Compare and contrast behaviorism and cognitivism in terms of first language acguisition using the conceptual model?
Compare and contrast behaviorism and cognitivism in terms of first language acguisition using the conceptual model?
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
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Compare and contrast behaviorism and cognitivism in terms of first language acguisition using the conceptual model?
![08:44
61%
COGNITIVIST.QUISITION
The cognitive elements of language acquisition remain different from
COGNITIVIST THEORY OF LANGUAGE AQUISITION
Source: https://www.cliffsidemalibu.com/blog/language-acquisition/
"Children progress through various landmarks in their understanding of
mind and emotion. They eventually understand that people's actions,
utterances, and emotions are determined by their beliefs. Although these
insights emerge in all normal children, individual children vary in their rates of
progress."
the function of thought, allowing each to grow. This allows babies to develop
the schema in which they can interpret the plethora of information; Vgotsky
claims that when language and thought meet, "thought becomes verbal and
speech rational"[10]. This development of cognitive ability will keep in sync
with the language skill of the child. Vgotsky uses a bidirectional model to act
as general framework to understand the interactions between culture to the
mind, brain, and genes. This model is used due to the uncontrollable nature of
the "experiments" that Vgotsky conducts, limiting ecological-validity. However,
Vgotsky accumulates a certain amount of support up to today. "The social
situation of development is a relational construct in which characteristics of
the child combine with the structure of social interactions to create the
(Harris 2005)
The foundations of the cognitive theory of language acquisition were
set by Jean Piaget, a French developmental psychologist. His theory was that
language acquisition was based on the maturation of the brain. Piaget
believed that children must be allowed to explore the world by themselves,
allowing a first-hand experience. This exposure to the world allows the
cognitive mind to develop, therefore, allowing language to develop into a more
sophisticated manner[6]. However, there existed faults in Piaget's theory and
explanations. For instance, his experimentations with children are outdated
and the most important limitation is that the experiments that he did conduct
were very culturally bound, not constructing his theory with culture in mind.[7]
Research has been conducted to study the connection between the cognitive
status of an individual and the linguistic capabilities that he/she utilizes
(Bohannon & Bonvillian, 2009). The cognitive language acquisition theory uses
the idea that children are born with very little cognitive abilities, meaning that
they are not able to recognize and process very much information. At birth,
infants are limited to a very small scope of mental processes that must be
developed over time.[8] As the infant grows to become a toddler, the cognitive
processes of the child develop through the various experiences that the child
goes through.
starting point for a new cycle of developmental changed which will result in a
new, higher, level of development"[11]. The concept of building upon that
which has already been built is the idea that Cole suggests that by
interpretation of Vgotsky's works. This can be lead to the general idea of
interactionist which can be defined by the idea that as the child develops,
he/she will use a preconception of the social environment around him/her to
trace a pattern[12]. This moves towards the realm of the sociocultural theory
of language acquisition; however, Vgotsky mainly attributes the social
environment in which a child grows in as a factor to the development of
his/her cognition. The social environment creates a schema that is set as the
framework to which the child will develop his/her language based on his/her
understanding of the world.
Jerome Bruner (1996) suggests a connection between the biological
structure of the brain and cognitive growth. He theorized that as a child
formulates language in his brain; the cognitive skills of that child will grow,
thereby, complementing the development of more sophisticated language.
The cognitive theory in the views of Bruner has
sociocultural activation.[9] This combination of multiple theories creates the
multifaceted nature of language acquisition. However, Bruner's theory of
language acquisition relies most heavily on the cognitive skills developed
after the innate aspects are used to start the rolling process of acquiring
advanced linguistics capabilities. These cognitive skills are then used to
create the concept that there is a cross-cultural aspect of the cognitive theory.
The connections that a person makes within a collective culture allow that
individual to implement personal cognition of certain circumstances to
interpret various events. These connections are then transferred to language
through a series of pro
towards language.
However, there is a flaw with the cognitive theory of language
acquisition in relation to individuals that express a genetic disorder or have a
mental disability. Since the theory depends so heavily on the intellect of the
individual, there could be a discrepancy as to the cognitive ability of an
individual and the linguistic capabilities that he/she expresses. If the theory
were to be regularly followed, that would support that those with lower
intellectual levels, such as IQ scores, would have lowered language abilities.
However, this is not always the case. There have been instances where there
have been genetic disorders that have caused individuals with extraordinary
talent, yet inhibited those individuals to lowered cognitive skills. An example
of
genetic disorder that occurs in 1:20,000 births. In William's syndrome,
individuals express extraordinary talent in verbal, social, and musical abilities
while maintaining low 1Q scores and having difficulty with motor and
processing functions (Marini & others, 2010). Cases like William's syndrome
demonstrate that the cognitive theory is not holistically true. There are
exceptions to the theory; therefore, complete validity cannot be placed onto
the cognitive theory of language acquisition[13].
biological basis and a
those variations would be individuals that have William's syndrome- a
in which the individual creates the disposition
The cognitive elements of language acquisition remain different from
Activity](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F4234da2c-b14f-4866-a4fa-7b77273ae56a%2F9d4775e3-23a0-4e6e-b474-d851ad0cf5f2%2F0m6i3ua_processed.jpeg&w=3840&q=75)
Transcribed Image Text:08:44
61%
COGNITIVIST.QUISITION
The cognitive elements of language acquisition remain different from
COGNITIVIST THEORY OF LANGUAGE AQUISITION
Source: https://www.cliffsidemalibu.com/blog/language-acquisition/
"Children progress through various landmarks in their understanding of
mind and emotion. They eventually understand that people's actions,
utterances, and emotions are determined by their beliefs. Although these
insights emerge in all normal children, individual children vary in their rates of
progress."
the function of thought, allowing each to grow. This allows babies to develop
the schema in which they can interpret the plethora of information; Vgotsky
claims that when language and thought meet, "thought becomes verbal and
speech rational"[10]. This development of cognitive ability will keep in sync
with the language skill of the child. Vgotsky uses a bidirectional model to act
as general framework to understand the interactions between culture to the
mind, brain, and genes. This model is used due to the uncontrollable nature of
the "experiments" that Vgotsky conducts, limiting ecological-validity. However,
Vgotsky accumulates a certain amount of support up to today. "The social
situation of development is a relational construct in which characteristics of
the child combine with the structure of social interactions to create the
(Harris 2005)
The foundations of the cognitive theory of language acquisition were
set by Jean Piaget, a French developmental psychologist. His theory was that
language acquisition was based on the maturation of the brain. Piaget
believed that children must be allowed to explore the world by themselves,
allowing a first-hand experience. This exposure to the world allows the
cognitive mind to develop, therefore, allowing language to develop into a more
sophisticated manner[6]. However, there existed faults in Piaget's theory and
explanations. For instance, his experimentations with children are outdated
and the most important limitation is that the experiments that he did conduct
were very culturally bound, not constructing his theory with culture in mind.[7]
Research has been conducted to study the connection between the cognitive
status of an individual and the linguistic capabilities that he/she utilizes
(Bohannon & Bonvillian, 2009). The cognitive language acquisition theory uses
the idea that children are born with very little cognitive abilities, meaning that
they are not able to recognize and process very much information. At birth,
infants are limited to a very small scope of mental processes that must be
developed over time.[8] As the infant grows to become a toddler, the cognitive
processes of the child develop through the various experiences that the child
goes through.
starting point for a new cycle of developmental changed which will result in a
new, higher, level of development"[11]. The concept of building upon that
which has already been built is the idea that Cole suggests that by
interpretation of Vgotsky's works. This can be lead to the general idea of
interactionist which can be defined by the idea that as the child develops,
he/she will use a preconception of the social environment around him/her to
trace a pattern[12]. This moves towards the realm of the sociocultural theory
of language acquisition; however, Vgotsky mainly attributes the social
environment in which a child grows in as a factor to the development of
his/her cognition. The social environment creates a schema that is set as the
framework to which the child will develop his/her language based on his/her
understanding of the world.
Jerome Bruner (1996) suggests a connection between the biological
structure of the brain and cognitive growth. He theorized that as a child
formulates language in his brain; the cognitive skills of that child will grow,
thereby, complementing the development of more sophisticated language.
The cognitive theory in the views of Bruner has
sociocultural activation.[9] This combination of multiple theories creates the
multifaceted nature of language acquisition. However, Bruner's theory of
language acquisition relies most heavily on the cognitive skills developed
after the innate aspects are used to start the rolling process of acquiring
advanced linguistics capabilities. These cognitive skills are then used to
create the concept that there is a cross-cultural aspect of the cognitive theory.
The connections that a person makes within a collective culture allow that
individual to implement personal cognition of certain circumstances to
interpret various events. These connections are then transferred to language
through a series of pro
towards language.
However, there is a flaw with the cognitive theory of language
acquisition in relation to individuals that express a genetic disorder or have a
mental disability. Since the theory depends so heavily on the intellect of the
individual, there could be a discrepancy as to the cognitive ability of an
individual and the linguistic capabilities that he/she expresses. If the theory
were to be regularly followed, that would support that those with lower
intellectual levels, such as IQ scores, would have lowered language abilities.
However, this is not always the case. There have been instances where there
have been genetic disorders that have caused individuals with extraordinary
talent, yet inhibited those individuals to lowered cognitive skills. An example
of
genetic disorder that occurs in 1:20,000 births. In William's syndrome,
individuals express extraordinary talent in verbal, social, and musical abilities
while maintaining low 1Q scores and having difficulty with motor and
processing functions (Marini & others, 2010). Cases like William's syndrome
demonstrate that the cognitive theory is not holistically true. There are
exceptions to the theory; therefore, complete validity cannot be placed onto
the cognitive theory of language acquisition[13].
biological basis and a
those variations would be individuals that have William's syndrome- a
in which the individual creates the disposition
The cognitive elements of language acquisition remain different from
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