Thought Without Language- Chapter-2

7/29/2019 Thought Without Language- Chapter-2

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Thought Without LanguageEdited by

L. Weiskrantz

A Fyssen Foundation Symposm

CLARENDON PRESS , OXFORD

1988


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2

The ontogenesis of different types ofthought: language and motor behavioursas non-specific manifestations

PERRE MOUNOUD

smpsum n th tpc thught wthut lngug shuld nbl us tt stc f th psnt stt f nwldg f v cmpl pblm whchhs ntgud scntsts nd phlsphs f cntus nd whch sugf ntst t th bgnnng f ths cntu hs nw -mgd s tpclssu thns ptcull t cnt dvlpmnts n nupschlg. th

thn t smpl vw th dt n nnlngug-ltd bhvu hwvt wuld b m futful t m gnl sttmnt n dnt tps fthught nd m spccll t spcult upn wht ctl thught wth wthut lngug mght b.

T bgn wth wll ttmpt t shw tht th st stgs f lngugdvlpmnt nt dnt fm ths f th dvlpmnt f thughtcnt t Vgtss pnn f n. ndd blv tht th mnn nwhch bb succds n nwng n ppptng th cmpl bct f

lngug s th sm s tht n whch h nws pppts n thbct und hm ncludng th ppl nd vn hs wn bd. wll thnt t dmnstt tht th sm s tu f lt stgs f dvlpmnt Thsppch lds us t th cnclusn tht w shuld substtut f thdchtm f vbl nd nn-vbl thught cmpsn f th dntypes f thught whch chctz th phss f th cnstuctn fnwldg ncludng lngug.

t th bgnnng f ths cntu ths smpsum mght hv bn clldntllgnc wthut lngug t th nd f ths cntu cgntn wthut

lngug! dmt tht m stll nt su wh th gnzs chs tfmult th pblm n tms f thught t m hv bn du t ctnwnss gntd b th ndlss dbts v th cncpt f ntllgnc t m psnt nd f chllng. t tm whn mn ths ttmptt pln cmpl bhvu s cnsstng f ppts mgng fm thntctn f lmnt sstms (s f mpl ugl e al. 9 thchc f th tm thught' sms ndd pvctv. n spt f th


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26 Different types of hough

diculties involved in dening thought (or intelligence) there have beennumerous eorts throughout this century to characterize its dierent forms in

terms of simle dichotomies. Thought without language refers to one of theseoositions and gives reason to suose that it is somehow distinct fromthought with language.

The oosition between thought with or without language has a directrelationshi to the oosition between ractical and concetual (or reresentative) intelligence (Kher Guillaume, Meyerson, Piaget, Wallon, etc.) hisdichotomy, classical at the beginning of the century, is still alive underdierent labels such as non- or resymbolic thought vs symbolic thoughtThe contrast that iaget (9) set u between success and understandingcan be considered as a reformulation of the same question. Piagets distinctionis based uon the idea that our behaviour is guided by two dierent tyes ofgoals, one being direct adatation to reality, ie the search for immediatesuccess and the other being more disinterestedly dedicated to knowledge assuch, indeendent of any ragmatic motivations. Twenty years ago in mydoctoral thesis on the childs construction of simle tools (Mounoud 9) Icriticized the dichotomy between ractical and reresentatve intelligence as asingle chronological transition. At that time I considered it to have little

relation to the absence or resence of language. I claimed, however, that, incontrast to conventional theory, at any stage of cognitive develoment thereis a assage from a type of intelligence that can be descibed as racticalto a reresentative or conceptual tyeven during the sensorimotorstage.

o better understand this roblem, I would like to briey mention some ofthe dichotomies used by iaget to characterize successive tyes of intelligence.irst iaget (95) divided the sensorimotor stage into six substages,dening three successive tyes of inteligence, resectively called ractical,

subjective', and objective When, later, he studied the concrete oerationalstage (for examle iaget and Inhelder 94) the third tye of sensorimotorintelligence called objective was renamed ractical in order to reconstitutethe same relationshi (ractical vs. concetual) at this stage inally, when hedened the stage of formal operations, he refocused on the oositionbetween concrete and formal (Inhelder and Piaget 955). These shis interminology (from objective to ractical from concetual to concrete) tocharacterize a single tye of intelligence illustrate a maor roblem in

developmental sychology how to establish globa comarisons betweenstages in terms of ype of intelligence. As I will further discuss later on, Irefer to use these tems to qualify hases in a given stage (or thetransformations in iven stage) as iaget did for the sensorimotor stagerather than to dierentiate between the stages themselves

A few other oositions along the same line are worth mentioning, such asthe one between intuitive and rational thought, which was used extensively at


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ffee pes of hough 27

h bgnnng f h cnu b fr mpl g Ths dchm hs bnkn up gn pbbl du s smlr h m rcnl nducd

ppsn wn whlsc nd nlc hugh bwn mplc ndplc nwldg. On crn h hs bn usd cmpr hsdrn ps f hugh cncrns h gls bud hm ncludngsuch gls s h ncss f mmd dpn nd h nd undrsnd knw nd pln scnd crn rfs h w hfuncn nuv hugh nd hugh whu lngug r suppsd funcn whlscll' ppl bundd unspcd lmns f gvnsun us succss nd flur s c nd b bscll d dvn

nl hugh hugh wh lngug n h h hnd s suppsd funcn nlcll ppl unbundd spcd lmns f gvnsun us uh nd fls s cr sch fr prf nd b bscllcncpull drvn Wh sms cl m s h cmplmn f hsvus ps f hugh Th m prblm s undrsnd hr muulnd ncss lnshp nd h ndpndnc.

Humn subjcs smulnusl rnd dn gls such sdpn nd undrsndng mrvr n ngnss hr s n chcbwn hs lrnvs Bh undrsndng nd dpn r ncsss

d b nur ch ndvdul nd n pculr ur spcs s whl. s usull cnsdd h hrugh phlgn humns bcmng bl scp ls prll h nd fr drc dpn nd ssfcn fnds n rd b bl ngg n cv cvs ( hugh h suppsd gv hm ccss h undrsndng f h pssbl rgn fur hphcl frdm

A developmental amewok

us nw k lk ur cncpn f knwldg r hughcnsucn. rs f ll cnsdr cgnv dvlpmn b dnd b gnrl prcss whch s shrd b ll rs f knwldg s ppsd hln f rsnng whch psuls h hr r spcc pcsss fr chdmn f knwldg. Of cus n hs vw h snc f gnrlprcss wuld n clud spcc undrlng mchnsms. Scnd hnkh hs gnrl prcss s rpd svrl ms durng h cus f

dvlpmn nd h h mn dvlpmnl sgs hus dnd. hsgnrl pcss cn b dnd s prcss f hmng (r f cncpulzn f h rnscns h n rgnsm hs wh hs nvrnmn(phscl scl lngusc c.. s rld wh hs bn clldbcvn' plcn wrnss r bsrcn'. Hwvr hsprcss s n lmd smpl ndrng plc r prssbl r undrsndl h whch hs bn prncd prssd umcll s


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Dierent tye o hought

ot oly a qusto o a ocss o mtacoto w bavous stxpincdo o lvl o coscousss a t cncpualzdo aot

lvl. a sval asos wy t ocss o tmatz caot b ducd

to a sml as o coscousss. st ad most motat t s aqualiaiv ansain o bavou touout t cous o dvlomt Btw t w-bos automatc st ad t volutay walkot o-ya-old cld t s ot oly t sml addto o awass. sam s tu o t at's aly so (ac ad as)ad t o-yaolds lat so s ts cass a comlt

oazato o t mod o tacto wt t vomt. W ca mat sam obsvato at ot stas o dvlomtsuc as o amlt voluto o sato o o classcato sklls t tyaold ad t l-ya-old (Mouod 1986).

scod aso s tat t omo oawan i a aniyphnnn t s t tat du t cous o s dvlomt t cldaalyss o bcoms coscous o cta caactstcs o s actos ad ot obcts acts uo (as o aml t cas o la to walk sakwt tc) It s also tu tat by t tm t ablty as b mastd to a

cta d ts coscousss dsaas w a uawa o o dvlomscoctos about t uls ov ou ow bavou (cosd oaml t ammatcal uls o o's mot tou).

td aso s tat opgss Wl t may b commoly acctdtat t cld's dvlomt cossts o stady movmts w a a lsscta w w cosd t comlty o tpcding oms o kowldWat s mo oss s somtms accomad by sso o v by aloss o comtc cas ot s t loss at t a o o ya o tablty to dscmat btw cotast oms wc do ot st tbabys atv laua (Wk ad s 98) s may b d to aatttoal dct as Jusczy (985) as sustd. I blv act tat alldvlomt ad all tasomatos o kowld tak lac wt acott wc w wll call loss ad a as acqud t accudablty to la ad to cotol tm ad sac comsat o losss otaas (o aml lct dmsos vously ta to cosdato).

It sms to tat at ac lvl o dvlomt t cld's bavou

llustats a al ocss o tmatz (o coctualzato) wccocs ot oly t ots o obcts but also t caactstcs o sow actos. s ocss s at t o o wat s ususally calld w omso bavou ad wc cluds laua. Ou osto s tat ts ocssdds o t clds caacts o symbolzato (wc cluds botaaloc stato usually quald as o- o -symbolc ad abstacto symbolc stato) ad tat sval tms t cous o


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Dfferen yes of hough 29

develmen new ymblc caace emere (a br arund ae warud ae 0) We call caacy f ymblza e ably ranlae r

rane by mea f a ew cdn yem e curren exerence f eranm wc are ally deermed by a deren yem f rereea erecve ble eak f u wuymbla lauae ben ju e f exre. e eeral rcef emazn a cmlex e wc nvlve everal ae Truuee ae ble eerme eren ye f u wc ay deren level f knwlede an udera r f lannn acrl

Te elabra f new rereenan neceae a ew emarca a

new emenaa new ecmn f nfrman. Te ubjec muerefre redene e acn e ruce and e bjec w wc eerac clud wn by. er wr e mu carry u a newaml f ncm ad un nfrma n rder cruc ewrereenan T ranla eem ke lace n w clearly dcae: e r e wc we call emac ad urn wc e mmra aec wuld be emanc (r ramac) bu al mrlcalad a ec ae calle mrlcal durn wc e rncal aec

wuld be mrlcal bu al f cure emac.ee w ae cn f e rala by mea f a new cde f edere ce (bec ele w bdy) w wc e clderac frm e level rereean aer neceary dnu bewee everal ye f ce vn re rereena dere level. I e aearance f ew cd caace wc aveuee calln erceual a br cceual a aru w year andemc r frmal a arud 0 year wc deermne e ae f cveevelme f e cld. Te ew cd caace cra e cl

rerae an redeerme beavur (Muu 98 98, 985Muud and Ver 98 985 Ver 985 987).

Durn e rs phase f rce f eman (e r x nnem fr e ermr ae) e bjec and e ubjec acnve a ey are ally eermed by lbal rereean (erermr crda}are decmed n erm f er cme(eme elemen ran) wc wll be deed and rcee n e frmfeleenary represenan (aalc) T r delma ramaca e cmne r eme ake cndera c ffucal elemeary u lable ave eende meann Teederen cmen r emen dened by elemeary rereea area r laed ad juxaed w few relan beween em a fewrece lnk e cura frm wc ey ave been abraced alae We can cmare em ubunded eram (Haa 982). Tr ae end w e era ad crda f e lae


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0 fferen yes o hough

cmnens n al psais (nn-decmsle nnnsle)r funcnl les (unded engrms). Ts ls esde s smr e

ern f reducn menned Bsc (1988) nd cn e cmred erceul grung r cgnve cunkng f menngfu uns Te rsse usres e e f nfrmn rcessng dr al (1984)ve ced sness nss sreg

urng esd pha, ese negred e cngurns r funcn es dened l reresenns (erceumr erns runded engrms) re nsed ccrdng er mrg n reln mre src dmensns se vrns re rgressvel msered esedmensns re n dened ndeenden f e es s s e cse durnge rs se u rer n reln em n er ers n s secndse e rgd funcnl es cnsruced durng e rs se renlsed eer ccrdng e relnss mng er rs (nr-ecrenss) r er nerrenss (sed n ne f er dmensnsnd s vrns) s secnd se crresnds dr al (1974)cl e nlss sness sre

As fr s e sensrmr sge (r sge f erceul reresenns) scncerned ve lred descred n del nd n severl ccsns

(unud 1983, 198; unud nd Vner 1981 unud nd uer1982 Vner 1986 n ress) e develmen f recng mn fceercen nd sefmge. ere ll nl ver re llusre e generlrcess f emng ng recng s n exmle

Exames fom infancy

Th dlpm ahig bhaiur

T gn eer undersndng f e develmen f recng s necessr ke n cnsdern e evurs mnfesed e durng ers ees f fe Severl urs (Ber al 1970a 190 revren al195 vn fsen 1982) ve demnsred nfns re cle durnge rs ds f fe f nd f recng c s que surrsng e ree rjec er rms n e drecn f vsull erceved mvngjec. Te ne-rns recng evur mnfess s cc rcesscern cegres f nfrmn reled e sun nd s n

cns s f n f e cmnens f e mvemens f recng reresen n e rs evurs f e nern n remrl ell-rgnzedfrm (suc s fr exme e enng f e nd durng rnsr r engerum grs) Te c-rdned cves f e ed-rm-nd llrgressvel dssce ecme elemenr cves Tese re nr crdned. Ts dsscn seemng enles e denf deren segmens r cmnens n reln deren funcns


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Dfferen type of hough

w te re pt t ulln pening n lsng n reltn t grspingr relesng n bjet; exn n extensin te elbw ring t te

stne te n wrist rttin bse n ierent renttns nngurtins te n; et. (semnti r prgmti pse). Crrespnenes n ls be estblise between ertn mements n termpning pereptins (r us, rigin te pereptul elementryrepresenttns). ese elementr tiities will ten be prgresselreintegrte, wit te result tt new glblly rgnie reing mementswill pper (bse n pereptul ttl representtins) ese mements re

usull esrbe s isully trggere, .e. prgrmme bere ter exeutn, te n pening urng te urse te trjetry, lsing gn n tebjet. Tis brings us t te 24- t 32wee leel wi Wite al (964)nsier t represent te igest ieement, te tp leel reing

Frm ts pnt te lte reng beiur eles (mrplglpse) this nles mre prese ustments (te rienttin te rm tepening n lsng te n) bse n te rtersts te bjet tbe seie (spe, sie weigt rienttin). ese justments wll ten le t mplex rergntn te tity reing s well s ts inulmpnents. Ater 32 wees, ts nnempsble nn-mulble lle

tie tiity nstituting reing ges rise t mplete rergnitinw nssts ntrlling te erent prts r unts tis mplextiit t pt t te erent nitins uner wi te tty ssuppse t be ble t be use. is sen pse w ul be qule slte elutin, s been remrbly esribe b Hlersn (193). n isstuy te eelpment ne grsping, e mintns tt t te ge 2mnts te bby ttns leel preensn prble t tt te ult,wi s sine been nrme by mre reent stues (n Hsten nRnnqust, n press) Apttns t te re s untin erent

rienttins te bet t be seie (usnell 198 Ln n Ase1983 n sten n Rnnqust in press) s well s pttns t tegrsp s untn te wegts bets (unu 193 unu nwer 194), re ter exmples te sen leel rgntn begnnngt run sx t nne nts n enng t run 16 mnts

e brie summrie te elutin reing beuse it is mng temns e stuie in etl. Nw we must exine te eelpment spee prutin in rer t estbls t wt egree it is mprble t te

press e just esrbe Unrtuntel te mplexty ts el telmittns ur wn nwlege, n te restritins spe will nne ust rter semti isussin.

Ealy sp pdut

t is well nwn tt run te ge ne er te bb prues is rst


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Dfferent tyes of hought

wd enteing te pae knwn a te ne-wd peid wi lat andeen eigt mnt tat i ntil abt 18 mnt (ee mi (18 f a

eiew f te qetin i pei a a been alle te pae tageb MNeil (170. F MNeill tee ingew tteane epnd tmpete adlt entene wi a ine been nteted b nmeat Ti peid i eeded b te peid f wd mbinatinpdtin entene nttin (Mane 180 wi begin wit tepdtin f tw-element tteane (Gegie 37 Baine 63. Teappeaane f ingle wd epnd t te aqiitin f lexial efeentialmeaning (in te wd te ntittin f mbl) tat i t a tepibilit f elating meaning t dened nd eqene.

I take te pitin tat te emegene f wd epeent te fmatin fttalitie wi ae initiall nn-dempable. Ti intepetatin i akin ttddet-Kenned (86 F im wd ae peeied a eqential anddinated atilat gete an an be epde witt nieingte bab a aing a nept f pnemi elatinip an atiatepgamme in wi iniia egment ae natenated In te il twd pdtin Fegn (86 a demntate tat it i te wdwi i te ntate nit an nt te pneti egment.

Ti tme ma eem ntadit t te expeimental data wi wtat qite eal te bab i enitie t te intenal tte f wd at telee f pneti egment (MaKain 187 Mele 183 It i a knwntat jt at te mment wen te t wd appea te bab iiminatapait iminie in tem f it enitiit t pnemi ntat wi aent fm i natie langage (Weke an ee 183 n aitin a zk(85 nte eeal tie n pneti peeptin (Ewa 17 Gania173 akin 173 gget tat te neea i i en nabe tmake man pnemi itintin tat appea t be wel witin te lmit f

te peepta apaitie f te aeage 2 mnt l (p. 223)In te mdel peented ee wee te pae wi peede te

emegene f te nndempable ttaitie (in ti ae w) inened wit te elabatin f te mpnent elementa egment.Fm ti pint f iew te fat tat wd ae nt dempable i nt inntaditin t te bab antei pdtin f mpnent egmentmalle tan te w. Cnta t wat tdetKenned ( 186 maintaindeelpment de nt alwa peed fm a leel f n dieentiatin t ne

f dieentiatin n te bai f anali b ntei tateging te peid ened b te ptin f ingle wd babie eem tbe atiel inled in te impement f te fm f te w tepde Te initial pdtin ae en nl appximatin and tee te bab mt mdif etain pat f te ttalitie Ding te new pei te tanfmatin witin te wd fm ede b mi


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fferent ypes of thoght

(986) vov aond honoogia hang, h a th additio ofvioy omittd honm th modiation of ononant and/o vow

ad th btittion of an aoiat honm fo a ditotd on a w aaond mohoogia maing nding inton of nmb, gnd anddimntiv of non, and nmb, gnd and tn of vb omi nton th fat that honooga and mohoogia o a highoatd and ma fntion n mia way whn adatd b th hid fohaig hi own odtio. Aoding to th inttatio h thtanfomation how that th baby i invovd in an anayi o in adomoition of th totaiti whih ny and nn (99) a anayiof maingf nit h ana a thoght to b aid ot t on th

bai of yabid it, dnd b thi oition in th wod, and onat on th bai of honti gmt (ny and nn 99; Bv 982)In addition, aoding to h (983) th on to honti o toditintiv fat aa at a to ion whn wod a ndtoodin ad of thmv' ( 4).

Th dition of th tag ding th on-wod iod i tainymo dit and what i mo mot of th imnta data ainoniv ia onning h tio. O mt ao in

mind, a ny and nn (979) not, that th honmi odtio ofth h iod hav not bn io tan ito onidation bingit.

t nay ta a oo at th dvomnt of -h voaodtion B th ag of th month th bab bgin to imitat adod angag ond Aoding to Sta (99), ooing ond havon bn dbd a vowi n fat, thy ontai b ononantmnt Th ond odd b th baby an b dibd a abinaaid vow o a abi naa oonant'. Whn ooing ond t

mg th a odd a ing gmnt Sbqnt, th gmta odd in i Thi i an am o what Zatin (975) ha adearly syllabcan' Th odtion dibd a vo a' ao taa a ing gmnt n whih babi oong vow o ononantitad tat, owing down th at of hang. Th voa a gmnt aao odd at on in og i Fom abot i month on, th babyod redplicaed babbling dnd a th odtion o ofononantvow yab i whih th ononant i awa th am. Thab dation and that of th onoant-vow yab a o to adth. Nvth, i tmoa onto ti ha not bn ahivdBginning at aond nin moth,nn-redplicaed babblingmg in whihvow-ononant-vow and v ononantvow-oonant yabaa n hot, it i oib to ay that btwn th ag of th to month th bab od ioatd, jtaod, and diatd mntagmnt whih a ogivy btt had btt ontod, and moom.


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Drn p hugh

Bad o th xptal data td h I popo th followg podto haat phpog At bth th a global ogaato of

ph-latd att (whh I od to b bad o pfodptato). Th global ogaato would b pobl fo aogoth thg tpoal yhoy btw th baby lp (pph) ad aot ad adult ph pgug ph aty Tah 1979.Itooto o-odato alo allow th baby to loal oud.Th ogaato would alo aout fo th dat ablty of th wbo lat to audtoy ph otat.

Dug h t ya th baby laboat ( addto to pood adupagtal apt of ph f. Cytal 99) lnary sgns rcpnns of a yllab atu (olatd o juxtapod o duplatd)whh o fo a w pptual odg ladg to ltay ptato. Th ould b opad to th tptat ha a dd byJuyk (985) Th ltay ptato whh ult fo thpptual odg of uoaudtoy ad popopt foato allowth baby to podu p atulatoy patt at th yllab ll. Thu ataoud o ya th a o-odato o tgato of th gt oopot whh g to wod a nn-dpsabl aliis Th

th totalt bo dopoabl t to ylab ut dd by thlat poto th wod ad th to o abtat pho ut.Ad ally a Juy (1985) ot th po of buldg up a t ofpototypal pal ptato o . . . uldg up uh adtoay apt o b a log ad aduou po pp 2 19, .

E f th pt tptato ght b a tg fo afotutou al (o of th d of p-aualty dbd by Pagt) Iod th lat btw ph dlopt ad that of oth typof bhaou uh a ahg to b o lo a to alow u to f a galudlyg po of otuto. ha yt to od what fo thot tg apt of th otog of bhaou hld th pttoof th gal po thoughout th ou of dlopt wll thfoby xa th 4- to 8ya-old hld apaty to aay ad gtwod. Ad ally wll opa h pogo th aa to h ablty tootut pl tool. O aga I wll ty to dotat th opty of laguag dlopt.

amples from chldhood

Wrd sgnain and larning rad

A fa a lag to ad od th quto of ad to la wafoulatd a ttg way by ba ad h ollagu (baal 1974, 9 Shakwl ad ba 196) ad wa tak up aga


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Dffeen ypes of oug 35

d deveoped by Aeg Mo d otet (Aeg d Mo 979Mo al 9), mog othe.

Aodg to Aeg d Mo (99) eg to ed wth phbt ytem peppoe the pty fo ept y (o egmetto) of peeh tem of phoeme. ow th pty ppe the hdt od 6 ye of ge. t ee pdy t the oet of edg ttod eem to be mpott eeto of the bty to ed t peet m peetge () of 6yeod fte thee moth of pmyhoog, bt ehe hgh peetge (0) by the begg o the eodye of pmy hoo. The tho th tht tto edg ohoog h et eeto eet o the pty fo phoem

egmetto.Nevethee tvte o egmetg o ftog peeh e ed ot

by hde yoge th 6 ye, epey yb egmetto whh heved by 46 pe et of 4yeod (4: 0) (Lbem al 974).heefoe we e ot deg wth gee mpobty fo hde de 6ye to fgmet o deompoe dtoy (o vy) peevedotm fom tempo (o pt) pot of vew hee pte foyb egmetto wod ep why Jpee hde e wthotytemt tto to ed the t befoe eteg hoo (Smoto d Mt 97). t wod o ep how Roz d Getm(977) mged to teh hde who epeeed dte wth thephbet to ed yb wtg wthot y otbe eet o the ptyto ed wth the phbet ytem.

Syllabic ga eem to to be pobe bee t bed pot (eemet o egmet) whh hve ety of the ow d myometme hve the ow meg fo the hd depedet of the totteto whh they my b ped I ottpho ga bed o

t', whh hve bee debed btt o fom d whh hve oetee o meg depedet of the whoe of whh they e pt wehve edy poted ot. hey oy et fom beg th totty topt d hve o etee otde thee totte Epeed deety hph wod oy et pt of (boded) whoe d wod ot beebe to , 4, o 5yeod t the oept eve, whee the ybeod et o t ow, depedet of y ge etty whh mght de t egmet h doe ot me, howeve tht h yllabl h the mett whe t deted oted etty omped to whe t ptof whoe. hee dtto e of oe oy etve d oepod towht my be odeed the bjet pot of vew t deet tep deveopmet. Lbem h how tht hde be wod toybe fom the ge of 4, whe moe eet tdy by Beefod dde eeo (979) how tht the ybe beome pt of wod (wth deed poto wth epet to othe pt) fom the ge of 6 ye. A pt


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36 ffeen ypes of hough

of a wod the syllabe s thus dened wth eset to the ensemble of wodarts by its relate ositon. Thus dun deeoment he syllabe an hae

two fundamentally dierent statuses a before 6 years it woud hae hestatus of an ndeendent unt nseaabe fom meann whh an bereroued o uxaosed wth othe syables b ae 6 yeas t woud haethe status of at of a wod but essentally dened n ems of ts elatieositon.

Usn an examle boowed fom syholnusts hae ted to show howthe transformation of word sementation aaities durin learnin to ead atthe stae of onetual eesentatons an now be exlaned by the eneral

roess of thematizin reousy desibed and illustated by ealy seehoduton at the stae of eetual eesentatons.The existene of dierent systems of ahi tansition of lanuaes

ideorah and honorahi oers a sulementary demonstration thatoesses eated to anuae nudn wtten anuae ae exessons of amoe eneal oess. he deoah system s elated moe to the st haseof the eneral oess desribed as a rst tye of thouht synthesis byseman tial analysis stratey whereas the honoloial system is loser to theseond hase onsidered to be a seond tye of thouht moholoial

analyses by synthess statey. hs s one of the most oninin iees ofedene that lanuaerelated henomena are non-sei to lanuae.

I would now lie to brey show how the eneral roess manifests itself neaton to the way the hld s able to dene sime objets suh as toos nroblemsolin situations. his examle will also allow me to demonstratethe aaity for interatin elements into a whole the orollary of theaaity to sement.

The sru ls

he eneral roess of thematiin whih desribes the assae from aamat o onete oanaton to one whh s fomal or abstat an beillustrated by the results of some researh arried out on the onstrution ofsimle tools by - to 8-year-old hldren Mounoud 190) In these studiestwo adally deent leels of analyss and oblemson wee demonstrated. These two leels seem to bea a lose oresondene to the twohases of the eneral roess

A may leel of analysn obem stuatons and of denn toolstyial of and yearold hildren is based on a deomosition of theoblem into tass o elementary atons/roertes for examle in tassinolin reahin reahin around ushin and sezin hese ations areused to dene o to qualfy deent sements o ees of a tool Eah sementthus has its own roerty reahin reahin around ushn tainrasin hooin et This nd of sementation an easiy be alledamati or semanti


14/22

Deret types of tougt 37

At the econd eve too ae dened b a genea unction o b a gobatranormation progeive pecied b the reationhip between dieent

pat o the too and o the ituation Thee part on have meaning ineation to the whoe bounded whoe) and the eationhip ae eaborated inreerence to the ignication o the entire too An eampe o uch a toowoud be an obect deigned to move a wood bock whie avoiding obtaceanother eampe i a too contucted to remove a bock with a hook on itrom a a The dening popertie o the too ae at the eve o eationhipuch a the ength incination or cuvatue o dieent contituent patThee pat ae no onge dened in ioation b mean o pecic propetiebut athe the are dened b thei mutua eationhip Such a conceptiono the too can be decibed a morphoogica oma or abtract andtheeoe correpond to the oma or abtact capacitie o anaing andegmenting wod The econd eve i characteritic 7- and 8-ear-odchidren

egmentation and compoition are poibe at both eve where the aecompete dieent in natue t i a i or 4- and 5ea-od chiden the tooi gradua dened b utapoition o egment or piece each one having adened popet or a diect reationhip to the chid dieent action

emantic apect) Thi i reminicent o the gua coection dened bInhede and Piaget (1964) in the ream o caication nthei bemantic anai tateg)

In contat at the econd eve o 7 - and 8eaod the too i dened b agoba tanomation eative to cetain containt and condition inheentin the ituation The too i dened a a whoe compoed o part which onhave meaning with epect to the whoe) o which on the tuctuaeationhip between part give it it unction mophoogica anai bnthei tateg)

The eature o the too o the ituation and o the action taken intoconideration b 4 and 5-eaod o 7- and 8eaod do not have the ametatu depite thei appeaance or epecia depite our adut obevepoint o view oth cae might dea with ength or eampe but what the 4and -ear-od ca ong or hort wi not have the ame meaning a that orthe and 8-ear-od n the rt cae with 4 and 5eaod we woud be inthe peence o what Piaget caed pe-concept where the obect and what itignie ae not cea diociated Fo thee chiden obect or intument

ae chaacteied b ioated popertie o component which ma beutapoed to make up what we might ca amagam Wemu 1977). Objectpopetie ae direct dependent on the meaning o action peomed onthem o o which the ae ubtituted Obect repeent o tand o actionThe ae a kind o tanpoition o action an anaogue tanation aubtitute Thei denition wi depend on the peence o abence o thi othat egment to which a particuar meaning i attached and where the whoe inot taken into account


15/22

38 eren ypes o hought

Wit 7 and 8-ea-old cden te instuments become te suot' fomeanngs attbuted to te wole wic ae no onge eative to suc and

suc atcua actons but to one o seveal tansformatons of te woe Teinstuments ae no onge dened b te esence o absence of ts o tatsoated caacteristic but uniquel b te elationsis between teideent ats

Te age of 6 eas consttutes te tanstion between tese two eves ofoganization t s at aound 6 eas tat te integaton of eviousl solatedand utaosed elements wt dened oeties take ace wic eventuallgve se to wostc eangs enabing tansforatios to be consideed.

noticed tat wen te cde succeeded n deg a nstument b meansof a wostic oet te wee momentai unable to constuct o modfan instument Te wee onl satised b te dscove of an nstrumentwic ad te woe set of anticated caactestics

Befoe 6 eas t would be ossble to sa tat obects do not estconcetual fo te subect as woes. Tei soe concetual eistence woudbe nked to te cuent o evous actions assocated wt tem and fowic te act as a kind of etenson o substtute Te obects would onave atial ocal and momenta concetual identit.

Fom about) te age of6 obects become identiable in a stable and globalwa and te ave acqued a goba dentt witout te elationssbetween ats of te obect o between deent obects aving been masteedet Tei identit no onge deends uon cuent contingencies of te actionbut s still mited b te degee of oganization of te elationsis te cid iscaabe of masteng bot between te constituent ats of te obect andbetween dieent obects.

t is notewot tat Vnte and msef ave found te two mao stes ofte geneal ocess n ou eseac on te develoment of te sef-mage n tecid fom 3 to 1 1 eas of age Mounoud and Vte 18) Ts eseacstudied te ecision and stabiit of te cid's image of s own face usng adstotng mio n aticula we wee studng te wa in wic cildenae aected b tei ntal confontaton wt dstotons of te face Oundings wee tat at age 6 cilden ad a ecse and faitful eesentato6f temselves

al in ou eseac on te lanning and contol of movements in testud of visuomanual tackng of eodc signas n 3 to -eaold cden

Mounoud 82; Mounoud et al. 18) we ave descibed te assage fomlocal conto to globa contol of movement wic we interet as tecid's caacit fo anticatng te toandfo movements of te taget andtei arm movements as a totait ate tan locall stebste in a wawic ten eits te esoution of te oblem of coincidence betweentaget oveents and tei own movements


16/22

Conclusion

Dffeent types hugh 39

n hi preenaion have ried o decribe a general proce which i nodomainpecic in order o eplain he ucceive emergence o dieren peo hough (emanic veru morphological) a each developmenal age. Thiproce canno be correcl underood wihou a deniion o he iniialage. Given he recurive naure o hi general proce an nal ae hugeneraed can iel become an iniial ae or he ollowing one Neverhelea ar a onogenei i concerned i i imporan o dene he iniial age ohe new-born (which can be conidered a he nal ae o embrogenei) have decribed he iniial ae o he newborn in erm inerenorimoor

co-ordinaion deermined b wha ha been called preormed globalrepreenaion (Mounoud and Viner 8).

During a r phae o hemaiing new elementary representations(analogic) baed on meaningul componen are conruced b mean o anew encoding yem (emanic egmenaion or anali). Thee elemenaryrepreenaion are eiher iolaed or compoed ino paricular unboundedconguraion decribed a uapoed or reduplicaed hee compoiion or conguraion can be called amalgam (Wermu) appoiion

(Bogen 16) or gural collecion (iage)hen he elemenar repreenaion are inegraed or coordinaed in totalrepreentations (mbolic) or bounded iniiall nondecompoable wholereuling rom percepual grouping' or cogniive chunking o emanicuni. During a econd phae hee oal repreenaion are progreivelanaled rom a morphological poin o view ino abrac uni dened by heegmenaion o heir dimenion and heir inerrelaionhip (morphologicalegmenaion or anali).

Aerthoughts

Aer hi preenaion we dicovered an eciing paper b MacNeilage(86) who wih hi colleague ha recenl ormulaed an inereinghpohei on he relaionhip beween he beginning o peech and bimanualco-ordinaion rom an evoluionar perpecive (MacNeilage et af. 84)hey ugge ha le-hemiphere manual pecialiaion ma have evolvedprimarily or bimanual coordinaion raher han impl or manual uncionin general. The alo conider ha he primar pecializaion o he lehemiphere i or a rame and conen mode o organizaion which iprobably ued boh or bimanual coordinaion a well a or he phonologicaland nacic level o peech producion Finally, he hypoheize ha herame and conen mode o bimanual coordinaion and i aociaedhemipheric pecializaion i probably no pecic o hominid bu ma alobe preen in Old World mone and perhap alo in grea ape.


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0 ff yps of hough

Te yotesis o te ame/content mode o oganization at te onological level o seec is based on an obsevation made by Sattck-nagel

(199) elated to seial odeing eos in seec odction In atila inode to elain ecange eos it is necessay o te sbect to seaatesyllabi stte (ame) om segments (content). Teeoe it is sggestedtat at te onological level seec odtion incldes a stage in wiconologial content elementsonsonants and vowelsae inseted intosyllable stcte ames.

MacNeilage (1986) notes in Gaets stdy (195) simila eos at temoosyntactic level o see ecange osition eos (inside a givensyntacti contet) ese eos demonstate te intevention o te ame/ontent mode o oganization In sm o tese atos evoltion woldonsist o te tansosition o te ame/content mode o oganiation ombimanal coodinations to te onological level o seec and ten om teonologial to te syntactic level. Conening te neoysiological baseso tis ame and content mode o oganization MaNeilage ( 1986) considestat te slementay moto aea (SMA) loated in te seio ontalgys o te medial sae o te ceebal emisees as well as otentionally elated sbcotial aeas in te basal ganglia, vental talams

and in te sbtalamic ncles lay a edominant ole. ese dieentcotical and sbotical aeas sow bilateal activities ding nimanal tasks(ontinos volntay moto tasks involving actions moe omle tansingle eeated gestes) as well as ding seec odction e considestat te imotane o te SMA in langage as been ndeestimated.

I conside tee to be imotant onvegences between te yotesesdeveloed by MaNeilage and is olleages and tose I ave esented eeand in evios bliations (o eamle Monod 1986). I ave tied toomae te develoment o eacing to te st ases o see odctonin ode to caacteize stctal similaities between tese two develomental seqences. Moe ecisely I ave tied to demonstate te aeaance o anew tye o segmentation o totalities and o te integation o segments at tebeginning o te seond yea o lie (moologial segmentation o totalitiesin abstact nits and integation o elements in bonded totalities wic aemoe tan te sm o tei ats) Wit MaNeilage I am in avo oconsdeing oneanded movements as a seial sbclass o bimanal contolI ave also tied to emasize te analogy between tis new oganization and

te one tat aeas at aond age si elated to wod segmentation wenleaning to ead in te alabetic system in addition to its similaity to teoganization at te moosyntaic level o see (Monod 1986).

Wit egad to eading develoment I was vey imessed by Gladstoneand est's (1985 . 98) yotesis elated to inteemiseic ollaboationand wat tey all te timeintegated notion o allosal ntion wenallosal ntion is consideed aoss diaoni [develomental] time' As a


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Dffeet type of though 41

min th ol o th alosm is oth facilitory an inhibitoryatn th ow o inomationino anbetween th a hmsphs.

h ops allosm aso oms an intal pat o th sstm that atsattntonal apaits an attntion aan. inal th anto on o thalosm is no in th co-onation o mana moto sls Glastonan st to th mol o lopmntal chan in hmsphcinomnt n compx tass (popos Gol an Costa 1981) aso ncs in th otical psntaton o no ss acqiinomaton h iht hmisph wol s to o nol nomationwhl th hmisph wol st st o potin already acquired,compactly coded information th sqn o nowl acqston ollowna sh om ht to l hmsphs. I sst that th two-phas mol psnt mht as on sh a shi om ht to l hmsphs o atlast on a mao han in inthmsph ollaoation. Wth a to mmol ths han in hmisphic inolmnt wol pat saltims in th os o opmnt manl at aon nin months an sixas

Akowedgemes

wo to than Stphani Shn o tansatin th txt anoisSchmtt o h aa sctaia assistanc an A Caamazza C. A.Hat A. Riapi D Stn A. Vint an G Zanon o thi hp commnts.

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Whie, B L Cale, ., and Held (96) Oevation on the developmen ofvialy dieted eahing Chld Deelopment 35 96

Zlain M (95) Eploaive mapping of he voa ad and pimitive ylliaionin infany he t i monh ape peented at he Ameian Speeh andHeaing Aoiation Convention, Wahingon DC pp 0 6

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Thought Without Language- Chapter-2

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