比较外语词汇习得中出现和维持非教学关系的教学方法:系统复制

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Masaya Yamaguchi, Soichiro Matsuda
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引用次数: 0

摘要

在 Daly 和 K. Dounavi(2020 年)的重复研究中,研究人员评估了外国策略和双向言内教学对非教学关系出现的影响。三名大学生通过三种教学方式学习了三组刺激:母语-外语内部言语教学(发声指代日语文本刺激的西班牙语单词)、外语-母语内部言语教学(母语-外语条件的反向关系)和外国触觉教学(触觉一幅西班牙语图片)。研究人员采用了一种适应性交替处理设计来评估每种教学条件对出现外语非教学关系的不同影响,并收集了有关反应维持的数据。研究结果重复了之前的研究结果,即母语-外语内部言语教学和外语接触教学比外语-母语内部言语教学更有效,尽管之前有报告称维持结果可能是延续效应的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparison of teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition: A systematic replication

In a replication of Daly and K. Dounavi (2020), the researchers evaluated the effect of foreign tact and bidirectional intraverbal teaching on the emergence of untaught relations. Three university students learned three stimulus sets through three types of teaching: native-foreign intraverbal teaching (vocalizing Spanish words that refer to a Japanese textual stimulus), foreign-native intraverbal teaching (reversed relation of native-foreign condition), and foreign-tact teaching (tacting a picture in Spanish). The researchers used an adapted alternating-treatments design to assess the differential effect of each teaching condition on the emergence of untaught relations in a foreign language and collected data on response maintenance. The results replicated previous findings that native-foreign intraverbal and foreign-tact teachings were more effective than foreign-native intraverbal teaching despite previous reporting that the maintenance outcomes may be a result of carryover effects.

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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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