behavioral 2
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노트나 질문을 통해 자신만의 지문 노트를 만들어 관리해 보세요.
language learning
language learning
language learning
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behavioral 2
Behavioral scientists assert that just because a child speaks in grammatically correct sentences, it does not follow that the child knows the rules of grammar. Individuals who behave in certain ways need to know the rules that may be deduced from such behaviors. An example from everyday experience illustrates this line of thinking. A child who learns to ride a bicycle does nor need to know the rules or physical laws of motion and gravity. A physicist observing a child riding a bike can describe certain physical laws that may be deduced from the patterns of bicycle riding. Similarly, the patterns and rules the linguists derive from observing the speech of speakers need not be in the heads of those speakers. Behavioral scientists believe that verbal behavior is learned behavior, and therefore, the events in the child's environment are more important than in hypothesized innate mechanisms. All children learn only the language they are exposed to. A child exposed to only English will not acquire a language that he or she has never heard. Severe social deprivation results in language deprivation as well, suggesting that language is a form of social behavior, as Skinner claimed. Behavioral scientists and speech-language pathologists have demonstrated that, in either experiments or clinical treatment sessions, all forms of verbal behaviors can be increased or decreased experimentally. For example, social reinforcement can increase babbling, word and phrase response, and the production of grammatical features. One of the commonly used methods of teaching articulation and language skills to children with communication disorders is to model the correct responses and reinforce the child's correct productions. Recent research on language acquisition has questioned the nativist's assumption that the environment does not offer much assistance to the child in language acquisition. For example, research on mother-child interactions has suggested the possibility that mothers, fathers, older children, and adults in general may do much to help the child learn language. It has been shown that mothers and other caregivers speak differently when they are addressing younger children than they do when they are addressing older children or adults. Because of its distinct characteristics, the speech addressed to young children is called motherese. As children master the simpler language addressed to them, the mother's speech changes to teach more complex verbal skills. The mother's speech rate increases, the pitch variations decrease, the words become more complex, the sentences get longer, and the speech is less carefully enunciated and not as conspicuously fluent as before. The mother also begins to talk more about abstract concepts and relations. Consequently, children also begins to produce more complex verbal responses, which are often mistakenly attributed to unfolding developmental stages.
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