Explanation

As a theory, behaviorism argues that language is a specialized type of behavior. Behavioral psychologist B. F. Skinner (1957) is credited with developing the idea that language is simply “verbal behavior” that one can learn. Owens (2005) states that Skinner was “the most widely known proponent of language as a learned behavior . . .” (p. 33).

In this theory, language is learned or operant as is any other behavior. Human beings are conditioned as they make connections between various stimuli and responses. Learning or operant conditioning occurs as a change takes place in a person’s behavior as a result of response to a particular stimulus. Reinforcement and punishment come into play here as reinforcement results in a certain behavior being repeated because of the positive feedback one receives as a result of producing said behavior. Conversely, punishment involves a discontinuance of a behavior because of the negative consequence associated with that behavior (Owens, 2005). See the graphic above for additional information (Owens, 2005, p. 34).

Language is learned through the environment, as the learner interacts with both her or his surroundings and the individuals in it. Chaining or shaping causes this learning to happen. Chaining occurs when one behavior is a stimulus for the next behavior. Shaping occurs when one behavior is either reinforced or curtailed and made closer by individuals and the environment to what the behavior is supposed to be (Owens, 2005).

Parents begin the process of operant conditioning with their newborn children by modeling the native language spoken by the family. Sounds, words, and later sentences are imitated by children and those imitations are made closer to standard form by what Skinner called “successive approximation” (Owens, 2005, p. 34). The form of the language comes closer and closer to standard with practice while increased reinforcement pushes children to imitate the model of the standard speaker of the language as closely as possible. Forms that are not standard and appropriate are not reinforced and therefore disappear over time in a process known as “extinction” (Owens, 2005, p. 34).

Owens (2005) continues by stating “the ‘how’ of language use takes precedence over the ‘what’ of language form” (p. 34). In other words, function takes precedence over form. Language, as a behavior then, is performed and each performance demonstrates a particular function of language. There are five kinds of these functions: mand, echoic, intraverbal, tact, and autoclitic. A mand is basically a request while echoic language echoes or imitates what has been said. Intraverbal relates to conversation while tact has to do with naming. Autoclitic behavior involves thinking, word order, and grammar.

Something else to note is that this framework of modeling, imitation, practice, and reinforcement that has been discussed here has been adopted by many special educators, particularly those working with children with autism. The framework has been helpful to educators in the provision of a common vocabulary to use when talking about children’s language and in the actual language instruction of children with special needs (Frost & Bondy, 2006).

In conclusion, it is important to note that in verbal behavior, language, from sounds to sentences, is developed in children through the use of modeling, imitation, practice, and reinforcement. Rules per se are not taught. Nothing is innate. All language learning occurs as a result of interaction with individuals in the environment.