HIGHER NORMAL SCHOOL OF BOUZAREAH

First Language
Acquisition:
Presented by : Supervision by: Dr. Medfouni
Yousra Bensekhria ,
Manel Sidi Mousa , Aya Hammadi
 Behaviorism is a learning theory that
Behaviorism focuses on observable behavior and the
external factors that influence it.

as a Learning It emphasizes the role of stimuli and

responses in shaping behavior, and
believes that all behaviors are learned
Theory through interaction with the environment.
It began to develop in the early 20th
century and was influenced by the work of
several key figures.
the three main
Classical conditioning [Pavlov]
pillars of Operant conditioning [Skinner]
behaviorism as a Neo-behaviourism [Bandura]
learning theory :
 1. Classical Conditioning:
Discovered by Russian physiologist Ivan Pavlov, classical conditioning is a
type of unconscious or automatic learning. This learning process creates a
conditioned response through associations between an unconditioned
stimulus and a neutral stimulus. In simple terms, classical conditioning
involves placing a neutral stimulus before a naturally occurring reflex.
Example: Imagine a baby hearing their caregiver's voice (neutral stimulus)
paired with the pleasure of feeding time (unconditioned stimulus, eliciting a
natural response of happiness). Over time, just hearing the caregiver's voice
might elicit smiles or excitement (conditioned response) in anticipation of
feeding.
Pavlov's Experiment
One of the best-known examples of classical conditioning is Pavlov's
classic experiments with dogs. In these experiments, Pavlov would
ring a bell every time he fed the dogs. Eventually, the dogs began to
associate the sound of the bell with the arrival of food, and they
would start to salivate at the sound of the bell alone, even if no food
was present. This phenomenon is known as conditioned response,
where a previously neutral stimulus (in this case, the bell) elicits a
response (salivation) after being repeatedly paired with a stimulus
that naturally elicits that response (the food).
 Classical Conditioning

Stimulus Response

Unconditioned stimulus (UCS) : Unconditioned response (UCR):

• This is a stimulus that can • This is the unlearned or inborn
produce the response without reaction to the unconditioned
any learning. stimulus.
• Example: Meat. • Example: Salivation.

Conditioned stimulus (CS):

Conditioned response (CR) :
•Conditioned stimulus acquired
• When a response is produced
the ability to produce the
by the conditioned stimulus, it is
response because it was paired
referred to as the conditioned
(associated) with the
response.
unconditioned stimulus.
• Example: Salivation.
•Example: Bell.
2.Operant Operant conditioning, sometimes referred to as
instrumental conditioning, is a method of
Conditioning learning that employs rewards and
punishments for behavior. Through operant
conditioning, an association is made between a
behavior and a consequence (whether negative
or positive) for that behavior.
It was first described by behaviorist B.F.
Skinner, who believed that understanding
behavior was not about internal thoughts or
motivations but about external, observable
causes.
2.Operant
Conditioning
Skinner used the term operant to refer to any
"active behavior that operates upon the
environment to generate consequences."
Skinner's theory explained how we acquire
the range of learned behaviors we exhibit
every day.
 For example, when lab rats press a lever when
2.Operant a green light is on, they receive a food pellet as
Conditioning a reward. When they press the lever when a red
light is on, they receive a mild electric shock. As
a result, they learn to press the lever when the
green light is on and avoid the red light.

But operant conditioning is not just something

that takes place in experimental settings while
training lab animals. It also plays a powerful role
in everyday learning. Reinforcement and
punishment take place in natural settings all the
time, as well as in more structured settings
such as classrooms or therapy sessions.
 Reinforcement Punishement

positive Negative positive Negative

Both types of reiforcement are Both types of punishement are

used to increase the likelihood used to decrease the likelihood
that a preceding behavior will be that a preceding behavior will be
repeated repeated
 3.Neo-behaviourism
Neo behaviorism is a psychological theory that emerged in the mid-20th
century as a response to the limitations of traditional behaviorism.
Traditional behaviorism, as espoused by B.F. Skinner, emphasized the role of
external stimuli and reinforcement in shaping behavior. Neo behaviorists,
however, recognized the importance of cognitive processes such as
attention, expectation, and self-efficacy in learning and behavior.

One of the most prominent neo-behaviorists was Albert Bandura. Bandura

is best known for his social learning theory, which emphasizes the role of
observation and imitation in learning. Bandura's famous Bobo doll
experiment demonstrated that children can learn new behaviors simply by
observing others perform them.
 3.Neo-behaviourism
Social learning theory:
SLT is often described as the ‘bridge’ between traditional learning theory
(behaviorism) and the cognitive approach. This is because it focuses on how
mental (cognitive) factors are involved in learning.
Unlike Skinner, Bandura believes humans are active information processors
and think about the relationship between their behavior and its
consequences.
Social learning theory, emphasizes the importance of observing, modeling,
and imitating the behaviors, attitudes, and emotional reactions of others.
Social learning theory considers how both environmental and cognitive
factors interact to influence human learning and behavior
In social learning theory, Albert Bandura agrees with the behaviorist learning theories of
classical conditioning and operant conditioning. However, he adds two important ideas:

1. Mediating processes occur between stimuli & responses.

2. Behavior is learned from the environment through the process of observational learning.

social learning theory

Stimuli Rehearse Practice Reward

Focus encode feedback reinforcement
3.Neo-behaviourism
Observational Learning: Bandura proposed that individuals can learn new
behaviors by observing others. This process involves paying attention to the
model's actions, retaining the observed information in memory, reproducing the
behavior, and being motivated to imitate the behavior based on the perceived
consequences.
Modeling: In social learning theory, a model is someone whose behavior is
observed and imitated. Models can be real or symbolic (such as movie
characters, TV shows, or literature). The effectiveness of modeling depends on
factors like the model's credibility, competence, and the consequences of their
behavior.
Imitation: Individuals learn by imitating the behaviors of others. This process is
not limited to specific age groups and occurs throughout the lifespan. Imitation
allows for the acquisition of new skills, behaviors, and attitudes by observing and
reproducing the actions of others.
3.Neo-behaviourism
Vicarious Reinforcement: Bandura introduced the concept of vicarious
reinforcement, which means that individuals can be motivated to imitate a
behavior based on the consequences experienced by the model. If the model is
rewarded or punished for a particular behavior, the observer may adjust their
behavior accordingly.
Reciprocal Determinism: Bandura argued that the continuous interaction
between personal factors, environmental factors, and behavior itself influences
human behavior. This concept is known as reciprocal determinism, emphasizing
the bidirectional influence of these factors on each other.
Self-efficacy: Bandura introduced the concept of self-efficacy, which refers to
an individual's belief in their ability to successfully perform a specific task or
behavior. Higher self-efficacy is associated with increased motivation, effort, and
persistence in achieving goals.
reciprocal determinismg
Behaviorism Behaviorism played a
significant role in early
and First theories of language
acquisition, emphasizing the
Language role of imitation,
reinforcement, and learning
Acquisition: through association. In order
to understand how
behaviorism explains first
language acquisition, consider
these key points:
 Classical Behaviorism (Watson & Pavlov):

Concept: Learning happens through association (classical conditioning). Sounds or events

paired with positive reinforcement (like parental approval) become associated with
specific words or phrases.

Explanation: A baby might hear "milk" repeatedly when offered a bottle, leading them to
associate the sound with the object and eventually say "milk" themselves to get a desired
response.

Limitations: Can't explain complex language acquisition beyond simple word-reward

associations.
Ignores the creativity and rule-based nature of language use in children.
 Operant Conditioning (Skinner):

Concept: Learning occurs through reinforcement and punishment (operant conditioning).

Behaviors that lead to positive consequences (like praise) are strengthened, while those
with negative consequences (like disapproval) are weakened.

Explanation: A child babbles and accidentally says "mama" while reaching for their mother.
If the mother smiles and gives them attention, the child is more likely to repeat the sound,
eventually shaping it into "mama."

Limitations:
Similar to classical conditioning, struggles with explaining complex grammar or novel
sentence formation.
Doesn't account for the child's initiative and internal motivation to communicate.
 Social Cognitive Theory (Bandura):

Concept: Learning happens through observation, imitation, and social interaction.

Children learn language by watching and interacting with others, especially caregivers.

Explanation: A child observes their parents asking questions using "who," "what," and
"where." They then start using these question words in their speech, mimicking the
model they observed.

Limitations:

Social interaction is crucial, but doesn't explain the innate human capacity for
language acquisition or how children internalize the complex rules of grammar.
 Strengths of
behaviorism :
Explains early imitation: Behaviourism can explain why children readily imitate sounds
and words they hear.Positive reinforcement like smiles, praise, or desired objects
incentivizes children to repeat and refine their attempts.

Simple and observable: The emphasis on observable behaviour and stimuli makes it a
straightforward framework for studying language acquisition.

Accounts for shaping and fluency: Operant conditioning can explain how children
gradually shape their sounds and grammar towards adult-like fluency through continuous
feedback and reinforcement.
Weaknesse:

Underestimates innate abilities: It neglects the role of innate predispositions for

language learning, like the critical period hypothesis. Children seem to acquire grammar
structures even without explicit reinforcement.

Ignores creativity and overgeneralizes: Behaviourism struggles to explain how children

can deviate from adult models, be creative, or understand novel sentences. It
overgeneralizes learning as solely driven by external feedback.

Limited explanatory power for complex aspects: It doesn't explain how children
acquire complex concepts,abstract meaning, or infer underlying rules of language.
 It ignores the mind: It focuses on external rewards and imitation, neglecting how
Additional children think, learn rules, and create new sentences.

drawbacks: It simplifies language: It can't explain how kids grasp complex grammar and
nuances beyond basic copying.
It underestimates children: It sees children as blank slates, ignoring possible
built-in language instincts.
It forgets social interaction: It misses the importance of conversations, questions,
and play in language learning.
It can't explain individual differences: Why some kids learn faster or differently
remains unanswered.
It's surface-level: It explains repeating sounds and sentences, but not deeper
understanding or cultural aspects.
It ignores creativity: Kids invent words, grasp sarcasm, and play with language,
showing more than just memorized responses.
It doesn't handle errors: How children learn from mistakes is unclear within this
theory.
The nativist theory
The nativist theory

Nativist theory by Chomsky suggests that humans are born with

an innate ability for language acquisition. Chomsky proposed the
existence of a Universal Grammar, a set of inherent linguistic
structures shared by all languages, which facilitates the learning of
any specific language. This theory contrasts with behaviorist views
that emphasize environmental influences on language
development.ding
Universal Grammar :
Universal Grammar (UG), a theory by Noam Chomsky, proposes that
all human languages share a core set of principles and parameters.
This core is a biological predisposition, a Language Acquisition
Device (LAD) present in our brains from birth. LAD helps us decipher
the specific grammar of the language we're exposed to during our
critical learning period.
 Principles and Parameters:
Building Blocks of Language

Imagine UG as a blueprint for language. The blueprint provides the

principles, which are fundamental rules like:
Structure Dependence: Languages organize words hierarchically
(phrases within sentences).
Subject-Verb Order: Most languages have a dominant order, like
Subject-Verb (English) or Verb-Subject (Japanese).
However, the blueprint allows flexibility through parameters. These are like settings
on the blueprint that can be adjusted. For instance:

Verb Phrase (VP) constituent order: The parameter can be set for Verb-Object
(VO) like "The cat chases the mouse" or Object-Verb (OV) like "The cat the
mouse chases" (though not common in English).

Each language sets these parameters differently based on the surrounding

language environment, explaining the surface-level variations we see.
Strengths of Universal Grammar
Explains Language Acquisition: UG tackles the "poverty of
stimulus" problem. Children exposed to limited grammatical
examples can still learn complex rules. LAD provides a
framework to fill the gaps and generalize.
Cross-Linguistic Similarities: Despite surface differences, all
languages seem to share core principles like negation, question
formation, and noun phrases. UG explains these underlying
commonalities.
Strengths of Universal Grammar
Examples:
Negation: Most languages have a way to negate sentences.
While English uses "not," Japanese uses a particle-like "wa." The
principle of negation exists universally, with parameters
determining the form.
Questions: All languages have a way to form questions. English
uses question words ("What?"), while the Japanese might raise
sentence pitch at the end. The underlying principle of forming
questions is present with a parameter for how it's manifested.
Weaknesses of Universal Grammar
Weaknesses of Universal Grammar
Nature vs. Nurture Debate: The extent of LAD's role is debated.
How much is innate and how much is learned from the
environment is still under discussion.
Variation Across Languages: While UG proposes core
principles, explaining the vast variety of grammatical structures
across languages can be challenging. The parameter settings
might not fully capture the nuances.
Weaknesses of Universal Grammar
The Poverty of the Stimulus Argument: While UG explains language
acquisition beyond direct exposure, the exact limitations and role of
LAD are still debated.
Modularity vs. Holism: UG focuses on syntax (sentence structure).
However, how syntax interacts with other aspects of language like
semantics (meaning) and pragmatics (context) is an ongoing
exploration.
Parameter Universals: The question of whether there's a finite set of
universal parameters across all languages is being re-evaluated. Some
propose language-specific parameters or more nuanced settings.
Piaget's Cognitive
Development Theory
Piaget's Cognitive Development Theory

Jean Piaget's cognitive development theory provides

insights into the ways in which individuals acquire
knowledge and understanding as they grow. While
Piaget's primary focus was on the broader aspects of
cognitive development, his theory can be applied to
understanding the process of first language
acquisition.
Stages of cognitive development and their role in FLA

Stage 1: Sensorimotor Stage (Birth to 2 Years)

Focus: Infants learn through their senses and motor actions. They develop basic schemas (mental frameworks) about
the world through touch, hearing, and grasping.
Language Acquisition: This stage lays the groundwork for future language development.
Sub-stage 1 (Reflexes - 0-1 month): Newborns use innate reflexes like crying to communicate basic needs. This is
a form of pre-verbal communication, not language acquisition itself.
Sub-stage 2 (Primary Circular Reactions - 1-4 months): Infants repeat pleasurable actions (like sucking) to
understand cause and effect. They might babble and experiment with sounds, but these are not yet meaningful
words.
Sub-stage 3 (Secondary Circular Reactions - 4-8 months): Babies explore actions on objects, like shaking a
rattle. They might start babbling with more variations in sound, but these vocalizations are not yet associated with
specific meanings.
Sub-stage 4 (Coordination of Secondary Circular Reactions - 8-12 months): Infants combine actions and start
to understand object permanence (objects exist even when not seen). They might start using single words to
represent objects or actions they encounter frequently (e.g., "dada" for father). This is the beginning of true word-
meaning association.
Sub-stage 5 (Tertiary Circular Reactions - 12-18 months): Toddlers experiment with new actions to see
outcomes. They might babble more purposefully, trying to imitate sounds they hear from adults. Towards the end
of this stage, they may start using 2-word phrases (e.g., "more juice") to express simple needs.
Stages of cognitive development and their role in FLA

Concepts at Play:

Assimilation: Infants try to fit new sounds and experiences into existing schemas.
For instance, a baby who already knows the word "dog" might call all furry animals
"dog" at first.
Accommodation: As they encounter more objects and sounds, they modify their
schemas to create new categories. The baby eventually learns to differentiate
between "dog" and "cat" by accommodating their schema for animals.
 Stages of cognitive development and their role in FLA

Stage 2: Preoperational Stage (2-7 Years):

Focus: Children develop symbolic thought (representing things with symbols like words) and
egocentrism (seeing the world from their own perspective).
Language Acquisition: This stage sees a language explosion.Expansion of Vocabulary: Children learn
new words rapidly, asking endless "what" and "why" questions. They start using simple sentences
with basic grammar rules (e.g., Subject-Verb-Object).
Pretend Play: This stage is crucial for language development. Children create imaginary
scenarios and assign roles, practicing communication and using language creatively.
Egocentric Speech: Children often talk aloud to themselves, processing their thoughts and
practicing language skills. This is not true conversation but an internal monologue using
language for self-discovery.
Stages of cognitive development and their role in FLA

Concepts at Play:

Assimilation: Children continue to assimilate new words and concepts into existing
schemas. They might use the word "big" for everything larger than them, from a toy
to a house.
Accommodation: As they encounter various sizes, they gradually refine their
understanding of "big" and "small," accommodating their schemas for size
comparison.
a for animals.
 Stages of cognitive development and their role in FLA

Stage 3: Concrete Operational Stage (7-11 Years) :

Focus: Children develop logical thinking skills and can understand the concept of object
conservation (quantity remains the same despite changes in appearance).
Language Acquisition: Language becomes more sophisticated. Grammar Development:
Children refine their grammar rules, using more complex sentence structures and tenses.
They start understanding subject-verb agreement and negation.
Conversations: They engage in true conversations, considering others' perspectives and
using language for various purposes (sharing stories, explaining ideas, etc.).
Stages of cognitive development and their role in FLA

Concepts at Play:

Assimilation: Children continue to assimilate new vocabulary and complex

grammatical structures into their existing language schemas.
Accommodation: They accommodate their schemas to understand different
sentence structures and word order. For example, they learn the difference
between "The boy chased the dog" and "The dog chased the boy" by understanding
the role of word order in conveying meaning.
Stages of cognitive development and their role in FLA

Stage 4: Formal Operational Stage (11 years and beyond) :

Focus: Adolescents develop abstract reasoning and hypothetical thinking.

Strengths and Drawbacks of Piaget's Theory in First
Language Acquisition
Strengths:

Focus on Stages: Piaget provides a framework that highlights the gradual progression
of language acquisition through distinct stages.
Sensorimotor Stage: The theory emphasizes the importance of early sensory
experiences and motor actions in laying the foundation for future language
development.
Assimilation and Accommodation: These concepts offer a valuable explanation for
how children learn new words and grammatical structures by integrating them into
existing schemas and then modifying those schemas as needed.
Egocentric Speech: Piaget's recognition of egocentric speech sheds light on how
children use language for self-discovery and internal processing, contributing to
language development.
Strengths and Drawbacks of Piaget's Theory in First
Language Acquisition
Drawbacks:

Underestimation of Early Language Skills: Piaget suggests minimal language

development in the sensorimotor stage, while research shows infants start vocalizing
and experimenting with sounds much earlier.
Egocentrism and Social Interaction: While egocentric speech is crucial, Piaget
downplays the importance of social interaction for language acquisition. Children
actively learn from interactions with caregivers and peers, shaping their language use.
Focus on Stages: The clear-cut stages might be too rigid. Language development can
be more continuous and vary across individuals.
Limited Explanation of Grammar: Piaget's theory primarily focuses on vocabulary
acquisition and doesn't fully explain how children learn complex grammar rules.
The
Connectionist
Approach to First
Language
Acquisition (FLA)
The Connectionist Approach to First Language Acquisition

Within the realm of First Language Acquisition (FLA)

research, the connectionist approach presents a unique
theoretical perspective. This approach draws
inspiration from the structure and function of the
human brain, specifically focusing on artificial neural
networks (ANNs) to model how infants acquire
language. Here, we delve into the core tenets of this
framework:
The Connectionist Approach to First Language Acquisition

1. Building Blocks: The Neural Substrate - Nodes and Connections :

The foundation of connectionist models lies in interconnected processing units

known as nodes. These nodes represent various elements of language,
encompassing phonological features (sounds), lexical representations (words),
and even grammatical structures. The strength of the connections between
nodes determines the information flow within the network. Stronger connections
signify a more robust association between the linked concepts. This network
architecture mirrors the intricate web of neurons and synapses in the human
brain.
The Connectionist Approach to First Language Acquisition

1. Building Blocks: The Neural Substrate - Nodes and Connections :

Example :
Imagine a child learning the word "dog." In a connectionist model, there might be
a node for the sound "d", another for "o", and another for "g." These nodes would
be connected to each other, representing the fact that these sounds come
together to form the word "dog." Additionally, there might be connections to
nodes representing the image of a dog and the sound of a bark.
The Connectionist Approach to First Language Acquisition

2. Distributed Representations: Beyond Localized Knowledge :

Unlike traditional symbolic models that assign specific locations to information,

connectionism proposes distributed representations. Here, knowledge is not
confined to a single node but rather distributed across the network. For
instance, the concept of "dog" might not reside in a single unit but be
represented by the activation of multiple interconnected nodes related to its
sound ("d-o-g"), visual features (furry, four-legged), and typical behaviors
(barking, fetching). This distributed representation reflects the interconnected
nature of language knowledge in the brain.
 The Connectionist Approach to First Language Acquisition

3. Learning Through Patterns:

atterns refer to the statistical regularities that infants extract from the language they are exposed to.
These patterns can be at different levels of linguistic analysis:
Phonological patterns: These involve regularities in sound sequences. For example, an infant might
notice that in their language, words typically don't start with the sound "z" at the end (like "bzt").
Morphological patterns: These involve regularities in how words are formed. For instance, an infant
might learn that adding "-ed" to a verb usually indicates past tense (e.g., "walk" becomes "walked").
Syntactic patterns: These involve regularities in word order and how sentences are structured. For
example, an infant might pick up on the subject-verb-object order that is dominant in their languag
(e.g., "The dog chased the cat").
Semantic patterns: These involve relationships between words and their meanings. For instance, an
infant might learn that words that end in "-ful" often describe emotions (e.g., "joyful," "peaceful").
The Connectionist Approach to First Language Acquisition

4. Parallel Distributed Processing: A Symphony of Learning :

One of the hallmarks of the connectionist approach is parallel distributed

processing (PDP). In stark contrast to a step-by-step, linear information
processing paradigm, PDP allows for the simultaneous processing of information
across the network. This distributed approach mirrors the human brain's ability
to handle multiple language aspects concurrently, such as comprehending the
meaning of a sentence while simultaneously attending to its phonological
structure.
The Connectionist Approach to First Language Acquisition

5. Unveiling the Mystery: Computer Simulations as a Research Tool :

To investigate the intricate process of FLA, connectionists utilize computer

simulations in the form of artificial neural networks (ANNs). These models are
trained on vast amounts of language data, mimicking how children are exposed
to language in their environment. By meticulously analyzing how the network
adjusts the strength of connections between nodes in response to this input,
researchers gain valuable insights into how infants might learn and internalize
language patterns. This approach allows for the exploration of various
hypotheses concerning FLA in a controlled and quantifiable manner.
 Criticisms of the Connectionist Approach to First Language Acquisition
The connectionist approach, despite its strengths, has faced some criticisms regarding its application to FLA:
Lack of Explainability: The Black Box Problem
Connectionist models can be complex with numerous interconnected nodes. While they can produce accurate
results, it can be difficult to pinpoint the exact reasons behind the network's behavior. This lack of explainability
makes it challenging to understand how the model actually reflects the learning process in children's brains.
Data Dependence: A Feast or Famine
Connectionist models rely heavily on large datasets for training. While this allows for flexibility in learning patterns, it
can be a weakness. If the data is limited or poorly structured, the model's learning can be hampered. This raises
concerns about the generalizability of findings based on specific datasets.
Challenges with Symbolic Reasoning and Creativity
Connectionism excels at capturing statistical patterns in language. However, it might struggle to explain aspects that
go beyond these patterns. Critics argue that the model might not adequately represent abilities like symbolic
reasoning (understanding abstract concepts) or creativity (generating novel sentences).
Nature vs. Nurture Debate: The Innateness Question
Traditional connectionist models don't explicitly address the role of innate biases in language acquisition. While
some argue for incorporating pre-wired structures, others question if the model can fully account for the remarkable
speed and efficiency of human language learning without some innate language-learning capacity.