Abstract
We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., “Point to the horse”) and second-language (Welsh) intraverbal responses (e.g., “What is horse in Welsh?” [ceffyl]). After intervention, increases in untaught second-language tacts (e.g., “What is this in Welsh?” [ceffyl]) and listener responses (e.g., “Point to the ceffyl”) were observed for all 3 participants.
| Original language | English |
|---|---|
| Pages (from-to) | 711-716 |
| Number of pages | 6 |
| Journal | Journal of Applied Behavior Analysis |
| Volume | 49 |
| Issue number | 3 |
| Early online date | 15 Mar 2016 |
| DOIs | |
| Publication status | Published - 30 Sept 2016 |
Keywords
- derived relational responding
- emergent relations
- emergent tacts
- second-language instruction
- verbal behavior