|
Showing 1 - 5 of
5 matches in All Departments
This book implements a multidisciplinary approach in describing
language both in its ontogenetic development and in its close
interrelationship with other human subsystems such as thought,
memory, and activity, with a focus on the semantic component of the
evolutionary-synthetic theory.The volume analyzes, among others,
the mechanisms for grammatical polysemy, and brings to light the
structural unity of artefact and natural concepts (such as CHAIR,
ROAD, LAKE, RIVER, TREE). Additionally, object and motor concepts
are defined in terms of the language of thought, and their
representation in neurobiological memory codes is discussed;
finally, the hierarchic structure of basic meanings of concrete
nouns is shown to arise as a result of their step-by-step
development in ontogeny.
In On the Genesis of Thought and Language, linguist Alexey Koshelev
explores fundamental questions of how human concepts arise in a
child, why concepts appear in a child before words, the genesis of
language, and why there are so many languages. Chapter One
introduces the fundamental dichotomy "visual (exogenous) vs.
functional (endogenous)" cognitive units; these units are used to
give non-verbal definitions of mental representations of various
objects, actions, and situations. In particular, definitions of
such concepts as GLASS, CHAIR, BANANA, TREE, LAKE, RUN, and some
others are given. Chapter Two discusses how children form concepts,
hierarchical relationships, and propositions (conceptual
'utterances'). It is shown that the initial units of the child's
representation of the world are pre-conceptual cognitive
units-mental representations of whole situations. In the course of
two consecutive cycles in the child's cognitive development, these
units transform into (a) primary notions-object and motor concepts,
and (b) binary role relationships. Together, they constitute the
elementary language of thought which, in the process of thinking,
is used to build conceptual structures-propositions. It is further
demonstrated that, immediately after the formation of thought, the
child begins to develop his native language in which concrete and
motor concepts become initial meanings of nouns and verbs, while
propositions become the meanings of the child's expressions. The
chapter concludes with a contrastive analysis of the proposed
approach and Aristotle's and Chomsky's views on thought and
language. Chapter Three analyzes how a community's culture affects
its language. It is demonstrated that the progress of a community,
the main constituent of the civilizational component of its
culture, enhances the development of the content component of
language by extending the range of its lexical and grammatical
meanings. In the context of this analysis, Daniel Everett's (2008)
hypothesis that culture affects language structure is discussed. In
the subsequent sections, models of the development of human and
social activity are offered. These models comprise three
components: Activity (main component), Thought, and Language
(auxiliary components that ensure the successful realization of
activities). The models are illustrated with examples of some
concrete societies.
This book implements a multidisciplinary approach in describing
language both in its ontogenetic development and in its close
interrelationship with other human subsystems such as thought,
memory, and activity, with a focus on the semantic component of the
evolutionary-synthetic theory. The volume analyzes, among others,
the mechanisms for grammatical polysemy, and brings to light the
structural unity of artefact and natural concepts (such as CHAIR,
ROAD, LAKE, RIVER, TREE). Additionally, object and motor concepts
are defined in terms of the language of thought, and their
representation in neurobiological memory codes is discussed;
finally, the hierarchic structure of basic meanings of concrete
nouns is shown to arise as a result of their step-by-step
development in ontogeny.
In On the Genesis of Thought and Language, linguist Alexey Koshelev
explores fundamental questions of how human concepts arise in a
child, why concepts appear in a child before words, the genesis of
language, and why there are so many languages. Chapter One
introduces the fundamental dichotomy "visual (exogenous) vs.
functional (endogenous)" cognitive units; these units are used to
give non-verbal definitions of mental representations of various
objects, actions, and situations. In particular, definitions of
such concepts as GLASS, CHAIR, BANANA, TREE, LAKE, RUN, and some
others are given. Chapter Two discusses how children form concepts,
hierarchical relationships, and propositions (conceptual
'utterances'). It is shown that the initial units of the child's
representation of the world are pre-conceptual cognitive
units-mental representations of whole situations. In the course of
two consecutive cycles in the child's cognitive development, these
units transform into (a) primary notions-object and motor concepts,
and (b) binary role relationships. Together, they constitute the
elementary language of thought which, in the process of thinking,
is used to build conceptual structures-propositions. It is further
demonstrated that, immediately after the formation of thought, the
child begins to develop his native language in which concrete and
motor concepts become initial meanings of nouns and verbs, while
propositions become the meanings of the child's expressions. The
chapter concludes with a contrastive analysis of the proposed
approach and Aristotle's and Chomsky's views on thought and
language. Chapter Three analyzes how a community's culture affects
its language. It is demonstrated that the progress of a community,
the main constituent of the civilizational component of its
culture, enhances the development of the content component of
language by extending the range of its lexical and grammatical
meanings. In the context of this analysis, Daniel Everett's (2008)
hypothesis that culture affects language structure is discussed. In
the subsequent sections, models of the development of human and
social activity are offered. These models comprise three
components: Activity (main component), Thought, and Language
(auxiliary components that ensure the successful realization of
activities). The models are illustrated with examples of some
concrete societies.
|
A print for Ami (Paperback)
Vickie Remoe; Illustrated by Alexey Koshelev
|
R371
R304
Discovery Miles 3 040
Save R67 (18%)
|
Ships in 10 - 15 working days
|
|
|