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A rose by naming: how we may learn how to do it.
R Douglas Greer1, Jennifer Longano
1Columbia University, Teachers College and Graduate School of the Arts and Sciences.
The Analysis of Verbal Behavior
|April 6, 2012
Summary
Naming, the integration of listener and speaker roles, drives language explosion and complex behaviors. Research identifies environmental stimuli crucial for Naming
Area of Science:
- Behavioral Psychology
- Developmental Psychology
- Language Acquisition
Background:
- Naming is theorized as a critical factor in the rapid expansion of language development.
- The integration of listener and speaker responses is central to Naming and complex human behaviors.
- Previous research explored Naming's role in derived relations, but its emergence was less understood.
Purpose of the Study:
- To investigate the emergence of Naming itself, moving beyond its role in derived relations.
- To identify specific environmental experiences that induce Naming.
- To examine preverbal developmental foundations and reinforcement sources for Naming.
Main Methods:
- Description of experiments designed to induce Naming.
- Analysis of developmental precursors (preverbal cusps) foundational to Naming.
- Examination of environmental reinforcement histories contributing to Naming.
Main Results:
- Identification of specific environmental stimuli that facilitate the emergence of Naming.
- Evidence suggesting that Naming is a learned phenomenon, addressing the 'poverty of the stimulus' critique.
- Foundational preverbal developmental stages and reinforcement sources for Naming were elucidated.
Conclusions:
- Naming is a crucial learned behavior, integrating listener and speaker functions, essential for language and complex actions.
- The study identifies key environmental stimuli and learning processes underlying Naming's emergence.
- This research addresses historical critiques of verbal behavior theory by specifying environmental influences.
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