On the genesis of thought and language : on the emergence of concepts and propositions, the nature and structure of human categories, on the impact of culture on thought and language

목차 (Table of Contents)

• CONTENTS
• In lieu of a foreword = 1
• 1. Illustrative examples of the problems addressed in this book = 1
• 1.1 Categories and lexical meanings = 1
• 1.2 Objects and their parts = 3
• 2. Main topics discussed in this book = 5
• 3. Acknowledgements = 7
• Chapter 1 The evolutionary-synthetic approach and its concepts = 9
• 1.1 Cognitive units : the perceptual vs. functional dichotomy = 9
• 1.2 General development theory = 12
• 1.2.1 Development cycle = 12
• 1.2.2 Complete schema of development cycle = 14
• 1.2.3 Partial differentiation stage : the main and supplementary parts of objects = 14
• 1.2.4 Complete differentiation stage : role relationships = 15
• 1.2.5 Partial and complete integration stages = 16
• 1.2.6 "Flower" schema of a partitive system = 18
• 1.3 A basic-level concept and its development into a hierarchical system of parts = 20
• 1.3.1 Denning basic-level concepts = 20
• 1.3.2 Extended definition of a basic concept = 20
• 1.3.3 Artifactual and natural basic concepts = 23
• 1.3.4 Notional words and their basic meanings = 26
• 1.3.5 Concepts and their parts = 26
• 1.3.6 Development of concepts into systems of parts = 29
• 1.3.7 Flower schemas of partitive systems = 31
• 1.3.8 Differentiation of adjoining objects = 32
• 1.3.9 The partitive system of an object as a pathway of knowledge = 34
• 1.4 Structural unity of phenomenal objects = 35
• 1.4.1 Role system of situation participants = 35
• 1.4.2 Role system of object properties (adjectival system) = 36
• 1.4.3 Full lexical meaning = 37
• 1.4.4 Phenomena learning schemas = 39
• 1.4.5 Main factor in the development of mental representations = 40
• 1.4.6 Reference relation (Frege and Chomsky) = 42
• 1.4.7 The language of thought and its embodiment in different languages = 44
• 1.5 The nature and structure of human categories = 47
• 1.5.1 Definition of dual category = 48
• 1.5.2 "Age" structure of human categories = 55
• 1.5.3 Basic meanings of the words tree and banana = 58
• 1.5.4 Distinction between semantic and pragmatic components in lexical meaning = 60
• 1.5.5 Model of a fruit tree = 62
• Chapter 2 The genesis of human concepts and propositions. The initial stage of language. Aristotle and Chomsky on thought and language = 64
• 2.1 Introduction = 64
• 2.1.1 The history of the problem = 64
• 2.1.2 The proposed solution = 66
• 2.2 Mental representations of agentive situations = 68
• 2.2.1 The notion of situation = 68
• 2.2.2 Situation development = 70
• 2.2.3 The situation 'PERSON IS RUNNING' = 71
• 2.2.4 Identification of locomotive situations = 72
• 2.2.5 Specific situations = 73
• 2.2.6 Defining the term 'situation' = 75
• 2.3 The development of basic situations into systems of protoconcepts = 77
• 2.3.1 Experimental data = 77
• 2.3.2 Decomposition of situations into Talmy's components = 79
• 2.3.3 Definition of protoconcepts = 80
• 2.3.4 Definition of role relationships = 81
• 2.3.5 Integration of protoconcepts into protosituations = 83
• 2.3.6 The level of protoconcepts in the situation tree = 84
• 2.3.7 Identification of situations of running = 85
• 2.3.8 Specific protoconcepts = 86
• 2.3.9 Clarifying the identification process = 89
• 2.3.10 Situations of observable actions = 90
• 2.3.11 Hundreds of thousands of protoconcepts = 91
• 2.3.12 Thousands of situations = 93
• 2.4 The development of protoconcepts into systems of object and motor concepts = 95
• 2.4.1 Experimental data = 95
• 2.4.2 The formation of object concepts = 96
• 2.4.3 The formation of a motor concept (action) = 97
• 2.4.4 The formation of a predicative relationship = 98
• 2.4.5 The stage of conceptual integration = 100
• 2.4.6 The conceptual level of a development tree = 102
• 2.4.7 Specific concepts = 104
• 2.4.8 Clarifying the identification process = 106
• 2.4.9 The formation of conceptual situations of actions = 107
• 2.4.10 The outcome of the third cycle in the child's development = 109
• 2.5 Matrices of concepts, propositions, and language = 110
• 2.5.1 Conceptual classification of the visible world. Conceptual matrix = 111
• 2.5.2 Prepositional classification of the visible world. Prepositional matrix = 113
• 2.5.3 The conceptual language of thought. Thought procedure = 116
• 2.5.4 The linguistic matrix as an initial stage of the child's language = 117
• 2.5.5 Distinguishing between general-cognitive and language-specific processes. Initial stages in language evolution = 120
• 2.5.6 Rapid growth of the child's lexicon = 123
• 2.6 Aristotle and Chomsky on thought and language = 124
• 2.6.1 Aristotle's approach = 124
• 2.6.2 Chomsky's approach = 126
• 2.6.3 On the purpose of language = 130
• 2.6.4 Why are there languages, and so many of them? = 135
• 2.7 Appendix. Does a child's language affect his formation of concepts? (supplement to subsection 2.3.6) = 137
• 2.8 Conclusion = 140
• 2.8.1 On the indecomposability of concepts into elementary concepts = 140
• 2.8.2 Leaps in the child's cognitive development = 143
• 2.8.3 Spatial actions = 144
• Chapter 3 The effect of culture on language : The case of the Amazonian tribe Piraha = 146
• 3.1 Introduction = 146
• 3.1.1 On the Piraha language : does culture affect language? = 146
• 3.1.2 Sapir and Baudouin de Courtenay on the effect of culture on language = 147
• 3.2 Models of activity development for individuals and ethnic groups = 150
• 3.2.1 The uniform progress of an ethnic group = 150
• 3.2.2 The Piraha tribe and pottery = 152
• 3.2.3 Activities : crossing the Rubicon = 154
• 3.2.4 The minimal model of human activity development = 154
• 3.2.5 The model of human activity development : basic concepts = 156
• 3.2.6 Case example : medical activity and its effects on the language and thought of an ethnogroup = 158
• 3.2.7 Case-study : stages in the development of Al-Sayyid Bedouin Sign Language, ABSL = 163
• 3.2.8 The final stage of human civilization = 165
• 3.2.9 Homoperfectus = 167
• 3.3 Systematization of mental representations and conceptualization of linguistic meanings = 172
• 3.3.1 Two principles of development = 173
• 3.3.2 The child's conceptualization of color and other properties = 176
• 3.3.3 Does a child's language affect the process of differentiation? = 178
• 3.3.4 Words for color in Piraha : the role of color in the life of modern industrial societies and the Piraha Indians = 178
• 3.3.5 Lexical indicators of time = 181
• 3.3.6 Counting and count words = 183
• 3.3.7 Absence of the passive voice = 185
• 3.3.8 On the universality of human concepts = 188
• 3.3.9 Concluding remarks = 190
• 3.4 On the relative nature of 'exotic' linguistic properties = 191
• 3.4.1 Two principles of perception = 191
• 3.4.2 'Exotic linguistic property' as a relative feature196
• References = 197
• Name index = 214
• Subject index = 219
• Lexical index = 228