jueves, 8 de septiembre de 2011

How to do things without words: Infants, utterance-activity and distributed cognition

Language Sciences
Volume 26, Issue 5, September 2004, Pages 443-466
ISSN: 03880001
DOI: 10.1016/j.langsci.2003.09.008
Document Type: Article
Source Type: Journal

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How to do things without words: Infants, utterance-activity and distributed cognition


a Department of Philosophy, University of Natal, Durban 4041, South Africa
b Social Science and Humanities, University of Bradford, Richmond Road, Bradford BD7 1DP, United Kingdom


Abstract

Clark and Chalmers [Analysis 58 (1998) 7] defend the hypothesis of an 'extended mind', maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of 'language acquisition' are considered in the light of the extended mind hypothesis. Rather than 'language' as typically understood, the object of study is something called 'utterance-activity', a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of interacting humans. It is argued that utterance-activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants' cognitive powers are augmented by those of the people with whom they interact. © 2003 Elsevier Ltd. All rights reserved.

Language of original document

English

Author keywords

Andy; Ape language; Clark; Deacon; Distributed cognition; Language acquisition; Savage-Rumbaugh; Sue; Symbols; Terrence

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2 comentarios:

  1. and viceversa, adult ALSO learn from children, as from any aspect of their physical-and-dynamic reality, and living beings; but as our perception is not PURE, we perceive ALL-IN-ONE the ecosystem as a whole; and very important: we don't hear "sounds", not, we perceive ourselves within a dynamic and everchanging 3D Dance of sound WAVES; to an easier way to imagine that, remember the waves of the sea...or the wind in your body when the wind is so strong...so, we learn, as a extended subject including our eco-brain....

    ResponderEliminar
  2. wave physics would easily add easy explanations to understand that; the actual paradox is which teachers brains, conceptualised as islands, make teachers to feel and conceptualising the world, after that paradoxical, an acientifical separation; terribly to observe teachers denial from human echolocation, for example; i remember an article called: Is Phenomenological Consciousness a Phenomenological Obviety? And our answer is OF COURSE, from that premise we conclude that all that "angels' sex" diatriba or discussion about " the hard problem of consciousness" is for ever, coming down, towards commons' sense, towards common sense, towards.... shamanism. In fact the term mindfullness, etymologicaly means full of mind, coinciding with the approach of Noe, and oriental cosmovision, where thoughts are the sixth sense, or the same as synestesia (in this global, and fenomenological way)

    ResponderEliminar

ciencia global al cuadrado...