Functionalism

Reinforcement

Positive reinforcement functions to increase behaviors. Negative reinforcement functions to decrease behaviors. Increasing and decreasing frequencies of behavior reflect habit strength but not [Page 797]learning. True learning occurs when something new occurs rather than when behaviors increase or decrease in frequency. Interestingly, particular behaviors with low frequencies presumably are more available for learning than behaviors with high frequencies.

The foremost scholars of language acquisition have been steadfast over the previous five decades that reinforcement in general, and frequency in particular, do not provide appropriate evidence of language acquisition. Indeed, if frequency is too large, it could actually interfere with learning.

It is true that a few instances of language are needed to advance learning. However, the scholars in learnability theory and parameter setting theory have shown that only a single instance is sufficient for language acquisition when that instance “fits” what an individual knows and is ready to handle.

Simulation

Computers have been used to simulate language acquisition. Thus, computer programs function to simulate mental skills in acquiring, and using, language. The extent to which computers function to simulate language acquisition and use is the extent to which functionalism is evidenced. However, it should be acknowledged that computers are limited by what they are programed to do.

Basic Cognitive and Communicative Functions

The two basic cognitive and the two basic communicative functions underlie the language acquisition literature. The two basic cognitive functions are representation and mediation. We do not remember every instance that we have had with “apples”; however, we are inclined to represent our varied experiences with apples. Such representations establish schemas (preconcepts) for “appleness.” With subsequent experiences with apples, we are inclined to alter our perspectives about appleness. Such alterations are regarded as cognitive “redescriptions” that increase the validity of the concept for appleness.

Language functions to mediate or lead to further understandings. Such understandings go beyond the information given originally. The act of talking leads to further understanding. That is why teaching provides a better understanding of the information being taught. We always tell the students to study with someone else because they will talk to each other about the course content.

The two basic communicative functions are intent and content. Intent has become, according to Jerome Bruner and Katherine Nelson, the “irreducible nucleus” of communication. Furthermore, there are two kinds of content: implicit content and explicit content. Implicit content is knowledge of the world, or what is known as “possible worlds,” according to Bruner, because what one person knows of the world does not hold the same possibilities of what another person knows of the world. Even so, shared social and cultural experiences provide leveling effects whereby different perspectives result in essentially similar perspectives, which is known as “mutual manifestness.”

Explicit content relates to the basic ideas entailed in a message. For example, the following sentence has the basic ideas of someone-wants-something: “I want an apple.”

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