the word(s) employed. In spite of certain similarities in superficial structure there is a basic and specific difference in the semantic structure of these two forms of word play.

Humans↗