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A Rose by Naming: How We May Learn How to Do It

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Abstract

Naming appears to be the source of the explosion in language development and involves the integration of the initially separate listener and speaker responses. This integration has a role in the development of reading, writing, and the following and construction of verbal algorithms that make types of complex human behavior possible. Considerable research has investigated the role of Naming in the emergence of derived relations. Recent research has also investigated the emergence of Naming itself. We describe these experiments and the experiences that function to induce Naming. We also describe evidence about preverbal developmental cusps that are foundational to the emergence of Naming and the evidence on its reinforcement sources. The isolation of the role of the environment in the emergence of Naming identifies stimuli that were said to be missing in accounts that were critical of Skinner’s (1957) account of verbal behavior. These arguments purported that the phenomenon was not attributable to learning because of the “poverty of the stimulus.” Some of the relevant stimuli now appear to be identified.

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Authors and Affiliations

  1. Columbia University Teachers College and Graduate School of the Arts and Sciences, Box 76, 525 West 120th Street, New York, New York, 10027, USA

    R. Douglas Greer & Jennifer Longano

  2. Fred S. Keller School, USA

    Jennifer Longano

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  1. R. Douglas Greer
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  2. Jennifer Longano
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Correspondence to R. Douglas Greer.

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Jennifer Longano is now at the Fred S. Keller School.

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Greer, R.D., Longano, J. A Rose by Naming: How We May Learn How to Do It. Analysis Verbal Behav 26, 73–106 (2010). https://doi.org/10.1007/BF03393085

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