{"title":"学习语言是促进新刺激泛化的一种有希望的干预手段,但方法上的担忧限制了进一步的结论","authors":"Nataly Lim, Fabiola Vargas Londono","doi":"10.1080/17489539.2020.1776936","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"17 1","pages":"175 - 178"},"PeriodicalIF":0.0000,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Language for learning is a promising intervention for promoting generalization across novel stimuli, but methodological concerns limit further conclusions\",\"authors\":\"Nataly Lim, Fabiola Vargas Londono\",\"doi\":\"10.1080/17489539.2020.1776936\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":39977,\"journal\":{\"name\":\"Evidence-Based Communication Assessment and Intervention\",\"volume\":\"17 1\",\"pages\":\"175 - 178\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-06-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Evidence-Based Communication Assessment and Intervention\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/17489539.2020.1776936\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence-Based Communication Assessment and Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17489539.2020.1776936","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Language for learning is a promising intervention for promoting generalization across novel stimuli, but methodological concerns limit further conclusions
期刊介绍:
Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.