The role of practice and the observation of practice in speech-sound discrimination learning.

Abstract

This study examined the use of vicarious experience in the establishment of the discriminative responses comprising a repertoire of phonetic distinctions. A modification of a technique developed by Warden (Warden and Jackson, 1935) for the study of observer and model group learning was employed in the speech-sound discrimination training of 41 second grade children. Retroactive facilitation effects were observed in the observation group. In addition, no differences in group performance were obtained between observer and model groups in a relearning situation.