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| The Role of Linguistic Modes in Learning |
| Tuesday, October 8, 2013 |
| 12:30 PM–1:50 PM |
| Yucatan III (Fiesta Americana) |
| Presentation Language:Spanish |
| Area: EDC/VBC; Domain: Experimental Analysis |
| Chair: Carlos Ibáñez-Bernal (Universidad Veracruzana) |
| Abstract: Human language occurs in different modes depending on the physical characteristics of the environment and the reactive systems involved. Linguistic modes have been classified as reactive and active, considering the functional nature of the participating reactive system. Observing, listening and reading are reactive, whereas gesturing, speaking and writing are active modes. Cognitive research on the so called modality effect has explored how the characteristics of the presented study material, mainly visual or auditory, affect memory or learning. In a similar way but trying to go further, research on linguistic modes in Behavior Theory has dealt with their effects on learning different kinds of skills and competences. The purpose of this symposium is to present recent conceptual and experimental research on linguistic modes trying to offer a critical view that might help redirect future research on their role in learning. Remarks are also made about the importance of linguistic modes in educational settings.Human language occurs in different modes depending on the physical characteristics of the environment and the reactive systems involved. Linguistic modes have been classified as reactive and active, considering the functional nature of the participating reactive system. Observing, listening and reading are reactive, whereas gesturing, speaking and writing are active modes. Cognitive research on the so called modality effect has explored how the characteristics of the presented study material, mainly visual or auditory, affect memory or learning. In a similar way but trying to go further, research on linguistic modes in Behavior Theory has dealt with their effects on learning different kinds of skills and competences. The purpose of this symposium is to present recent conceptual and experimental research on linguistic modes trying to offer a critical view that might help redirect future research on their role in learning. Remarks are also made about the importance of linguistic modes in educational settings. |
| Keyword(s): Active language modes, competence learning, Linguistic mode, Reactive language modes |
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| Enabling Effect in Second Order Matching to Sample |
| JAIRO ERNESTO TAMAYO TAMAYO (Universidad Veracruzana), Darcy Raul Martinez Montor (Universidad Veracruzana) |
| Abstract: Linguistic modes participate in different learning contexts. In school settings, people basically learn by observing, reading and listening. And from what they learn, they do things pointing or gesturing, speaking, writing, etc. Observing, listening and reading have been called reactive modes; whereas pointing or gesturing, speaking and writing, are identified as active modes. Habilitation or enabling effect can be analyzed as a relationship between reactive and active modes. Making contact with objects or their properties through reactive modes may generate a set of functional conditions that enables the response in an active mode. The enabling effect was evaluated under a second order matching to sample procedure in nine experimental groups. Each group differed in the reactive mode contact with stimulus events and the active mode of the required matching response. The results showed that the enabling effect on the matching response was greater from observing and reading to pointing and speaking. Listening showed the lowest enabling effect on the matching response for all active modes. Finally, writing was the type of matching response less enabled. The results are compared with previous findings. We propose alternative experimental methods for the evaluation of the enabling effect. |
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| Acquisition and Transfer of a First-order Conditional Discrimination Using an Arbitrary Matching-to-sample Task |
| AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana), Emilio Ribes (Universidad Veracruzana) |
| Abstract: The purpose of these experiments was to evaluate the effect of linguistic modes –writing-reading, speaking-listening and pointing out-observing- with o without reactive modes in the acquisition, translativity and intramodal transference of problem solving behaviors in first order matching-to-sample tasks of arbitrary matching. The present study is based on Behavior Theory proposal by Ribes & Lopez (1985). Twelve experimentally naive children participated in the experiment, aged 8 to 12, attending the fourth grade of elementary school in the city of Xalapa, Veracruz, Mexico. A pre-test/ post-test design was used, five training sessions and three transference tests for each language mode. The results of the two experiments showed steady performance execution in the last two phases of training when the active and reactive modes were used simultaneously, and high percentages in the last phases of training. Feedback about the accuracy of the response in the absence of explicit instructions was the main condition for discriminating the matching criterion. The reactive feedback contributed to higher levels of performance, although the introduction of a matching arbitrary criterion probably determined the acquisition, transference and translativity execution level. |
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Linguistic Modes Effects on Object Recognition and Identification Learning |
| ABRIL CORTÉS ZÚÑIGA (Universidad Veracruzana), Carlos Ibáñez-Bernal (Universidad Veracruzana), María Amelia Reyes Seáñez (Universidad Autónoma de Chihuahua), Abraham Manuel Ortiz Barradas (Universidad Veracruzana) |
| Abstract: Recognition and identification are basic linguistic processes implying learning of verbal segments related to certain characteristics of people, objects or events. Development of these skills is fundamental for further language acquisition and very significant in formal education. Recognition and identification learning are influenced by the linguistic modes involved in their training. Two studies were run to evaluate objet recognition and object identification by naming. In the first one, the image of a bird was paired with its name, which was presented either in an auditory or in a textual modality. Six learning conditions were arranged, according to language modes combinations: 1) Silent reading; 2) Reading and speaking (reading aloud); 3) Reading and writing; 4) Listening; 5) Listening and speaking (repeating aloud); 6) Listening and writing. Experimental results showed that listening and silent reading generated better object recognizing performances. The second study examined recognition and identification in separate tests after training under the listening condition. The results showed that recognition of the object always scored higher in all cases, regardless of the ratio of correct responses in the nominal identification test. The role of linguistic modes is analyzed and the convenience for distinguishing recognition and identification as distinct skills is discussed. |
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| Some Thoughts On The Functionality Of Language Modes |
| CARLOS IBÁÑEZ-BERNAL (Universidad Veracruzana) |
| Abstract: This paper intends to describe the role played by the concept of language mode or linguistic mode in Behavior Theory for basic and applied research. It examines the main theoretical discussion on their dispositional effects on learning, and specially their alleged determining effect on different kinds of knowledge. Reactive modes (observing, listening and reading) are said to foster the knowing-that kind or informational knowledge, while active modes (gesturing, speaking and writing) are said to promote the knowing-how kind or performative knowledge. A brief review is made of studies conducted under this theoretical line to elucidate the function of the different language modes on skills and competences learning. Based on an analysis of the general logic of the experimental designs used and their outcomes, it is possible to conclude that it is necessary to specify precisely the functionality of the different language modes, in order to guide properly future research on their intervention for the achievement of different kinds of knowledge. |
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