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unit 2 thinking & L
| Question | Answer |
|---|---|
| Discontinuity - Chomsky | Language as a "true emergence": a qualitatively novel cognitive organ that appeared in a sudden, non-gradual evolutionary step. Not reducible to prior communicative systems. |
| Adaptationism - Pinker and Bloom | Language evolved incrementally through natural selection due to its immense survival value — including "second-hand" learning and social advantage (inferring the internal states of group members). |
| Literal meaning | The "naked" propositional structure — the explicit, encoded content of an utterance. Semantics in its most conventional sense. |
| Intentional meaning | The mental states, beliefs, and values not made explicit but necessarily inferred by the interlocutor to complete interpretation. |
| Recursive intentionality | The capacity to nest mental states: "I know that you know that I know…" — a distinctly human cognitive achievement enabling sophisticated communicative coordination. |
| 4 Conversational Gricean Maxims | quantity, quality, relevance, manner |
| Maxim of Manner | Make contribution clear, avoiding obscurity, ambiguity, wordiness and disorder |
| Maxim of Relevance | Make contribution relevant to the aims of the conversation |
| Maxim of Quality | Make contribution true |
| Maxim of Quantity | Make contributions as informative as required, but no more |
| when does conversational implicature occur? | when a maxim is flouted (openly violated) |
| what is conversational implicature | the indirectly conveyed meaning that restores rational coherence to the exchange |
| Relevance theory: cognitive economy (Sperber & Wilson, 1986) | The guiding principle is not cooperation but cognitive efficiency: the mind seeks maximum reward for minimum mental effort. |
| Primary intersubjectivity (0-9 months) | Dyadic face-to-face emotional coordination; "proto-conversations" without objects or referents. |
| Still face experiment (6 months) | When a caregiver withdraws emotional responsiveness, the infant is immediately distressed, demonstrating that affective coordination is a biological requirement |
| Secondary intersubjectivity ( 9-12 months) | The "9-month revolution": emergence of triadic attention (Subject-Subject–Object) and the capacity for joint attention. |
| Joint Attention Established (12 plus months) | The prerequisite for words to function as conventional labels anchored in a shared, negotiated reality. Shift from dyadic (baby-careegiver) to a triadic interaction.. baby-caregiver-object. |
| Triadic intersubjectivity and symbolic conversation (24 months) | the child enters symbolic conversation: ideas, absent entities, and virtual companions are brought into mental simulation. Language becomes a tool for co-constructing imagined scenarios, marking the transition from shared attention to shared thinking |
| Jerome Brunner 3 learning modes | enactive, iconic, symbolic |
| Brunner's enactive learning mode | learn through movement or action - play with a book. knowledge is inseperable from bodily action, knowing how to do something |
| Brunner's iconic learning mode | learn through images or icons - look at pictures. knowledge is organised through mental imagery and perceptual schemas. representation is analogical, the world is stored as it looks or feels |
| Brunner's symbolic learning mode | learn through abstract symbols - read for research. knowledge mediaated by arbitrary conventional signs - language. |
| decoupling (alan leslie) | The cognitive mechanism enabling a child to suspend the literal properties of an object and assign it new, pretend characteristics. |
| Meta representation | The advanced capacity to represent an attitude toward a proposition, such as "I pretend [this stick is a horse]." |
| Integrated development | Language thrives within an "optimal period," supported by a confluence of evolving cognitive capacities, motor skills, and emotional regulation. |
| intersubjective foundation | Critically, the bedrock of language development is a pre-existing shared "intersubjective world"—the human capacity to share experiences and meanings with others. |
| how do human symbols emerge | not merelay as a product of individual cognitive processes but a fundamentally social, dynamic, interactive loop that shapes both communication and consciousness. |
| Intentional strategy | Attributing mental states to predict behavior |
| Language as a tool | Once language emerges, it becomes the primary and most powerful tool for expressing and refining this intentional attitude, transforming how we understand ourselves and others |
| The driver of acquisition | Language development is fundamentally fuelled by the need to externalize one's own conscious mental states (beliefs, desires, feelings) and to attribute those same states to others. This social imperative propels linguistic complexity |
| Focus at Pre-verbal stage (0-12 months)... primary intersubjectivity occurs | Intentions and emotional signaling.. Direct manipulation and joint attention |
| Focus at Symbolic emergence stage.. Brunners learning modes | Action-based signs.. enactive symbols/ pretense... Simpraxic |
| Focus at Linguistic explosion stage | Complex mental states and planning .. language as the instrument of intentionality... simsemantics |
| Focus at reflective consciousness stage | internal regulation .. scientific concepts, abstract thought. |
| Who led the interactionist perspective in language | Vygotsky & Mead |
| Simpraxic vs Simsemantic | |
| factors which make linguistic explosion a social contract | the social pull (developmental stages are actively pulled forward and shaped by the rich, interactive social environment surrounding the child, shared social resource (a common ground for communication established through joint activity), |
| scaffolding | the role of teachers and more knowledgable others in supporting the learner's development and providing support structures to get to that next stage or level |
| interactionist (Mead & Vygotsky) views speech | as beginning of intellectual thought |
| symbols are | psychological tools or vehicles, not passive, not just linguistic tools |
| core disagreement between piaget and vygotsky | source of development. piaget sees the child as a 'little scientist', language is not absorbed but constructed by the child, development occurs when a passage of cognitive disequilibrium |
| piaget's constructionist view | sees the child as a 'little scientist', language is not absorbed but constructed by the child |
| vygotskys interactionist view | challenged piaget's view on individual, maturation driven development, emphasising the crucial role of social interaction. |
| piagetian view of sign use | Maturation primarily leads to the emergence of sign use and cognitive abilities |
| vygotskian view of sign use | Maturation alone cannot produce higher psychological functions; these complex abilities fundamentally require the presence and active assistance of others within a cultural context |
Created by:
ailbhe.10