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Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

Purposive Learning

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

Observational Learning

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Related Experiment Video

Updated: Jul 9, 2025

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Published on: January 29, 2020

Using social robots for language learning: are we there yet?

Guanyu Huang¹, Roger K Moore¹

¹University of Sheffield, Sheffield, UK.

Journal of China Computer-Assisted Language Learning

|November 28, 2023

Summary

This summary is machine-generated.

Robot-assisted language learning (RALL) uses social robots to enhance second language acquisition. This review explores RALL

Keywords:

Chinese as a foreign language (CFL)educational robots human-robot interaction (HRI)robot-assisted language learning (RALL)technology-based teaching

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Last Updated: Jul 9, 2025

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

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Published on: November 22, 2019

Area of Science:

Educational Technology
Human-Robot Interaction
Applied Linguistics

Background:

Social robots are increasingly used in education, leading to robot-assisted language learning (RALL).
RALL has seen rapid development in second language learning, particularly for English as a foreign language (EFL).
There is a notable gap in research and implementation of RALL for teaching Chinese as a foreign language (CFL).

Purpose of the Study:

To address the underrepresentation of RALL in the Chinese as a foreign language (CFL) field.
To review the current state of social robot implementation and research in language education.
To identify RALL's potential, challenges, and future research directions for CFL.

Main Methods:

Scope review of social robot applications in language classrooms.
Historical overview of RALL implementation in East Asia and Europe.
Summary of RALL evaluations from learner, teacher, and developer perspectives.

Main Results:

Social robots offer unique possibilities for language education.
RALL implementation varies across regions, with more established use in EFL than CFL.
Evaluations of RALL provide insights into its effectiveness and areas for improvement.

Conclusions:

RALL holds significant potential for CFL, but awareness and research are limited.
Further interdisciplinary research is needed to explore RALL's application in CFL.
This review aims to bridge the gap and inform future scientific research and teaching practices in CFL.