HARPINA, RETTA (2009) IMPROVING SPEAKING SKILL USING PICTORIAL RIDDLE APPROACH : AN ACTION RESEARCH IN SEVENT YEAR OF SMPN I PRINGKUKU PACITAN IN 2008 / 2009 academic year. This study is an action research which combines between quantitative and qualitative method to develop data being gotten.
HARPINA, RETTA (2009) IMPROVING SPEAKING SKILL USING PICTORIAL RIDDLE APPROACH : AN ACTION RESEARCH IN SEVENT YEAR OF SMPN I PRINGKUKU PACITAN IN 2008 / 2009 academic year. This study is an action research which combines between quantitative and qualitative method to develop data being gotten.
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HARPINA, RETTA (2009) IMPROVING SPEAKING SKILL USING PICTORIAL RIDDLE APPROACH : AN ACTION RESEARCH IN SEVENT YEAR OF SMPN I PRINGKUKU PACITAN IN 2008 / 2009 academic year. This study is an action research which combines between quantitative and qualitative method to develop data being gotten.
Direitos autorais:
Attribution Non-Commercial (BY-NC)
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Baixe no formato DOCX, PDF, TXT ou leia online no Scribd
IMPROVING SPEAKING SKILL USING PICTORIAL RIDDLE APPROACH : AN
ACTION RESEARCH IN SEVENT YEAR OF SMPN I PRINGKUKU PACITAN IN
2008/2009 ACADMIC YEAR HARPNA, RETTA (2009) IMPROVING SPEAKING SKILL USING PICTORIAL RIDDLE APPROACH : AN ACTION RESEARCH IN SEVENT YEAR OF SMPN I PRINGKUKU PACITAN IN 2008/2009 ACADMIC YEAR. Skripsi thesis, Universitas Muhammadiyah Surakarta. TAMPILKAN FULLTEXT
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! Restricted to Repository staff only 752Kb Abstract The objectives of this study are 1).To know the implementation of teaching speaking using pictorial riddle approach, 2).to know whether teaching using pictorial riddle approach cam improve the student's speaking skill, 3).to know the weaknesses and advantages of teaching speaking using pictorial riddle approach. And this study is an action research which combines between quantitative and qualitative method to develop data being gotten, and also to draw conclusion of it. n this research the writer uses an action research method to do her research, in which the writer combines two kinds of, qualitative data research and quantitative data. n a qualitative data the writer develops the data gotten from the students and teacher to make the next implementation. And the quantitative data, using to know the students ability in speaking skill with relate it to the score gotten from the test and teaching and learning process. The writer uses three cycles id doing the research. This research, shows that, 1).The implementation of the pictorial riddle approach in teaching speaking at the first year SMP N 1 Pringkuku did completely, 2). Teaching speaking skill using pictorial riddle approach can improve the students interest and it's happened in cycles done by the teacher. 3). The weaknesses of teaching speaking using pictorial riddle approach is the students just depended and influenced in a picture without giving a very good idea of them. And the advantages is the students' interest can appear and students also show some active activities in joining with speaking class. 4).the teacher's problems solving are the teacher gives motivation and creates good relationship between the teacher and students, asks the students to present example how to practice the presentations beside on picture result and always corrects the mistakes of pronunciation, and grammar become concluded that English teacher method is necessary to be improved in order to students have interest in learning English, in this case, speaking. lM8CvlnC SLAklnC SklLL uSlnC lC1C8lAL 8luuLL A8CACP An AC1lCn 8LSLA8CP ln 1PL SLvLn1P ?LA8 Cl SM n 1 8lnCkuku ACl1An ln 2008/2009 ACAuLMlC ?LA8 CPA1L8 l ln18CuuC1lCn A 8ackground of Lhe SLudy Language ls a parLlcularly lmporLanL parL of communlcaLlon we unreservedly accepL LhaL Lhe conLexL ( llngulsLlc and non llngulsLlc) wlLhln whlch language ls used ls cruclal for undersLandlng how language ls belng used and whaL meanlused Lo solve Lhe problem of a socleLy lL ls common Lo call Lhls lnformal purposlve speaklng dlscusslon Language ls Lhe sysLemaLlc convenLlonal use of sound slgns or wrlLLen symbol ln human socleLy for communlcaLlon and self expresslon ( CrysLal1992) ln Srl[ono 200120) Language ls one of Lhe domlnanL medla for self acLuallzaLlon consequenLly 8esldes language ls also sklll LhaL ls noL ng ls belng expressed ( Merrlson 20034) Language lsself acLuallzaLlon consequenLly 8esldes language ls also sklll LhaL ls noL possessed by oLher creaLures And lL ls an lnLernaLlonal language LhaL ls used by mosL of Lhe people ln Lhe world Lngllsh ls used ln any parL of fleld such as sclence and Lechnology ln masLerlng Lngllsh people should be able Lo know and apply four language skllls such as llsLenlng readlng speaklng and wrlLlng because Lhey would make someone become perfecL ln uslng language Speaklng ls one of Lhe language skllls LhaL should be masLered by language learner WlLh speaklng people can make a good communlcaLlon Lo Lhe oLhers lor mosL people masLerlng Lhe arL of speaklng ls Lhe mosL lmporLanL aspecL of learnlng a second or forelgn language 1he success langu age learner ls measured by Lhelr ablllLy ln carrylng ouL conversaLlon ln dally llfe Lherefore speaklng ls a maln parL of language because Lhe fluenL speaklng wlll be a poslLlve lmpacL for all people ln sLudylng language Pence ln Leachlng and learnlng of language speaklng should be Lhe flrsL purpose ln developlng language ln all levels of educaLlon wheLher elemenLary school [unlor and senlor hlg Accordlng Lo Solahudln ( 2008 16 ) speaklng ls an ablllLy Lo speak ln sLudylng language lL wlll have Lo learner or human belngs Lo be more fluenL ln speaklng and uslng language 1he maln polnL of speaklng ls belng able Lo dellver some speech ln every conLexL of communlcaLlon and masLerlng speaklng ln sLudylng language ls Lhe mosL lmporLanL parL because people can be sald of havlng a good language when he /she ls speaklng fluenLly ln oLher words speaklng ls a real evldence Lo language learner ln masLerlng lL h school and even ln a unlverslLy Powever Lhere are some obsLacles ln havlng a good ablllLy ln speaklng for lnsLance Lhe use of accenL and good pronunclaLlon relaLed Lo Lhe naLlve speaker Lhe second one ls uslng grammar and Lhe llmlLaLlon of vocabularles lL wlll lnfluence Lhe learners ln uslng language especlally beglnner such as sLudenLs of [unlor hlgh school 1hey feel LhaL speaklng ls a dlfflculL sub[ecL of all 8ecause Lhey should devoLe all Lhelr ldeas and felllng 1eachlng speaklng ln [unlor hlgh school ls a blg challenge for Leachers because Lhe Leacher should grow Lhe sLudenL's lnLeresL ln order LhaL Lhey have splrlL Lo masLer speaklng 8esldes Lhe Leacher should creaLe some lnLeresLlng ways for Lhelr sLudenLs such as maln class and sLudy club remlndlng LexLs guesslng word dlscusslon group debaLe explalnlng plcLures and also rlddle approach 1hose can reduce Lhe sLudenL's boredom ln sLudylng language especlally speaklng Speaklng has Lhe maln poslLlon Lo Lhe [unlor hlgh school sLudenLs because Lhey are sLlll Leenager ln sLudylng lL and also Lhey are supporLed by fresh mlnd and a complex memory Speaklng has some beneflLs Lo Lhem namely as a preparaLlon Lo face Lhe global world and masLer Lhe world easlly Powever lL has a loL of problems ln Leachlng speaklng for [unlor hlgh school sLudenLs are belng afrald ln maklng a mlsLake because of Lhelr llmlLaLlon of grammar Lhen Lhey are also afrald ln arranglng Lhe words lnLo a senLence 1he mlsLake of uslng grammar ls a blg problem Lo Lhe sLudenLs Lo speak well Second Lhey do noL have parLner Lo Lhelr speaklng lL wlll be an obsLacle Lo produce fluenL speaklng for sLudenL and Lhe llmlLaLlon of vocabularles speaklng should be supporLed by enough vocabularles lL's lmposslble Lo use body language ln speaklng ln normal human belngs lL's ofLen belng an obsLacle for [unlor hlgh school Lo speak fluenLly because Lhey fell confused Lo speak wlLh llmlLed vocabularles 1he lasL problem ls bad pronunclaLlon LhaL makes Lhem ashamed ln maklng a dlalogue or conversaLlon 1he problems above are Lhe same as phenomena happened ln SM n l rlngkuku aclLan 8ased on Lhe wrlLer's observaLlon and lnLervlew Lo Lhe Lngllsh Leacher of Lhe school Lhe sLudenLs always feel ashamed and afrald ln speaklng especlally speaklng ln Lngllsh 1hey sald LhaL speaklng ls a d secLlon ln sLudylng language 1he prevlous problem faced by Lhe sLudenLs are some borlng classroom acLlvlLles and unlnLeresLlng meLhod Lo be used as classlcal meLhod wlLh glvlng a Loplc and asklng Lhem Lo develop lL by Lhemselves lL ofLen makes Lhe sLudenLs nervous ln sLudylng language 1herefore Lhe researcher Lrles Lo solve Lhe problem Lhrough an some lnLeresLlng meLhod ln Leachlng speaklng for Lhem ln her research enLlLle lM8CvlnC SLAklnC SkllLL uSlnC lC1C8lAL 8luuLL A8CACP An AC1lCn 8LSLA8CP ln SLvLn1P ?LA8 Cl SM n l 8lnCkuku ACl1An ln 2008/2009 ACAuLMlC ?LA8 8 roblem SLaLemenL 8ased on Lhe background of Lhe sLudy above Lhe wrlLer formulaLes some research problems as follows 1 Pow ls Lhe lmplemenLaLlon of Leachlng speaklng uslng plcLorlal rlddle approach? 2 uoes Leachlng speaklng uslng plcLorlal rlddle approach lmprove Lhe sLudenL's speaklng sklll ? 3 WhaL are Lhe weaknesses and advanLages of Leachlng speaklng uslng plcLorlal rlddle approach C Cb[ecLlve of Lhe SLudy 1he general ob[ecLlve of Lhls research ls Lo lmprove speaklng sklll uslng plcLorlal rlddle approach 1he speclflc ob[ecLlve of Lhls research are 1 Lo know how ls Lhe lmplemenLaLlon of Leachlng speaklng uslng plcLorlal rlddle approach 2 Lo know wheLher Leachlng uslng plcLorlal rlddle approach can lmprove Lhe sLudenLs' speaklng sklll 3 Lo know Lhe weaknesses and advanLages of Leachlng speaklng uslng plcLorlal rlddle approach u LlmlLaLlon of Lhe SLudy ln Lhls research Lhe wrlLer analyzes Lhe Leachlng and learnlng process and lL's resulL ln speaklng class of seven grade aL SM n l rlngkuku uslng Lhe dlfferenL meLhod as plcLorlal rlddle approach Lo lmprove Lhe sLudenL's speaklng sklll L 8eneflL of Lhe SLudy lrom Lhe research Lhe wrlLer hopes LhaL Lhls sLudy has beneflL for Lhe readers Lhus Lhe slgnlflcance of Lhls research may lnclude 1 1heoreLlcally 1he wrlLer hopes LhaL Lhls research can glve conLrlbuLlon ln developlng knowledge especlally acLlon research ln Leachlng and learnlng process of speaklng class uslng a speclflc meLhod 2 racLlcally a 1eacher 1hls research can become lnformaLlon source Lo lmprove Lhe quallLy of Leacher ln Leachlng speaklng Lo hls/her sLudenLs b SLudenLs 1he wrlLer hopes Lhls research can glve lnformaLlon abouL some lnLeresLlng meLhods Lo lmprove and sLudy speaklng And also lL can be used as a reference Lo do oLher researches deallng wlLh speaklng sklll c CLher 8esearcher 1he resulL of Lhls research can be useful for oLher researcher Lo make furLher analysls from oLher polnL of vlew l 8esearch aper CrganlzaLlon 1he research paper ls dlvlded lnLo flve chapLers ChapLer l ls lnLroducLlon whlch conslsLs of background of Lhe sLudy problem sLaLemenL llmlLaLlon of Lhe sLudy beneflL of Lhe sLudy and research paper organlzaLlon ChapLer ll ls revlew of relaLed llLeraLure whlch conslsLs of prevlous sLudy noLlon of speaklng Leachlng speaklng acLlvlLles Lo lmprove speaklng sklll plcLorlal rlddle approach and sLudylng uslng medla LheoreLlcal framework and worklng hypoLhesls ChapLer lll ls research meLhod whlch conslsLs of Lype of Lhe research sub[ecL of Lhe sLudy meLh Lechnlque for analyzlng daLa and research procedure ChapLer lv conslsLs of research flndlng and dlscusslon ChapLer v ls concluslon and suggesLlon od of collecLlng daLa credlblllLy of daLa search resuIts 1. MPROVNG SPEAKING SKILL USNG PCTORAL RDDLE APPROACH : AN ACTON ... The objectives of this study are 1).To know the implementation of teaching speaking using pictorial riddle approach, 2).to know whether teaching using pictorial ... etd.eprints.ums.ac.id/6189 - Cache
Language deveIopment lrom Wlklpedla Lhe free encyclopedla Language development is a process starting early in human liIe, when a person begins to acquire language by learning it as it is spoken and by mimicry. Children's language development moves Irom simple to complex. InIants start without language. Yet by Iour months oI age, babies can read lips and discriminate speech sounds. The language that inIants speak is called babbling. Usually, language starts oII as recall oI simple words without associated meaning, but as children grow, words acquire meaning, with connections between words being Iormed. As a person gets older, new meanings and new associations are created and vocabulary increases as more words are learned. InIants use their bodies, vocal cries and other preverbal vocalizations to communicate their wants, needs and dispositions. Even though most children begin to vocalize and eventually verbalize at various ages and at diIIerent rates, they learn their Iirst language without conscious instruction Irom parents or caretakers. In Iact research has shown that the earliest learning begins in utero when the Ietus can recognize the sounds and speech patterns oI its mother's voice. O edit] TheoreticaI frameworks of Ianguage deveIopment Molo ottlcle looqooqe ocpolsltloo There are Iour major theories oI language development. The behaviorist theory, proposed by B. . Skinner suggests that language is learned through operant conditioning (reinIorcement and imitation). This perspective sides with the nurture side oI the nature-nurture debate. This perspective has not been widely accepted in either psychology or linguistics Ior some time, but by many accounts, is experiencing a resurgence. |1| Some empiricist theory accounts today use behaviorist models. |2|
The nativist theory, proposed by Noam Chomsky, argues that language is a unique human accomplishment. Chomsky says that all children have what is called an LA, an innate language acquisition device that allows children to produce consistent sentences once vocabulary is learned. His claim is based upon the view that what children hear - their linguistic input - is insuIIicient to explain how they come to learn language. While this view has dominated linguistic theory Ior over IiIty years, it has recently Iallen into disrepute. The empiricist theory suggests, contra Chomsky, that there is enough inIormation in the linguistic input that children receive, and thereIore there is no need to assume an innate language acquisition device (see above). This approach is characterized by the construction oI computational models that learn aspects oI language and/or that simulate the type oI linguistic output produced by children. The most inIluential models within this approach are statistical learning theories such as connectionist models and chunking theories. The last theory, the interactionist perspective, consists oI two components. This perspective is a combination oI both the nativist and behaviorist theories. The Iirst part, the inIormation- processing theories, tests through the connectionist model, using statistics. rom these theories, we see that the brain is excellent at detecting patterns. The second part oI the interactionist perspective, is the social-interactionist theories. These theories suggest that there is a native desire to understand others as well as being understood by others. edit] BioIogicaI preconditions Linguists do not agree on the biological Iactors contributing to language development, however most do agree that the ability to acquire such a complicated system is unique to the human species. urthermore, many believe that our ability to learn spoken language may have been developed through the evolutionary process and that the Ioundation Ior language may be passed down genetically. The ability to speak and understand human language requires a speciIic vocal apparatus as well as a nervous system with certain capabilities. One hotly debated issue is whether the biological contribution includes capacities speciIic to language acquisition, oIten reIerred to as universal grammar. or IiIty years, linguist Noam Chomsky has argued Ior the hypothesis that children have innate, language-speciIic abilities that Iacilitate and constrain language learning. In particular, he has proposed that humans are biologically prewired to learn language at a certain time and in a certain way, arguing that children are born with a Language Acquisition evice (LA). |3|
Other researchers, who believe that words and grammars are learned (rather than innate), have hypothesized that language learning results Irom general cognitive abilities and the interaction between learners and their surrounding communities. It has also recently been suggested that the relatively slow development oI the preIrontal cortex in humans may be one reason that humans are able to learn language, whereas other species are not. |4|
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edit] EnvironmentaI InfIuences A purely behaviorist view oI language development is no longer considered a viable explanation oI how children acquire language, yet a great deal oI research describes ways in which a children's environmental experiences inIluence their language skills. Michael Tomasello stresses that young children are intensely interested in their social world and that early in their development they can understand the intentions oI other people." |6||7||8|
One component oI the young child's linguistic environment is (child-directed speech) also known as baby talk or motherese, which is language spoken in a higher pitch than normal with simple words and sentences. Although the importance oI its role in developing language has been debated, many linguists think that it may aid in capturing the inIant's attention and maintaining communication. Adults use strategies other than child-directed speech like recasting, expanding, and labeling:" Recasting is rephrasing something the child has said, perhaps turning it into a question or restating the child's immature utterance in the Iorm oI a Iully grammatical sentence. Expanding is restating, in a linguistically sophisticated Iorm, what a child has said. Labeling is identiIying the names oI objects |3|
edit] SociaI preconditions It is crucial that children are allowed to socially interact with other people who can vocalize and respond to questions. or language acquisition to develop successIully, children must be in an environment that allows them to communicate socially in that language. There are a Iew diIIerent theories as to why and how children develop language. The most popular -- and yet heavily debated-- explanation is that language is acquired through imitation. The two most accepted theories in language development are psychological and Iunctional. !sychological explanations Iocus on the mental processes involved in childhood language learning. unctional explanations look at the social processes involved in learning the Iirst language. There are Iour main components oI language: O hono|ogy lnvolves Lhe rules abouL Lhe sLrucLure and sequence of speech sounds O fnt|cs conslsLs of vocabulary and how concepLs are expressed Lhrough words O ff lnvolves Lwo parLs 1he flrsL syntf ls Lhe rules ln whlch words are arranged lnLo senLences 1he second oho|ogy ls Lhe use of grammaLlcal markers (lndlcaLlng Lense acLlve or passlve volce eLc) O fgft|cs lnvolves Lhe rules for approprlaLe and effecLlve communlcaLlon ragmaLlcs lnvolves Lhree skllls 4 uslng language for greeLlng demandlng eLc 4 changlng language for Lalklng dlfferenLly dependlng on who lL ls you are Lalklng Lo 4 followlng rules such as Lurn Laklng sLaylng on Loplc Each component has its own appropriate developmental periods. [edit] Pbonological development rom shortly aIter birth to around one year, the baby starts to make speech sounds. At around two months, the baby will engage in cooing, which mostly consists oI vowel sounds. At around Iour months, cooing turns into babbling which is the repetitive consonant-vowel combinations. Babies understand more than they are able to say. rom 1-2 years, babies can recognize the correct pronunciation oI Iamiliar words. Babies will also use phonological strategies to simpliIy word pronunciation. Some strategies include repeating the Iirst consonant-vowel in a multisyllable word ('TV'--~ 'didi') or deleting unstressed syllables in a multisyllable word ('banana'--~'nana'). By 3-5 years, phonological awareness continues to improve as well as pronunciation. By 6-10 years, children can master syllable stress patterns which helps distinguish slight diIIerences between similar words. [edit] Semantic development rom birth to one year, comprehension (the language we understand) develops beIore production (the language we use). There is about a 5 month lag in between the two. Babies have an innate preIerence to listen to their mother's voice. Babies can recognize Iamiliar words and use preverbal gestures. rom 1-2 years, vocabulary grows to several hundred words. There is a vocabulary spurt between 1824 months, which includes Iast mapping. ast mapping is the babies' ability to learn a lot oI new things quickly. The majority oI the babies' new vocabulary consists oI object words (nouns) and action words (verbs). By 3-5 years, children usually have diIIiculty using words correctly. Children experience many problems such as underextensions, taking a general word and applying it speciIically (Ior example, 'blankie') and overextensions, taking a speciIic word and applying it too generally (example, 'car' Ior 'van'). However, children coin words to Iill in Ior words not yet learned (Ior example, someone is a cooker rather than a cheI because a child will not know what a cheI is). Children can also understand metaphors. rom 6-10 years, children can understand meanings oI words based on their deIinitions. They also are able to appreciate the multiple meanings oI words and use words precisely through metaphors and puns. ast mapping continues. [edit] Crammatical development rom 1-2 years, children start using telegraphic speech, which are two word combinations, Ior example 'wet diaper'. Brown (1973) |9| observed that 75 oI children's two-word utterances could be summarised in the existence oI 11 semantic relations: Eleven important early semantic relations and examples based on Brown 1973: O ALLrlbuLlve blg house O AgenLAcLlon uaddy hlL O AcLlonCb[ecL hlL ball O AgenLCb[ecL uaddy ball O nomlnaLlve LhaL ball O uemonsLraLlve Lhere ball O 8ecurrence more ball O nonexlsLence allgone ball O ossesslve uaddy chalr O LnLlLy + LocaLlve book Lable O AcLlon + LocaLlve go sLore At around 3 years, children engage in simple sentences, which are 3 word sentences. Simple sentences Iollow adult rules and get reIined gradually. Grammatical morphemes get added as these simple sentences start to emerge. By 3-5 years, children continue to add grammatical morphemes and gradually produce complex grammatical structures. By 610 years, children reIine the complex grammatical structures such as passive voice. [edit] Pragmatics development rom birth to one year, babies can engage in joint attention (sharing the attention oI something with someone else). Babies also can engage in turn taking activities. By 1-2 years, they can engage in conversational turn taking and topic maintenance. At ages 3-5, children can master illocutionary intent, knowing what you meant to say even though you might not have said it and turnabout, which is turning the conversation over to another person. By age 6-10, shading occurs, which is changing the conversation topic gradually. Children are able to communicate eIIectively in demanding settings, such as on the telephone
BF Skinner
Biography Theory ReIerenc
BF Skinner, Behavioralism, & Language Behavior Biography Burrhus rederic Skinner was born and raised in Susquehanna, !ennsylvania. He earned his BA in English and hoped to be a writer. However, this proIession did not work out, and at the age oI 24, he applied and was excepted to the psychology graduate program at Harvard. Here he happened to meet William Crozier in the physiology department. Young Skinner was taken by Crozier, an ardent advocate Ior animal studies and behavioral measures, and began to tailor his studies according to Crozier's highly Iunctional, behaviorist Iramework. Working across disciplines, he integrated methods and theories Irom psychology and physiology and developed new ways oI recording and analyzing data. As he experimented with rats, Skinner noticed that the responses he was recording were inIluenced not only by what preceded them but also by what Iollowed them. The common behavioral approach at the time was inIluenced by the work oI !avlov and Watson, both oI whom Iocused on the stimulus-response paradigm. Their Iorm oI classical conditioning Iocused on what occurred prior to a response and how these stimuli aIIected learning. Skinner, however, Iocused on what occurred aIter a behavior, noting that the eIIects or repercussions oI an action could inIluence an organism's learning. By 1931, he had his !h in psychology and was well on his way to developing operant conditioning, the behaviorist paradigm that ruled Ior the second part oI the 20th century. He continued to do research at Harvard until 1936, when he moved to Minneapolis with his new wiIe. In 1945, he and his Iamily moved to Bloomington, Indiana, where he served as the chair oI the psychology department until 1948, when he was oIIered a position at Harvard. He remained at Harvard Ior the rest oI his intellectual career. uring the 1950s and 60s, Skinner published and experimented extensively. Working with numerous graduate student who themselves became eminent psychologists, he Iormalized his theory or schedules oI reinIorcement and operant conditioning. In 1957, Skinner published his book Verbal Behavior, in which he attempted to account Ior language development in humans. uring his later years, Skinner turned his attention to the social implications oI his theory until he oI leukemia in 1990. & Language Learning Core to all oI behaviorism is the assumption that human and animal behaviors are determined by learning and reinIorcement. Whether by classical conditioning or operatant conditioning, species acquire new skills, deepening on the eIIects these skills have on the specie's environment. II an action proves to have a positive outcome (e.g., iI by pressing a button, a rat receives Iood), the organism is more likely to continue to repeat this behavior. However, iI the outcome is negative (e.g., iI by pressing a button, a rat rat receives a shock), the organism is less likely to repeat the behavior. Skinner, and Stimulus-Response (S-R) adherents, believed that behaviorist theory could be used to inIer a learning history. They held that one could take an animal or person, observe its/his/her behavior, and Iigure out what had been reinIorced previously. Behaviorist reduced all responses to associations, to a pattern oI positive and negative reinIorcement that establishes links between stimuli and their environmental antecedents and consequences. Responses that were reinIorced would be repeated, and those that were punished would not. Thus, iI a dog brought its human a ball and the human pet it, the dog`s behavior would be reinIorced, and it would be more apt to getting the ball in the Iuture. Likewise, iI the dog brought its human a ball and the human kicked it, the dog`s behavior would be punished, and it would be less likely to do it. These associations between stimuli, actions, and responses could explain virtually every aspect oI human and animal behavior and interaction, but one seemed particularly problematic Ior the behaviorist theory: language. In 1957, Skinner published his book, Verbal Behavior, in which he attempted to apply his Iorm oI operant conditioning to language learning. A basic assumption oI his was that all language, including private, internal discourse, was a behavior that developed in the same manner as other skills. He believed that a sentence is merely part oI 'a behavior chain, each element oI which provides a conditional stimulus Ior the production oI the succeeding element (odor, Bever, & Garrett, p25). The probability oI a verbal response was contingent on Iour things: reinIorcement, stimulus control, deprivation, and aversive stimulation. The interaction oI these things in a child`s environment would lead to particular associations, the basis oI all language. Skinner proposed that language could be categorized by the way it was reinIorced. He claimed that there were Iour general types oI speech: echoic behavior, mand, tact, interverbals and autoclitic. Echoic behavior is the primary Iorm oI verbal behavior oI language learners. These verbalizations include repeated utterances, as in (1) (1) !ARENT: |pointing to cookie| That`s a cookie. Can you say cookie`? CHIL: Cooookie Mands (short Ior deMANS) are deIined as utterances that are reinIorced by the elevation oI deprivation. So Ior instance, iI a child were hungry or cold, her requests (as in (2)) (2) Cookie. irectives such as 'Stop, 'Go, and 'Wait also count as mands. However, in (3), the child may be simply naming the object or stating what she likes. (3) Cookie! Utterances that are produced when the speaker is not deprived are called tact (short Ior conTACT). Tacts are verbalizations that the speaker produces to provide inIormation instead oI attending to states oI deprivation. While on the surIace, tacts and mands may seem similar, their underlying motivations (stimuli) and their reinIorcements are diIIerent. When a mand is reinIorced, the need is sated. When a tact is reinIorced, there is no need to sate. The Iourth type oI utterance is the interverbals. These include such things as '!lease and 'Thank you. These utterances are not necessary to provide inIormation. Rather, they are used in discourse situation and pertain to the interactive nature oI dialog. So Ior example, in (4), the second utterance, the response to the question, is an interverbal. Likewise, the associative response in number (5) is also an interverbal. (4) S!EAKER A: Who`s your Iavorite graduate student? S!EAKER B: You (5) WOR: CAT RES!ONSE: og With the Iinal category, autoclitics, Skinner attempted to deal with internal speech, or thought. Autoclitics, by his account, are subject to the same eIIects oI reinIorcement as verbalized speech and that previously reinIorced internal, or thought behaviors, will inIluence not only current and Iuture thought but also current and Iuture verbal behavior. Whether the speech was internal or dialogic, reinIorced positively or negatively, all language can be considered behavior that is conditioned and learned. When Skinner wrote Verbal Behaviorhe attempted to explain the most complex human behavior: communication. This included all Iorms oI language comprehension, Irom dialog to thought. Though a tribute to the behaviorist paradigm, Skinner`s book generated more questions and concerns than it explained. AIter his book was published and critiqued by Noam Chomsky, Skinner Iailed to respond immediately to the issues and problems raised. His slow response coupled with both a growing disdain Ior the behaviorist paradigm and the inIluence oI technology, computers, and inIormation processing led to the strengthening oI the cognitive movement in psychology and other social sciences. References & Resources odor, JA; Bever, TG; & Garrett, M. (1975) The !sychology oI Language: An Introduction to !sycholinguistics and Generative Grammar. New York: McGraw-Hill. Lana, Robert E. The cognitive approach to language and thought. Journal oI Mind & Behavior. Vol 23(1-2) Win-Spr 2002, 51-67. Inst oI Mind & Behavior, US Behaviorism Page(!art oI the History oI !sychology web site)