Tact training versus bidirectional intraverbal training in teaching a foreign language

2013 ◽  
Vol 47 (1) ◽  
pp. 165-170 ◽  
Author(s):  
Katerina Dounavi
Keyword(s):  
Foreign Language ◽  
Intraverbal Training ◽  
Tact Training

scholarly journals A Comparison of Tact Training and Bidirectional Intraverbal Training in Teaching a Foreign Language: A Refined Replication

2020 ◽  
Vol 70 (2) ◽  
pp. 243-255
Author(s):  
Damien Daly ◽  
Katerina Dounavi
Keyword(s):  
Foreign Language ◽  
Intraverbal Training ◽  
Tact Training

A Comparison Between Tact and Intraverbal Training in the Acquisition of a Foreign Language

2011 ◽  
Vol 12 (1) ◽  
pp. 239-248 ◽  
Author(s):  
Aikaterini Dounavi
Keyword(s):  
Foreign Language ◽  
Intraverbal Training

scholarly journals Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

2020 ◽  
Vol 9 (8) ◽  
pp. e104985268
Author(s):  
Daniel Carvalho de Matos ◽  
Neylla Cristina Pereira Cordeiro ◽  
Bruna Pereira Mendes ◽  
Ana Vitória Salomão de Carvalho ◽  
Flor de Maria Araújo Mendonça Silva ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Previous Literature ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Intraverbal Training ◽  
The Difference ◽  
Tact Training

Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a traditional literature, which suggests that receptive skills, such as the LRFFC, should be taught first. The current research had the goal to compare the efficiency of intraverbal and LRFFC training as well, considering the effects on the possible emergence of related untaught repertoire in two children with ASD. The difference from the previous literature was that, during the teaching of LRFFC responses, the tact (labeling) of pictures involved was also taught, considering that this was a recommendation of previous research. The purpose was to assess if tact training would increase the efficiency of LRFFC training. The results showed that both instructional sequences (training LRFFC - probing intraverbal; training intraverbal - probing LRFFC) successfully established emergent responding, regarding the untaught related repertoire for both participants. However, intraverbal training produced emergence of LRFFC to a lesser extent for both. Data were discussed in the sense that tact training during LRFFC training probably increased its efficiency and that preexisting skills, regarding each participant, also influenced the efficiency of teaching.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

An Interdisciplinary Approach to Foreign Language Learning: Myths and Strategies for Success

PsycCRITIQUES ◽  
2016 ◽  
Vol 61 (3) ◽  
Author(s):  
Jeanette Altarriba ◽  
Stephanie A. Kazanas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Interdisciplinary Approach ◽  
Strategies For Success

Briefly: Psychologists with foreign language skills sought

1993 ◽  
Author(s):  
Michelle Mitchell-Meadows
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Foreign Language Skills
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