The purpose of this panel discussion is to consider the extent to which basic associative learning processes play a role in explaining children’s acquisition of their first language(s).
Background: Since Chomsky criticized Skinner’s Verbal Behavior, the study of language learning has diverged. Those adopting a cognitive approach often assume that language learning cannot be explained by basic learning mechanisms. In contrast, behaviour analysts often approach language learning through these basic learning mechanisms. Among those adopting a cognitive approach, usage-based approaches to language learning have become increasingly popular. While these approaches often assume domain-general (i.e., not specific to language) learning mechanisms, they do not always explicitly include these processes. It is therefore timely to consider whether the necessary learning mechanisms have already been identified and are simply not well integrated into cognitive approaches.
Zoom recording link: https://youtu.be/z8lgQO_71lo
Intended audience: academic and professional, across a breadth of academic status (advanced undergraduate through emeriti). Limited to 300 participants.
Goals:
Background: Since Chomsky criticized Skinner’s Verbal Behavior, the study of language learning has diverged. Those adopting a cognitive approach often assume that language learning cannot be explained by basic learning mechanisms. In contrast, behaviour analysts often approach language learning through these basic learning mechanisms. Among those adopting a cognitive approach, usage-based approaches to language learning have become increasingly popular. While these approaches often assume domain-general (i.e., not specific to language) learning mechanisms, they do not always explicitly include these processes. It is therefore timely to consider whether the necessary learning mechanisms have already been identified and are simply not well integrated into cognitive approaches.
Zoom recording link: https://youtu.be/z8lgQO_71lo
Intended audience: academic and professional, across a breadth of academic status (advanced undergraduate through emeriti). Limited to 300 participants.
Goals:
- Identify commonalities and differences in the two approaches (e.g., aspect of language to be explained, age of child, previous learning history of child, clinical symptoms, etc.).
- Familiarize a younger generation with the theoretical arguments for/against how language learning can be explained by basic learning mechanisms.
Program (times in Eastern Time Zone):
Program (times in Eastern Time Zone):
1-1:05pm: Words of welcome: Chris Sturdy, University of Alberta (Canada)
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