These findings suggest that the impact of literacy on neuropsychological test performance is an important aspect of cognitive evaluations for elders who are illiterate.
The unity or plurality of consciousness : Do neuropsychological symptoms provide valid evidence for the study of consciousness ?
Neuropsychologists do not always agree as to whether consciousness can be used as a scientific concept ; however their observations provide material for philosophical discussion. In this respect, the facts which are most frequently cited come from clinical studies on patients with split brain, blindsight or negligence. These phenomena illustrate a striking paradox : it is possible for patients to have no conscious awareness of facts (in visual, auditory or tactile modalities) that they nevertheless integrate in their actions ; and they can deny the existence of a disorder that nevertheless restricts their actions.
Are such facts relevant for the study of consciousness ? Their heterogeneity, which is related to the diversity of the aims of this research (to describe, to explain, to model) leads one to wonder. Many of these studies do treat mental processes (perception, action, memory, attention, decision) in terms of consciousness and non-consciousness. Does their diversity reflect the richness of their contribution ? -or does it simply reflect a loose, metaphorical extension of the notion of "consciousness" which would evacuate the concept of its philosophical content as a unity ? The disagreements between neuropsychological scientists deserve our interest on several accounts, because they illustrate different conceptions of cerebral functionning and reveal the existence of theoretical differences that are not just the reflection of differences between disciplinary fields.
Développement de concepts et programmation du sens Pensée et langage chez Vygotski "…si le chien est une vache, si il s'appelle bien vache, il doit avoir des cornes. Si on s'appelle vache, on doit avoir des cornes. Un chien qui s'appelle vache doit avoir obligatoirement des petites cornes…" Vygotski, Pensée et Langage, p. 336
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