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Journal of applied behavior analysis
01, 2020;53 (1): 147-166.

A comparison of methods to teach foreign-language targets to young children.

Ashley L Matter, Katie M Wiskow, Jeanne M Donaldson
Author Information
  1. Ashley L Matter: Texas Tech University.
  2. Katie M Wiskow: California State University, Stanislaus.
  3. Jeanne M Donaldson: Louisiana State University.
PMID: 30747452 DOI: 10.1002/jaba.545

Abstract

Using instructional strategies based on derived relational responding (DRR) to teach foreign-language targets may result in emergent, untrained foreign-language relations. One benefit of using DRR instructional strategies is the efficiency with which an individual acquires additional stimulus relations as a result of emergent responding following acquisition of one or a small number of relations. In the current study, we compared the efficiency of tact training alone to a traditional foreign-language teaching strategy (i.e., teaching all relations concurrently-mixed training) with four, 4-year-old children. The results demonstrated that tact training was more efficient than mixed training for 5 of 7 stimulus sets. The findings add to the research demonstrating that DRR instructional strategies, specifically tact training, may be more efficient than concurrently teaching all targeted relations.

Keywords

derived relational responding emergent relations foreign language learning

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MeSH Term

Child, Preschool
Female
Humans
Language
Male
Teaching
Comparative Study Journal Article

Word Cloud

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