behavioral 1
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language learning
language learning
language learning
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behavioral 1
The behavioral viewpoint does not explain the acquisition of language because language often is described by linguists and others as a mental system that is inconsistent with the natural-science view of human behavior. Skinner and other behavioral scientists believe that a mental system is neither acquired nor explainable in scientific terms. Skinner therefore proposed that what linguists consider language is instead a form of behavior what speakers says to produce effects on listeners and how those speakers are affected in turn by the listener's responses. Therefore, behavioral scientists explain the learning of verbal behavior, not language. Verbal behavior is categorized not by structure but by causation, because a scientific analysis seeks to find cause-effect relations. Skinner proposed that different classes of verbal behaviors have different causes. The different kinds of verbal behaviors are acquired under appropriate conditions of stimulation and social consequences. Behavioral scientists have not been particularly interested in the developmental sequence through which verbal behaviors are acquired. These experts believe that it is more important to find out the causes of behaviors than the sequence in which the behaviors are acquired. Instead of studying the ages at which different kinds of verbal behaviors are mastered, behavioral scientists try to determine under what conditions those behaviors are learned. If the conditions that they are changeable because they are environmental events are changed, then the sequence will automatically change. Accordingly, language norms are not inviolable, and systematic changes in the conditions under which a child learns to speak change the existing norms. Behavioral scientists suggest that learning, not an innate mechanism, plays a major role in gaining mastery over verbal behaviors. They do not think there is empirical evidence to suggest that the child is born with such innate language acquisition devices that Chomsky and other linguists propose. Furthermore, they find it incredible that the child has knowledge of the rules of the universal grammar when neither the child nor the average adult can describe that knowledge. A person acquires the knowledge of the rules of grammar by special study. There is no evidence to assume that the knowledge is naturally 'given' as an innate mechanism.
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