On the origins of naming and other symbolic behavior

Article Abstract:

Naming is the fundamental unit of verbal behavior. Based on B.F. Skinner's functional analysis and G.H. Mead and L.S. Vygotsky's theoretical work, analysis shows how a child learns bidirectional relations between classes of objects or events and its own speaker-listener behavior through learning listener behavior and echoic responding. This bidirectionality incorporated in naming then extends across behavior classes, each becoming a variant of the name relation. This account indicates the specification of rule-governed behavior and provides the framework for an experimental analysis of symbolic behavior.

Names, Verbal behavior, Verbal learning, Onomastics

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Naming and categorization in young children: IV: Listener behavior training and transfer of function

Article Abstract:

A study is conducted to investigate whether children who have learned common naming show category transfer of function and whether those who do not have these naming repertoires can show transfer. The results suggest that the only children who categorize the stimuli are those who learned the common names and if children do not name then they do not categorize indicating the importance of naming.

Child behavior, Child behaviour

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Naming and categorization in young children: II. listener behavior training

Article Abstract:

Listener training was given to one-to four-year -old children, with three pairs of arbitrary stimuli of differing shapes. The results indicated that one-to four-year -old children may learn listener behavior without corresponding speaker behavior and that common listener behavior is not sufficient to establish arbitrary stimulus classes.

Science & research, Children, Case studies, Listening

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