1 A Framework for Modelling Behaviour.- 1.1 Preliminary Remarks.- 1.1.1 On Language Behaviour.- 1.1.2 On the Study of Complex Behaviour.- 1.2 The Nature of Scientific Activity.- 1.2.1 What Scientific Theories Are About.- 1.2.2 Role of Agents in Performing Experiments.- 1.3 Explanations in the Physical and the Behavioural Sciences.- 1.3.1 Explanations in the Physical Sciences.- 1.3.2 Explanations in the Behavioural Sciences.- 1.4 The Need for a New Experimental Framework.- 1.4.1 Simulation as a Methodology for Behaviour Modelling.- 1.4.2 Psychologists' Study of Behaviour.- 1.4.3 Controlling and Shaping Behaviour.- 1.4.4 Computer Simulation Studies.- 1.4.5 Concluding Remarks.- 2 The Mediating Role of Language Behaviour.- 2.1 Human and Animal Communication Systems.- 2.1.1 Human Communication System.- 2.1.2 Animal Communication Systems.- 2.1.3 Language Behaviour: Biological Basis.- 2.1.4 Language Behaviour: Characterizing Features.- 2.2 Organism as a Behavioural System.- 2.2.1 Child as a Behavioural System.- 2.2.2 Organism as an Agent.- 2.2.3 Organism as a Behavioural System.- 2.2.4 Additional Comments.- 2.3 Language Behaviour as a Second-Signalling System.- 2.3.1 Preliminary Remarks.- 2.3.2 Situational Aspects of the World.- 2.3.3 Describing, Manipulating, and Exploring.- 2.3.4 Language Behaviour as a Second-Signalling System.- 2.3.5 Language Behaviour and Artificial Worlds.- 3 Teaching Language Behaviour to Chimpanzees.- 3.1 Principal Objectives of the Review.- 3.2 The Washoe Project.- 3.2.1 Project Set-Up.- 3.2.2 Training Methods and Results.- 3.2.3 Comments on Washoe's Performance.- 3.3 The Sarah Project.- 3.3.1 Project Background.- 3.3.2 The Nature of the Language and the World.- 3.3.3 Training and Testing.- 3.3.4 Some General Comments.- 3.4 The Lana Project.- 3.4.1 The World and the Nature of the Interaction.- 3.4.2 The Yerkish Language.- 3.4.3 Training Methodology and Performance.- 3.4.4 Object Naming and Colour Naming Experiments.- 3.4.5 Conversational Language Behaviour.- 3.4.6 Some General Comments on the Lana Project.- 3.5 General Comments on the Chimpanzee Language Learning Experiments.- 3.5.1 Limitations of the Experiments.- 3.5.2 The Case of Helen Keller.- 3.5.3 Language Behaviour and Affect.- 4 Language Behaviour Schemata and Tokens in English.- 4.1 Language and Behavioural Pragmatics.- 4.1.1 Scope of the Analysis.- 4.1.2 Language Schemata and Proforms.- 4.1.3 Pragmatics of Language Behaviour.- 4.2 Schemata for Descriptions.- 4.2.1 Naive Phenomenology.- 4.2.2 Specification of Time Relationships.- 4.2.3 Question Tokens (q-Tokens).- 4.2.4 Specification of Actions.- 4.2.5 Specifications of Attributes and Their Values.- 4.2.6 Other Relationship Specifiers.- 4.2.7 Specification of Locations and Displacements.- 4.2.8 Agent/Object Specification.- 4.2.9 Propositional Speech.- 4.3 Schemata for Commands.- 4.4 Schemata for Controls.- 4.5 Concluding Comments.- 5 Implications of the Model for Child Language Acquisition.- 5.1 Scope of the Chapter.- 5.1.1 Aim of the Chapter.- 5.1.2 Outline of the Chapter.- 5.2 The Language Acquisition Phenomena.- 5.2.1 Aspects of Child Language Acquisition.- 5.2.2 Behavioural Implications of the Aspects.- 5.3 Developmental Stages in Language Acquisition.- 5.3.1 Statement of the Problem.- 5.3.2 The Very Early Stages of Language Acquisition.- 5.3.3 Complexity in Child Language Behaviour.- 5.3.4 Analysis of Helen's Speech.- 5.4 The Language Acquisition Process.- 5.4.1 Statement of the Problem and Solution.- 5.4.2 Imitation and Rehearsal.- 5.4.3 Analogizing.- 5.4.4 Some Additional Comments.- 5.5 Linguistics and Language Behaviour.- 5.5.1 Language and Language Behaviour.- 5.5.2 Linguistic Grammars and Behavioural Pragmatics.- 5.5.3 Oral Speech and Written Language.- 6 Computer Simulation of Language Behaviour.- 6.1 Relevance of Computer Simulation to Theory Construction.- 6.2 Interpretation Assignment in Grammar-Based Models.- 6.2.1 Interpreting Statements in Computer Languages.- 6.2.2 Grammar-Based Language Understanding Systems.- 6.3 PLAS, a Paradigmatic Language Acquisition System.- 6.3.1 The Behavioural Environment of PLAS.- 6.3.2 The Teaching Mode of Interaction.- 6.3.3 How PLAS Learns to Assign Interpretations.- 6.3.4 Similarities to Concept Formation in Children.- 6.3.5 Open Problems Yet to be Tackled.- 6.4 Modelling Conversational Language Behaviour.- 6.4.1 Pragmatics of Naive Conversational Interaction.- 6.4.2 Knowledge and Control in Conversation.- 6.4.3 Modelling the Role of Affect in Language Behaviour.- 6.5 Concluding Remarks.- 6.5.1 Summary of the Main Ideas.- 6.5.2 Relevance of the Model to Neurophysiology.- Appendix A Listing of Schemata in Helen's Speech.- Appendix B Listing of Tokens in Helen's Speech.- Appendix C PLAS: An Illustration of Its Performance.- References.- Author Index.