Date of Award
Fall 12-15-2025
Degree Type
Thesis
Degree Name
MA Applied Behavior Analysis
Department
Professional Psychology and Family Therapy
Advisor
Lauren Goodwyn, PhD, BCBA-D
Committee Member
Frank Cicero, PhD, BCBA, LBA
Committee Member
Anna Pétursdóttir, PhD
Keywords
tact, intraverbal, emergent relations, teaching foreign language, generalization
Abstract
The current study replicates and extends Yamaguchi and Matsuda (2024) to evaluate the effects of foreign tact and bidirectional intraverbal training on teaching foreign-language vocabulary to adults. An adapted alternating-treatments design was used to evaluate the effects of learning vocabulary of a foreign language through tact teaching (tacting a picture in French), foreign-native intraverbal teaching (vocalizing a French word in the presence of the Spanish word), and native-foreign intraverbal teaching (vocalizing a French word in the presence of the Spanish word). Each teaching condition had an assigned stimulus set for teaching, and an additional stimulus set was included as a Control set to evaluate participant responding in the absence of teaching and feedback throughout the study. As suggested by Daly and Dounavi (2020), generalization probes were conducted during baseline, teaching, and postteaching sessions using additional stimuli. Data from 3 of 6 participants were included in the present analysis. The results demonstrated that the foreign-native intraverbal and foreign-tact conditions were more efficient at achieving scores at the expected level than the native-foreign intraverbal condition. Various learning histories influenced participants' results across the study phases, demonstrating how bilingualism and migration affected learning progress.
Recommended Citation
Parra Caballero, Karen, "The Implementation of Tact and Bidirectional Intraverbal Training in Teaching a Foreign Language: A Systematic Replication" (2025). Seton Hall University Dissertations and Theses (ETDs). 4429.
https://scholarship.shu.edu/dissertations/4429
