Luria's Model of the Verbal Control of Behavior. Study F: Motivational and Control in the Development of Language Functions, D. Birch.

Autor/in	Beiswenger, Hugo
Institution	Michigan Univ., Ann Arbor. Center for Human Growth and Development.
Titel	Luria's Model of the Verbal Control of Behavior. Study F: Motivational and Control in the Development of Language Functions, D. Birch.
Quelle	(1968), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attention Control; Behavior Change; Behavior Theories; Cognitive Development; Cognitive Processes; Developmental Psychology; Language Acquisition; Language Role; Language Skills; Learning Theories; Mediation Theory; Preschool Children; Psycholinguistics; Responses; Self Control; Verbal Development; Verbal Stimuli + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Entwicklungspsychologie; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Learning theory; Lerntheorie; Mediationsverfahren; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psycholinguistik; Selbstbeherrschung
Abstract	A. R. Luria, in his conception of the verbal control of behavior, regards four fundamental and distinctive functional attributes of the human speech system as making up a signaling system that humans alone possess: (1) the nominative role of language, (2) the generalizing or semantic role, (3) the communicative role, and (4) the role of regulating, directing, or controlling sequential behavior. Prior to the time a child learns to speak, his signaling system is nonverbal and is generated by the physical attributes of the surrounding environment. Luria contends that as the individual matures, the two signaling systems, verbal and nonverbal, work more closely together. He states that the verbal system, both in its communicative and regulative aspects, makes possible novel and flexible behavior without the tedious conditioning necessary for animal learning. Luria views speech as being formed through a series of transformations (substages) rather than through quantitative increases in such things as vocabulary and grammatical rules. In order to test Luria's theory, an experiment involving discrimination was administered to 32 children between the ages of 41 and 78 months. The results generally supported the hypotheses. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC