TRUE/FALSE STATEMENTS
1. Behaviorism is a psychological theory which discusses about how certain behavior is lernt.
2. Behaviorism as a theory was dominant in USA till 1960s.
3. According to Behaviorism, learning a language is not like any other kind of learning
that results from habit formation.
4. Stimulus-Response relation defines the Chomsky's theory of Mentalism.
3. Learning of behavior is the result of connection between stimulus-response and a habit formation', according to Behaviorism.
6. Classical Conditioning theory of behaviorism was proposed by Ivan Pavlov.
7. Ivan Pavlov was a German Psychologist.
8. Classical conditioning does not consider learning as a habit formation and is based on
association and substitution.
9. Theory of operant conditioning was put forward by B.F Skinner.
10. B.F Skinner is considered the father of behaviorism.
11. B.F Skinner is an American Psychologist.
12. In the original classical conditioning experiments, the sound of the bell is considered the conditioned response.
13. In the original classical conditioning experiments, the saliva after being presented with
food is considered an unconditioned response.
14. In operant conditioning, the response comes after consequence.
15. Positive reinforcement refers to adding something positive in order to increase the probability of behavior occurring.
16. Negative reinforcement refers to adding something negative in order to reduce the possibility of a behavior occurring.
17. The major principle of behaviorism was that psychology should study covert behaviors.
18. Skinner's reinforcement theory is based on Thorndike's law of effect.
19. Behaviorism is said to have started with Watson's paper in 1915.
20. Operant conditioning was Skinner's term for Pavlovian conditioning.
21. Theory of operant conditioning is an extension of classical conditioning.
22. The evocation of saliva in dogs is an example of classical conditioning.
23. The concept of 'reinforcement' was introduced by B.F Skinner in operant conditioning.
24. The behavior is strengthened if it gets negative reinforcement.
25. The behavior is weakened if it gets positive reinforcement.
26. Both B.F Skinner and Ivan Pavlov come in agreement with the statement that 'learning is result of stimulus-response relation'.
27. We learn through reward and punishment which is technically called 'operant conditioning
28. Behaviorism was often linked to the error analysis hypothesis.
29. An American linguist named Noam Chomsky opposed the behaviorism.
30. Noam Chomsky believed that learning is an active process.
31. Chomsky's approach towards language learning is 'mentalist or nativist'.
32. Chomsky has drawn his theory of Mentalism from Plato's rationalism.
33. A child is born with innate capacity to learn a language is proposed in mentalist theory
of language learning.
34. Chomsky proposed the concept of Universal Grammar which is popular as UG.
35. UG through its innate knowledge of principles of Universal Grammar permits all children to acquire the language of their environment.
36. The human mind is equipped with a faculty of learning language referred to as a learning Language Acquisition Device (LAD).
37. LAD is similar to the faculties responsible for other kinds of cognitive activities (e.g. logical reasoning).
38. LAD is a hypothesis in Chomsky's theory of language learning.
39. Noam Chomsky is considered to be the father of modern linguistics.
40. The difference between Chomsky and Skinner is that of approach; the former is mentalist
and the latter is behaviorist.
41. Chomsky totally rejects the concept of stimulus.
42. Chomsky argued that innate knowledge of the principles of Universal Language (UL) permits all children to acquire the language.
43. Chomsky criticizes B.F Skinner saying that children do not learn and reproduce a
large set of sentences, but routinely create new sentences.
44. Children are biologically programmed for the language.
45. CPH(Critical Period Hypothesis) suggests that children who are not given access to
language in infancy and early childhood will never acquire language if these deprivations go on for too long.
46. Critical Period Hypothesis is not included in Interactionist perspective.
47. Chomsky suggested that humans are genetically programmed to acquire certain kinds of knowledge and skill at specific time in life. This concept is linked to Critical period Hypothesis (CPH)
48. Cognitive approach to language learning attempts to understand the working of human mind and how brain processes and learns new information.
49. Processing approaches to the language learning is part of Chomsky's linguistics.
50. There emerged two approaches as to how mind processes when learning takes place namely processing approaches and emergentist or constructionists
51. Processing approaches are not interested in the mind's information-processing mechanism and the way this information is made available when needed.
52. McLaughlin's model defines processing approaches.
53. McLaughlin discusses two types of memory: STM and LIM.
54. Adaptive Control of though (ACT) was given by Anderson.
55. ACT model of Anderson accounts for distinction between declarative and procedural knowledge
56. Declarative knowledge is gradual and is acquired by promoting the skill.
57. Anderson discussed two types of long term memory (LTM): Declarative and Procedural.
58. Emergentist or Constructionist approach to SLA emerged in 1980s.
59. Constructionists are also referred to as connectionists.
60. Connectionists like others believe that language learning is rule-governed.
61. Learning is based on the construction of associative patterns according 62. Connectionists argue that learners gradually build up their knowledge of language through exposure.
63. Social theory turned the linguists' attention from mind to society.
64. The dominant cognitive theories were replaced by socio-cultural theories focusing on actual language use.
65. Language is seen as a part of complex and dynamic processes of social membership,
culture and identity in social theory of language learning 66. ZPD is referred to as Zone of Proximal Development.
67. The concept of ZPD was given by Jean Piaget.
68. ZPD is the difference between the child's develop level as determined by independent problem solving and the higher level potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
69. Vygotsky has theory assumes that cognitive development including language development arises as a result of social interaction.
70. Lev Vygotsky has different views from Jean Piaget; language is used to represent knowledge that children have acquired through interaction with environment.
71. Learning is thought to occur when an individual interacts with an interlocutor within his or her zone of proximal development (ZPD).
72. Behavioral theories emphasize the role of nature in language acquisition.
73. Language acquisition theories differ mostly with respect to the role of nature versus nurture in acquiring the language.
74. A language Acquisition Devise (LAD) should be given to students in bilingual students.
75. Hypothesis Testing holds with a behavioral /nurture theory type.
76. Typically children who learn a second language from native speaker will have a native accent. Adults generally will not.
77. Linguistic determinism suggests that structures of language shape thought process.
78. Linguistic Relativity suggests that structure of language shapes thought process.
79. Stylistics tends to understand the texts and their effects on the readers.
80. Stylistics can be seen as a logical extension of moves within literary criticism in early 20th century.
81. Stylistics mainly concentrates on studying authors rather than text.
82. Ninetieth century criticism focused on the author.
83. The approach adopted by LA Richards and William Empson in Britain towards the focus on text rather than author is known as 'practical criticism'.
84. New Criticism started in Germany.
8. New Criticism is usually associated with Cleanth Brooks, Rene Wellek, Austen Warren
and other who were from USA.
86. New Criticism was based on the description of literary works as aesthetic objects.
87. Practical Criticism focused on sociological aspects involved in reader interacting with a work.
88. The psychological aspects involved in reader in interacting with the textbook were
generally dealt in practical criticism.
89. The members of the formalist Linguistic circle in Moscow were called 'British Formalists'.
90. Formalist linguistic Circle in Moscow was also called Russian Formalists.
91. The foregrounding theory was developed by German Romanticists.to Constructionists' approach to SLA.
92. The foregrounding theory suggests that some parts of the texts have more effect on reader than others in terms of interpretation.
93. After Russian revolution in 1917, the formalism further extended its scope and advanced hugely.
94. Roman Jacobson was a popular linguist of the 18th century.
95. Jacobson joined the Prague Structuralist Circle during Russia revolution as he moved to Prague.
96. Pague structrualists were not interested in the structure of language and its effects produced in the texts.
97. Roman Jacobson in 20h century attempted to study practical criticism and New Criticism in more analytical way.
98. Study of devices in language such as rhetorical figure and syntactical patterns that are considered to produce expressive or literary styles is referred to as stylistics.
99. One of the roots of stylistics lies in the group called "Russian
100. Roman Jacobson is considered as one of the founding fathers of Stylistics.
1.T
2.T
3.T
11.T
12.F
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31.T
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41.F
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52.T
61.T
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71.T
81.F
91.F
5.T
14.F
15.T
24.F
25.F
33.T
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42.F
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45.F
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63.T
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72.F
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84.F
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92.T
93.F
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95.T
4.F
6.T
7.F
8.F
16.F
17.F
18.T
26.T
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28.F
29.T
36.T
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46.F
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49.F
57.T
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68.T
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78.F
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99.T
56.F
66.T
67.F
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77.T
86.T
87.F
96.T
97.T
9.T
10.F
19.T
20.F
30.T
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60.F
70.T
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90.T
100.T
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