Verbal Behavior and Learning: Problems and Processes: Proceedings

By Charles N. Cofer; Barbara S. Musgrave | Go to book overview
Skinner B. F. ( 1957) Verbal behavior. New York: Appleton-Century-Crofts.
Smart W. K. (originally published 1925) English review grammar. (4th ed., 1957) New York: Appleton-Century-Crofts.
Smith M. E. ( 1933) Grammatical errors in the speech of preschool children. Child Developm., 4, 182-190.
Stutsman R. ( 1926) Performance tests for pre-school age. Genet. Psychol. Monogr., I, 1-67.
Yngve V. ( 1961) Random generation of English sentences. Memo 1961-4. Mechanical Translation Group, Center for Communication Sciences, Research Laboratory of Electronics, M.I.T., Cambridge, Mass.

COMMENTS ON THE PAPER BY BROWN AND FRASER
Charles N. Cofer NEW YORK UNIVERSITYIn commenting on Brown and Fraser's paper, the first thing I want to say is that their material bears very directly on one of the central issues argued during the first conference. This was a complex issue, and I will try to formulate its several aspects before going on to sketch the relations to it of the observations reported by Brown and Fraser.The issue was discussed at several points in the first conference, but it arose with its greatest force in conjunction with the discussion of Goss's paper ( 1961). In this paper, Goss applied his analysis of the acquisition and use of conceptual schemes to a child's act of writing something and suggested that verbal mediating responses might govern the form and the inflection of the sequence of words the child writes. For example, the child might say to himself, Goss suggested, that a sentence should have a subject, verb, object, preposition, object (or noun, verb, noun, preposition, noun) and use this scheme as he constructs the sentence, checking back against the scheme after the sentence is completed. There were several lines of attack on this notion:
a. One indicated that verbal labeling of this sort probably occurs but seldom, and in many cases, cannot occur because labels or rules cannot be formulated by the child or by adults that govern their choices.
b. It was further stressed, however, that choices of inflected forms are often correct, despite the absence of such verbalized knowledge and despite the novelty of the words that are so inflected.
c. The rapidity with which the inflected words can be transferred correctly to other linguistic environments requiring different inflections, occurring in many instances after a single experience, makes the applicability of simple principles of word association and of associative learning dubious.

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Verbal Behavior and Learning: Problems and Processes: Proceedings
Table of contents

Table of contents

  • Title Page v
  • Preface vii
  • Contents ix
  • Chapter 1 - Introduction and Summary 1
  • Chapter 2 - An Analysis of The Recognition Process 10
  • Comments on Professor Murdock's Paper 21
  • Chapter 3 - Stimulus Selection In Verbal Learning 33
  • References 48
  • References 48
  • References 67
  • Chapter 4 - Meaningfulness and Familiarity 76
  • Comments on Professor Noble's Paper 115
  • References 151
  • Chapter 5 - The Acquisition of Syntax 158
  • References 194
  • References 197
  • References 201
  • Chapter 6 - Mediated Associations: Paradigms and Situations 210
  • References 240
  • Comments on Professor Jenkins's Paper 242
  • References 245
  • References 252
  • Chapter 7 - Purpose and the Problem Of Associative Selectivity 258
  • References 289
  • Chapter 8 - One-Trial Learning 295
  • References 319
  • Comments on Professor Postman's Paper 320
  • References 328
  • Brief Notes on the Epam Theory Of Verbal Learning 332
  • References 333
  • Chapter 9 - Immediate Memory: Data and Theory 336
  • Comments on Professor Peterson's Paper 351
  • References 353
  • Chapter 10 - Summary and Evaluation 374
  • Index 383
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