Abstract
The present study aimed to replicate the findings of Dounavi (2014) by evaluating the effects of foreign tact and bi-directional intraverbal training on emergent verbal relations. Training involved teaching three English-speaking adults to tact visual stimuli according to their foreign (French) referents, and to vocally emit the reverse relation following the presentation of written words in native-to-foreign (English-to-French) and foreign-to-native (French-to-English) intraverbal relations. A modified multiple probe design using pre- and post-training probes was used to assess the efficacy of each training method in teaching a small foreign language vocabulary and to probe for emergent relations following training. The findings showed that foreign tact and native-to-foreign intraverbal training was more efficient and resulted in greater emergent responding than training in the foreign-to-native relation. Follow-up probes were conducted four weeks after the post-training probes to evaluate the levels of responding for each of the trained and emergent relations. Results from maintenance probes were varied across the trained and emergent relations; interestingly, the levels of responding in the emergent relations was greater.
Original language | English |
---|---|
Pages (from-to) | 243-255 |
Number of pages | 13 |
Journal | The Psychological Record |
Volume | 70 |
DOIs | |
Publication status | Published - 28 Apr 2020 |
Keywords
- foreign language
- emergent relations
- intraverbals
- tacts
- maintenance
Fingerprint
Dive into the research topics of 'A Comparison of Tact Training and Bidirectional Intraverbal Training in Teaching a Foreign Language: A Refined Replication'. Together they form a unique fingerprint.Profiles
-
Katerina Dounavi
- School of Social Sciences, Education and Social Work - Senior Lecturer
Person: Academic