Comparison of Teaching Methods for the Emergence and Maintenance of Untaught Relations in Foreign Language Vocabulary Acquisition: A Systematic Replication
Published in Journal of Applied Behavior Analysis, 2024
Summary
This study compared teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition. The study was designed as a systematic replication and examined how different instructional arrangements affected trained and untrained stimulus relations.
The study contributes to behavior-analytic research on language learning by evaluating procedures that support the emergence and maintenance of untaught relations in foreign vocabulary acquisition. It also connects to the Training and Verbal Behavior lines by treating vocabulary learning as a structured network of taught and derived relations.
Research line
- Training: instructional procedures for establishing and maintaining new learning repertoires
- Verbal Behavior: foreign vocabulary learning and untaught stimulus relations
- Systematic Replication: evaluating generality of teaching methods across learning contexts
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Recommended citation
Yamaguchi, M., & Matsuda, S. (2024). Comparison of teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition: A systematic replication. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.1075
Recommended citation: Yamaguchi, M., & Matsuda, S. (2024). Comparison of teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition: A systematic replication. *Journal of Applied Behavior Analysis*. https://doi.org/10.1002/jaba.1075
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