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.

中文翻译：

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外语词汇习得中非传授关系的出现和维持的教学方法比较：系统复制

在 Daly 和 K. Dounavi (2020) 的复制中，研究人员评估了外来机智和双向语言内教学对非教导关系出现的影响。三名大学生通过三种教学类型学习了三种刺激集：母语-外语教学（说出涉及日语文本刺激的西班牙语单词）、外语-母语教学（母语-外语条件的颠倒关系）和外语-策略教学（用西班牙语画画）。研究人员使用适应性交替治疗设计来评估每种教学条件对外语中未教授关系的出现的不同影响，并收集了反应维持的数据。结果重复了之前的研究结果，即母语-外语语言教学和外语机智教学比外语母语语言教学更有效，尽管之前有报道称维持结果可能是遗留效应的结果。