The Behavioral Theory of Language Acquisition

by B. F. skinner
B.F. Skinner's learning theory of behaviorism emphasizes the role of reinforcement
and punishment in shaping behavior, proposing that individuals learn through
the consequences of their actions.

The behaviorist theory of language acquisition, primarily associated with B.F.

Skinner, suggests that children learn language through imitation,
reinforcement, and conditioning, essentially acquiring language as a set
of learned behaviors by mimicking the speech they hear around them
and receiving positive feedback for correct usage, essentially
"rewarding" desired language patterns and shaping their speech
development through environmental interactions.
Key points about the behaviorist theory:
 Imitation:
Children learn by copying the sounds and structures they hear from adults
and other caregivers.
 Reinforcement:
When a child produces a correct utterance, they receive positive feedback
(like praise or a smile) which encourages them to repeat that behavior.
 Conditioning:
Through repeated exposure and positive reinforcement, children form
associations between words and their meanings, gradually building their
vocabulary and grammar skills.

Behaviourism
The behaviourist psychologists developed their theories while carrying out a
series of experiments on animals. They observed that rats or birds, for
example, could be taught to perform various tasks by encouraging habit-
forming.

Researchers rewarded desirable behaviour. This was known as

positive reinforcement. Undesirable behaviour was punished or
simply not rewarded - negative reinforcement.
The behaviourist B. F. Skinner then proposed this theory as an explanation
for language acquisition in humans.

Skinner suggested that a child imitates the language of its parents or

carers. Successful attempts are rewarded because an adult who
recognises a word spoken by a child will praise the child and/or give
it what it is asking for. Successful utterances are therefore
reinforced while unsuccessful ones are forgotten.

Behaviorism is primarily concerned with observable and measurable

aspects of human behavior.

In defining behavior, behaviorist learning theories emphasize

changes in behavior that result from stimulus-response
associations made by the learner.

Behaviorists assert that the only behaviors worthy of study are

those that can be directly observed; thus, it is actions, rather than
thoughts or emotions, which are the legitimate object of study.

It posits that all behavior is learned habits, and attempts to

account for how these habits are formed. In assuming that
human behavior is learned, behaviorists also hold that all
behaviors can also be unlearned and replaced by new
behaviors; that is, when a behavior becomes unacceptable,
it can be replaced by an acceptable one.

A key element of this theory of learning is the rewarded

response. The desired response must be rewarded for learning to
take place (Parkay & Hass, 2000).

John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are

the two principal originators of behaviorist approaches to learning.

Watson’s basic premise was that conclusions about human

development should be based on observation of overt behavior
rather than speculation about subconscious motives or latent
cognitive processes (Shaffer, 2000).
Watson’s view of learning was based in part on the studies of Ivan
Pavlov (1849-1936). Pavlov was well known for his research on a
learning process called classical conditioning.

Classical conditioning refers to learning that occurs when a

neutral stimulus (an unassociated signal) becomes
associated with a stimulus that naturally produces a
behavior, such as a reflex or innate behavior.

Pavlov noticed that dogs salivated shortly before they were given
food. He discovered that when the bell was rung at repeated
feedings, the sound of the bell alone (a conditioned stimulus) would
cause the dogs to salivate (a conditioned response).

Skinner believed that human behavior is predictable, just like a

chemical reaction. He believed that people don’t shape the world,
but instead, the world shapes them. Expanding on Watson’s basic
stimulus-response model, Skinner developed a more comprehensive
view of conditioning, known as operant conditioning.

His model was based on the premise that satisfying responses

are conditioned, while unsatisfying ones are not.

Operant conditioning is the rewarding of a desired behavior

or act that approaches it.

Skinner remarked that “the things we call pleasant have an

energizing or strengthening effect on our behavior” (Skinner, 1972,
p. 74).

Through Skinner’s research on animals, he concluded that both

animals and humans would repeat acts that led to favorable
outcomes and suppress those that produced unfavorable
results. If a rat presses a bar and receives a food pellet, he will be
likely to press it again. Skinner defined the bar-pressing response as
operant (the learned voluntary response), and the food pellet as
a positive reinforcer.

Punishments, on the other hand, are consequences that

suppress a response and decrease the likelihood that it will
occur in the future. If the rat had been shocked every time it
pressed the bar, that behavior would cease. Skinner
believed the habits that each of us develop result from our
unique operant learning experiences.

Negative reinforcement can be used as a strategy to encourage

certain behaviors. Defined, negative reinforcement is the
encouragement of certain behaviors by removing or avoiding
a negative outcome or stimuli. An alarm clock is an example of a
negative reinforcer. In order to stop the buzzing, you need to wake
up! Another example is the beeping car manufacturers install that
go off until you fasten your seatbelt.

Educational Implications
Behaviorist techniques have long been employed in education to
promote behavior that is desirable and discourage that which is not.

Among the methods derived from behaviorist theory for practical

classroom application are contracts, consequences,
reinforcement, extinction, and behavior modification.

Using behaviorist theory in the classroom can be rewarding for both

students and teachers. Behavioral change occurs for a reason;
students work for things that bring them positive feelings approval
from people they admire.

They change behaviors to satisfy the desires they have

learned to value. They generally avoid behaviors they
associate with unpleasantness and develop habitual
behaviors from those that are repeated often (Parkay & Hass,
2000).

The entire rationale of behavior modification is that most behavior is

learned. If behaviors can be learned, then they can also be
unlearned or relearned.

A behavior that goes unrewarded will be extinguished.

Consistently ignoring an undesirable behavior will go far
toward eliminating it.
 Other successful classroom strategies are contracts, consequences,
punishment, and others that have been described in detail earlier.
Behaviorist learning theory is not only important in achieving
desired behavior in mainstream education but also in other
behavior.

Advocates of behaviorism have effectively adopted this system of

rewards and punishments in their classrooms by rewarding
desired behaviors and punishing inappropriate ones.

Rewards can vary widely and must be important to the learner in

some way. As with all teaching methods, success depends on each
student’s individual stimulus and response.

What is the role of the teacher in behaviorism?

From a behaviorist perspective, the role of the learner is to be acted upon by the
teacher-controlled environment. The teacher's role is to manipulate the environment
to shape behavior. Thus, the student is not an agent in the learning process, but rather
an animal that instinctively reacts to the environment.
What is the importance of behaviorist theory?
Behavioral learning theory underscores the importance of timely and specific
feedback, helping students understand the connection between their actions and the
outcomes, leading to improved performance and learning outcomes

Key Concepts of Behavioral Learning Theory

At the core of behavioral learning theory are several key concepts, most
notably:

 Classical conditioning: Developed by Ivan Pavlov, this concept involves

learning through association. An initially neutral stimulus becomes
associated with a meaningful stimulus, eventually eliciting a similar
response on its own.
 Operant conditioning: Introduced by B.F. Skinner, operant conditioning
focuses on the use of reinforcement and punishment to increase or
decrease the likelihood of a behavior. Positive reinforcement involves
rewarding desirable behavior, while negative reinforcement involves
removing an unpleasant stimulus to encourage behavior.
 Reinforcement: A central concept where behavior is strengthened by a
response consequence. Reinforcement can be positive (adding a
desirable stimulus) or negative (removing an aversive stimulus).
 Punishment: This involves introducing an unpleasant consequence to
decrease the likelihood of a behavior. Punishment can be positive
(adding an aversive stimulus) or negative (removing a desirable
stimulus).
 Extinction: The process through which a previously reinforced behavior
decreases when reinforcement is no longer provided. Over time, the
behavior may eventually disappear.
 Stimulus generalization and discrimination: The ability to respond to
similar stimuli (generalization) or to differentiate and respond only to
specific stimuli (discrimination).
 Shaping: A technique used to teach complex behaviors by reinforcing
successive approximations of the desired behavior, gradually guiding
actions towards the targeted behavior.
 Behavior modification: The application of behavioral principles to
change behavior, often using a combination of reinforcement and
punishment to improve or eliminate behaviors

Applications of Behavioral Learning Theory in

Education
 Behavioral learning theory has numerous applications, including:
 Classroom Management
 Teachers employ behavioral learning strategies to manage classroom
dynamics effectively. This includes using reinforcement techniques like
praise and rewards to encourage proper behavior and discourage
disruptive actions.
 Behavioral Interventions
 Schools implement individualized behavioral interventions tailored to
meet the specific needs of students with behavioral and learning
challenges. This approach helps in fostering an environment conducive
to both learning and personal growth.
 Skill Acquisition
 Educators utilize behavioral learning principles to teach new skills, using
repetition and reinforcement to solidify students' understanding and
mastery of specific concepts.
 Positive Behavioral Support (PBS)
 This framework is designed to provide systemic support through positive
reinforcement, aiming to improve the overall school climate and support
students' academic, social, and emotional development.
 Feedback Systems
 Behavioral learning theory underscores the importance of timely and
specific feedback, helping students understand the connection between
their actions and the outcomes, leading to improved performance and
learning outcomes.
 Motivational Strategies
 By using external motivators such as rewards or token systems,
educators can enhance student motivation and engagement, promoting
persistence and effort in educational tasks.
 Limitations of Behavioral Learning Theory
 Despite its contributions, behavioral learning theory faces criticisms
such as the following:
 Limited Focus on Internal Processes
 Behavioral learning theory primarily emphasizes observable behaviors
and external reinforcement, often overlooking the internal cognitive
processes that also play a crucial role in learning.
 Overemphasis on External Motivation
 Utilizing external rewards may lead to dependency, where students
might struggle with intrinsic motivation and fail to engage in learning
activities without external incentives.
 Neglect of Individual Differences
 The theory often applies a one-size-fits-all approach, potentially
disregarding the diverse backgrounds, experiences, and learning styles
of individual learners.
 Short-Term Effectiveness
 While effective in instilling immediate behavioral changes, behavior
modifications driven by purely behavioral interventions may not sustain
long-term learning and personal development.
 Ethical Concerns
 The use of certain behavioral techniques such as negative
reinforcement or punishment can raise ethical issues about the impact
on students' emotional well-being and self-esteem.
 Complex Behaviors
 The theory may fall short in explaining more complex behaviors and
learning outcomes that involve higher-order thinking and problem-
solving skills.