Place, U. T. (1974-05-22). Lecture 26: The elicitation of emotional reactions and their biological functions (22/5/1974). Section 7
[Abstract]Biological emergencies: opportunities and threats. Errors in the elicitation of emotions. Emotion and motivation. Emotional conditioning. Conditioning versus innate releases in the elicitation of emotion.
[References]  [1 referring publications by Place]  
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Place, U. T. (1992i). Philosophical fashion and scientific progress in the theory of universals. [Unpublished paper. Presented November 5th 1992, Department of Psychology, University of Wales, Bangor; November 26-28, 1992, Conference of the Linguistic Society of Belgium on Conceptual and Linguistic Representation, Antwerp]
[Abstract]Are universals (kinds) something over and above the things (their instances) of which they are kinds? Does the universe come already packaged into kinds of thing, or are the universals which the human and animal mind distinguishes simply the product of the mind's classificatory activity? Whether universals are mind-independent or mind-dependent, are the concepts human beings and other living organisms have of them innate or are they generated wholly or in part by some kind of learning process. In either case, what assurance do we have that our conceptual scheme does not seriously misrepresent the way things are, as Kant puts it, "in themselves." While the tides of philosophical fashion have flowed backwards and forwards between the poles of this debate ever since the time of Plato and Aristotle, it is argued that there is now some reason to think that the current tide which appears to be moving away from platonism and nativism and back towards conceptualism and empiricism may be taking us towards a permanent scientifically-based resolution of the problem. This solution, if that is what it is, gives due weight to both innate factors and learning at the biological level and to social construction at the level of human linguistic communication. It sees Darwin's principle of variation and natural selection as operating as much in the ontogenetic development of our conceptual scheme as in its phylogeny, and as providing the assurance we need that, in B.F.Skinner's words, it takes "account of the natural lines of fracture along which behavior and environment actually break." (Skinner 1938 p.33).
Keywords: conceptualism, connectionism, universals
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Place, U. T. (1998c). Behaviourism and the evolution of language. In Man Cheung Chung (Ed.), Current Trends in History and Philosophy of Psychology Volume 2 (Chapter 9, pp. 55-61). British Psychological Society.
[Abstract]The view that linguistic competence is acquired and maintained according to the principle of selective operant reinforcement is defended, partly on grounds of evolutionary probability and the special nature of human environmental adaptation, and partly on the basis of two strands of empirical evidence: experimental evidence from studies of "verbal conditioning" and observational evidence of naturally-occurring verbal interactions in the work of discourse and conversation analysts.  But, since selective operant reinforcement is as much part of animal as it is of human learning, that principle by itself cannot explain why only humans have developed language and why apes can, at best, attain to the linguistic competence of a human two-year-old.
[References]  [Talks]  [1 citing publications]  
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Place, U. T. (2000c). The role of the hand in the evolution of language. Psycoloquy, 11(7), January 23. www.cogsci.ecs.soton.ac.uk/cgi/psyc/newpsy?11.007
[Abstract]This article has four sections. Section I sets out four principles which should guide any attempt to reconstruct the evolution of an existing biological characteristic. Section II sets out thirteen principles specific to a reconstruction of the evolution of language. Section III sets out eleven pieces of evidence for the view that vocal language must have been preceded by an earlier language of gesture. Based on those principles and evidence, Section IV sets out seven proposed stages in the process whereby language evolved: (1) the use of mimed movement to indicate an action to be performed, (2) the development of referential pointing which, when combined with mimed movement, leads to a language of gesture, (3) the development of vocalisation, initially as a way of imitating the calls of animals, (4) counting on the fingers leading into (5) the development of symbolic as distinct from iconic representation, (6) the introduction of the practice of question and answer, and (7) the emergence of syntax as a way of disambiguating utterances that can otherwise be disambiguated only by gesture.
[References]  [Talks]  [12 citing publications]  [2 referring publications by Place]  [Is replied by]  
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