ERIC Number: ED023481
Record Type: RIE
Publication Date: 1966-Feb
Reference Count: 0
On Learning to Talk: Are Principles Derived from the Learning Laboratory Applicable?
Palermo, David S.
While studies in learning and verbal behavior show that learning comes through paired-associate problems, they do not explain the acquisition of language. Three paradigms demonstrate mediation effect in paired-associate learning: response equivalence, stimulus equivalence, and chaining model. By reviewing children's language acquisition patterns in terms of the three paradigms, several conclusions were reached. A child utters words which are related to his experience. He establishes response and stimulus equivalence paradigms simultaneously. In a response equivalence situation, he learns one response can apply to several stimuli, and in a stimulus equivalence situation, one stimulus is paired with many responses. When learning complex utterances, the child chains equivalence paradigms. The same patterns are applied in learning plurals, tenses, and negatives. In an addendum, the author discusses the positions of a psychologist and a linguist in language acquisition. The psychologist ignores the complexities of the language, oversimplifies imitation, and disregards the relationship between memorizing and meaningful learning. The linguist assumes hierarchical learning but does not test it, and he rejects mediation learning theories. Although maintaining separate goals, the two schools should act jointly to stimulate needed further research in language acquisition. (JS)
Descriptors: Auditory Stimuli, Behavioral Science Research, Language Acquisition, Language Experience Approach, Language Learning Levels, Language Patterns, Language Research, Learning Laboratories, Linguistic Theory, Mediation Theory, Overt Response, Paired Associate Learning, Patterned Responses, Preschool Children, Research Proposals, Responses, Stimulus Generalization
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park. Dept. of Psychology.