“…Next on the continuum is External Speech. This is “the form Vygotsky dubs as the source of all of the continuum's components” (Berducci, , p. 332) and consists, initially at least, of “speech addressed to the child by others” (Jones, , p. 169), and “all forms of social interaction: lectures, conversations, arguments, and so on” (Berducci, , p. 332). Vygotsky writes that, In mastering external speech, the child starts from one word, then connects two or three words; a little later, he advances from simple sentences to more complicated ones, and finally to coherent speech made up of series of such sentences; in other words, he proceeds from a part to the whole.…”
This paper considers the use made of Vygotsky's work by many who take a sociocultural perspective and, in particular, by those who use his work to advance a particular view of second language acquisition and the 'silent period'. It is argued that Vygotsky's account as represented in Thought and Language (Vygotsky, 1986) needs to be thought of as consisting of two distinct aspects: first, the observations he made (or claimed to have made) and, second, the theoretical account he proposed to explain them. It is shown that some of Vygotsky's observations are problematic but that, even if they are accepted, Vygotsky's theoretical account suffers from fundamental difficulties. Thus the support claimed from Vygotsky in accounts of second language acquisition is misplaced, first because of those difficulties and, second, because many who claim support from Vygotsky, do not need or even use his theory but instead focus their attention on his empirical observations and assume incorrectly that if their own empirical observations match Vygotsky's, then Vygotsky's theory can be accepted.Wittgenstein's later philosophy is shown to provide a perspective which dispels confusions about, and gives us a clearer insight into, the issues.
“…Next on the continuum is External Speech. This is “the form Vygotsky dubs as the source of all of the continuum's components” (Berducci, , p. 332) and consists, initially at least, of “speech addressed to the child by others” (Jones, , p. 169), and “all forms of social interaction: lectures, conversations, arguments, and so on” (Berducci, , p. 332). Vygotsky writes that, In mastering external speech, the child starts from one word, then connects two or three words; a little later, he advances from simple sentences to more complicated ones, and finally to coherent speech made up of series of such sentences; in other words, he proceeds from a part to the whole.…”
This paper considers the use made of Vygotsky's work by many who take a sociocultural perspective and, in particular, by those who use his work to advance a particular view of second language acquisition and the 'silent period'. It is argued that Vygotsky's account as represented in Thought and Language (Vygotsky, 1986) needs to be thought of as consisting of two distinct aspects: first, the observations he made (or claimed to have made) and, second, the theoretical account he proposed to explain them. It is shown that some of Vygotsky's observations are problematic but that, even if they are accepted, Vygotsky's theoretical account suffers from fundamental difficulties. Thus the support claimed from Vygotsky in accounts of second language acquisition is misplaced, first because of those difficulties and, second, because many who claim support from Vygotsky, do not need or even use his theory but instead focus their attention on his empirical observations and assume incorrectly that if their own empirical observations match Vygotsky's, then Vygotsky's theory can be accepted.Wittgenstein's later philosophy is shown to provide a perspective which dispels confusions about, and gives us a clearer insight into, the issues.
“…Text of an eletter is not a mediating means because if it were so we would continue the language myth and a telementation theory, that a language sign mediates between person A and B and B internalize the content and learn. Thus language constitutes a self-contained realm of meaningful forms -the idea we are totally against (Jones, 2009). Following Gibson's ecological approach to perception, the body of the e-mail correspondence is not sense-making symbols by themselves, but the affordances or opportunities for behavior which are meaningful to an observer.…”
“…Three types of speech are identified in [3], external speech, private speech and inner speech. From [8], it is also indicated that areas related to language learning correlate together, computational models that replicate cortical structure and function have provided evidence for the existence of action-perception circuits distributed over inferior frontal and superior temporal areas of the human cortex.…”
Section: A Inner Speechmentioning
confidence: 99%
“…Without deeply understanding the internal process, thinking could also be studied in function level, such as everyday reasoning and social problem solving [2]. Vygotsky [3] divided speech into three levels: external speech, private speech and inner speech, and viewed thinking as an inner speech. It is only in recent years that human thinking has been elaborated in structural level, especially with the development of psychology, neuroscience and artificial intelligence [4].…”
This paper, based on findings in brain organization and cognitive neuroscience, proposed a more low-level and plausible architecture of human cognition, called CAUT, which can demonstrate the diagram and mechanism of human thinking.
Comparing with existing models, three changes are made: (1) a pathway called inner loop is added from motor controller to thalamus; (2) a memory controller is added in front of long-term declarative memory, which can judge whether the memory operation is retrieval or not; (3) two new modules, Active Object buffer (AO) and Active Action buffer, are separated out of the general working memory model. With CAUT architecture, a dynamic cognitive model is put out with which typical thinking processes can be interpreted and described more precisely. Problem solving are demonstrated with this model, and two typical problems, decision problem and search problem, are interpreted. Experiments with ACT-R indicate that CAUT is consistent with ACT-R in functional level, and the description can be easily transformed into ACT-R model, and CAUT architecture can be taken as a metadescription and design tool to construct cognitive model. Experiments with ACT-R also indicate the effectiveness of CAUT architecture.
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