Tact training versus bidirectional intraverbal training in teaching a foreign language


  • Katerina Dounavi

    Corresponding author
    1. Universidad Complutense de Madrid, Spain, and Magiko Sympan Centre, Greece
    • Address correspondence to Katerina Dounavi, who is now at the School of Education, Queen's University Belfast, 69-71 University Street, Belfast BT7 1HL, United Kingdom (e-mail: k.dounavi@qub.ac.uk).

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  • I thank Karola Dillenburger and the associate editor for their valuable feedback on earlier versions of this manuscript. This study is part of the author's doctoral dissertation. Portions of the data were presented at the sixth international convention of the Association for Behavior Analysis International (2011).


The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal training resulted in the emergence of a greater number of untrained responses, and may thus be more efficient than foreign-to-native intraverbal training.