Contrasting Accounts of Early Speech Perception and Production.

Abstract

Language researchers have historically either dismissed or ignored completely behavioral accounts of language acquisition while at the same time acknowledging the important role of experience in language learning. Many language researchers have also moved away from theories based on an innate generative universal grammar and promoted experience-dependent and usage-based theories of language. These theories suggest that hearing and using language in its context is critical for learning language. However, rather than appealing to empirically derived principles to explain the learning, these theories appeal to inferred cognitive mechanisms. In this article, I describe a usage-based theory of language acquisition as a recent example of a more general cognitive linguistic theory and note both logical and methodological problems. I then present a behavior-analytic theory of speech perception and production and contrast it with cognitive theories. Even though some researchers acknowledge the role of social feedback (they rarely call it reinforcement) in vocal learning, they omit the important role played by automatic reinforcement. I conclude by describing automatic reinforcement as the missing link in a parsimonious account of vocal development in human infants and making comparisons to vocal development in songbirds.