Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay
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2021-10-15
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Cortez, Mariéle Diniz et al.; Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay; Journal of Applied Behavior Analysis, 15 October, 2021; https://doi.org/10.1002/jaba.885
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This is the peer reviewed version of the following article: Cortez, Mariéle Diniz et al.; Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay; Journal of Applied Behavior Analysis, 15 October, 2021; https://doi.org/10.1002/jaba.885, which has been published in final form at https://doi.org/10.1002/jaba.885. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Access to this item will begin on 2022-10-15
This is the peer reviewed version of the following article: Cortez, Mariéle Diniz et al.; Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay; Journal of Applied Behavior Analysis, 15 October, 2021; https://doi.org/10.1002/jaba.885, which has been published in final form at https://doi.org/10.1002/jaba.885. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Access to this item will begin on 2022-10-15
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Abstract
This study consisted of a systematic replication of previous research examining the effects of tact and listener instruction on the emergence of native-to-foreign (NF) and foreign-to-native (FN) intraverbals in children who had experienced difficulties learning to read and write. We assigned different sets of stimuli to tact and listener conditions, and taught 4 children to tact or respond as listeners in a foreign language using a progressive prompt delay with differential reinforcement. All participants mastered tacts and listener responses in the foreign language. For all participants, tact instruction yielded greater emergence of intraverbals compared to listener instruction. Tact instruction also produced all possible bidirectional (NF and FN) intraverbals relations for 3 of 4 participants, but listener instruction never resulted in the emergence of all possible relations. These results replicate previous findings suggesting that tact instruction is a more efficient way to teach a foreign language and extend them to progressive prompt-delay procedures.