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Matrix\u2010training strategies were used to teach 6 children with mental retardation to combine known words into two\u2010 or three\u2010word utterances consistent with syntactic rules. Subsequently, the children learned two or more unknown words concurrently, inducing word\u2010referent relations consistent with these word order rules. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Expressive modeling of only four or five responses was sufficient to promote recombinative generalization in the expressive and receptive modalities. Thus, 95% to 98% of subjects' learning was attributed to generalization processes. This study demonstrates how the efficiency of language training with children with mental retardation might be enhanced by coupling observational learning and matrix\u2010training strategies.<\/jats:p>","DOI":"10.1901\/jaba.1989.22-245","type":"journal-article","created":{"date-parts":[[2006,3,1]],"date-time":"2006-03-01T22:36:27Z","timestamp":1141252587000},"page":"245-259","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":69,"title":["GENERALIZED LANGUAGE LEARNING BY CHILDREN WITH SEVERE MENTAL RETARDATION: EFFECTS OF PEERS' EXPRESSIVE MODELING"],"prefix":"10.1002","volume":"22","author":[{"given":"Howard","family":"Goldstein","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lori","family":"Mousetis","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1901\/jeab.1967.10-405"},{"key":"e_1_2_1_3_1","volume-title":"Social learning theory","author":"Bandura A.","year":"1977"},{"key":"e_1_2_1_4_1","volume-title":"Child development: The basic stage of early childhood","author":"Bijou S. 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