2.2.1

Behaviourism

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Behaviourism

The theory of behaviourism is often accredited to B. F. Skinner. Skinner says that a child learns language based on positive and negative reinforcement of ideas.

Examples

Examples

For example, when a child correctly calls a dog "a dog", a caregiver may say something positive like ‘yes, that’s the dog’ to reinforce the idea.
Similarly, when an incorrect utterance is produced, like the child calling a dog a cat, the caregiver may say something negative, like ‘no, that’s not a cat, it’s a dog’. Tone of voice and paralinguistic features will often assist with this.

What to do in the exam

What to do in the exam

In the exam, look for the caregivers repeating and reinforcing utterances made by the child.

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Jump to other topics

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Practice questions on Behaviourism

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Who is accredited with the theory of behaviourism?Multiple choice
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End of Topic Test - Child Language Development

Interactionism