Language and thought - Wikipedia
Introduction. The connection between language and thought is profound. The majority of our everyday life involves the use of language. We tell our ideas to. There is a very important relationship between thinking and language. In a sense , they are codependent upon one another. (That is not to say that language is. Relationship between Thought and Language | Human Behaviour | Psychology is no unlimited freedom exercised or possible in any language to describe or.
Thought then becomes verbal and speech then becomes rational. Beckour emotions and behavior are caused by our internal dialogue. We can change ourselves by learning to challenge and refute our own thoughts, especially a number of specific mistaken thought patterns called " cognitive distortions ". Cognitive therapy has been found to be effective by empirical studies. In behavioral economicsaccording to experiments said to support the theoretical availability heuristicpeople believe events that are more vividly described are more probable than those that are not.
Simple experiments that asked people to imagine something led them to believe it to be more likely. The mere exposure effect may also be relevant to propagandistic repetition like the Big Lie. According to prospect theorypeople make different economic choices based on how the matter is framed.
Counting[ edit ] Different cultures use numbers in different ways. The Munduruku culture for example, has number words only up to five. In addition, they refer to the number 5 as "a hand" and the number 10 as "two hands".
Numbers above 10 are usually referred to as "many". In this system, quantities larger than two are referred to simply as "many". In larger quantities, "one" can also mean a small amount and "many" a larger amount. These are non-linguistic tasks that were analyzed to see if their counting system or more importantly their language affected their cognitive abilities. The results showed that they perform quite differently from, for example, an English speaking person who has a language with words for numbers more than two.
For example, they were able to represent numbers 1 and 2 accurately using their fingers but as the quantities grew larger up to 10their accuracy diminished. This phenomenon is also called the "analog estimation", as numbers get bigger the estimation grows. Orientation[ edit ] Language also seems to shape how people from different cultures orient themselves in space. For instance, people from the Australian Aboriginal community Pormpuraaw define space relative to the observer.
Instead of referring to location in terms like "left", "right", "back" and "forward", most Aboriginal Nations, such as the Kuuk Thaayorreuse cardinal-direction terms — north, south, east and west. For example, speakers from such cultures would say "There is a spider on your northeast leg" or "Pass the ball to the south southwest". In fact, instead of "hello", the greeting in such cultures is "Where are you going?
The consequence of using such language is that the speakers need to be constantly oriented in space, or they would not be able to express themselves properly, or even get past a greeting. There have been many papers written on the subject. Some say that babies 'think' without language.
What is the relationship between language and thought? | Elliot Murphy - ddttrh.info
I consider that babies classify and absorb basic concepts of shape, taste, texture etc, but without 'thought' - or not thought as I consider thought. I consider this the basic acquisition of the building blocks of subsequent experiences and knowledge of their environment, but not thought. A mental language only. I do think 'thought' is the manipulation of already stored experiences.
As I said already I think that only those concepts already 'labelled' with language are dominant. I can use the 'word' heat - but I cannot 'think' about heat per se, so my thoughts would be perhaps of the source of heat, the effects of heat, the desirability etc.
Heat itself is a recognizable attribute, labelled, but we are not able to 'think' about it. As Wittgenstein indicated, if you want to know the meaning of a word, look at it's use. Bilingualism I actually live in a bilingual community. I do not have the second language, so I often ask questions about the derivation of some words others use, or their meaning in English.
I am struck by how many times there appears to be no direct translation - or perhaps none known to the speaker although their English is perfect. Their first language is from a culture which had no or little written records.
Consequently such things as conceptualising family relationships is to a phenomenal degree.
Their memory for names is amazing, but the language in written form is more available to me, in that I often have to spell some words for them - although I am useless at their pronunciation! They hear the word, I see it in written form. As to how we experience the world? I don't see the world of experience being presented to us. We are part of the world we inhabit. I do agree we have an a priori ability to process experiences Kant - and to classify them in a way that they can be brought back into our imagination, manipulated, decoded and spoken in language.
Kate Wed Sep 27, 5: The artists envisions without the words to express his thoughts, but can put paint to canvas and express ideas. So to does the musician. Wed Sep 27, 9: A common heading for this would be under the "Whorf-Sapir" hypothesis.
I think I have recently posted on this here somewhere but the basic idea was "language structures thought". This was based on Whorf's study of Hopi and how their language did not allow for the seperation of past and present.
Since this time, the deabte has waxed and waned but the emerging consensus seems to be "both". Language can structure or constrain thought to some degree. However, studies of the development of language and cognition in children has also found that children will develope their own language complete with vocabulary, grammar, etc.
In linguistics we do see examples of new words being developed to express different nuances of meaning where necessary i. This, of course, is linked to societal norms regarding conservatism.
Therefore, some populations may be very conservative and the language does not change through time and this may be linked, to varying degress, to the resistence towards new ideas. But, there is still debate as to if and why this may be the case. Some of our other key debates like that relating to "evolution" may be linked here. It is certainly possible that resistence to the "idea" of evolution at an early age may signal and be correlated to solidifying cognitive patterns at an early age and may be caused by the way societal norms are being taught as well as linked to nutrition, health, etc.
Wed Sep 27, Both are creative activities involving the use of the imagination - but is this 'thinking' as we know it? The output is a representation of the individual's coded mental message.
If one believes that experiences are stored as mental representations then in essence, the mental picture should be no different for an English speaker than to one who speaks Chinese. How they then communicate that mental language depends on their vocabulary, skill and imagination.
Language and thought
I still maintain that 'language' is necessary for thought, a conscious activity, involving the retrieval of concepts or ideas and the manipulation of the information and knowledge brought into 'thinking' about something. Wed Sep 27, 3: Hi Katie, glad you've dived in. I think I'm getting a handle on how you are defining 'thought' here.
My question is if 'thought' is not necessary for the formation of 'language', then what is? What would call the process by which language developes?
I think you hinted at the process earlier when you wrote, Katie wrote: If it's not "thought" that takes place in a pre-linguistic state, then what is it? Wed Sep 27, 6: The Language of Science. The Descent of Man. Sioux Falls, South Dakota: On the Very Idea of a Conceptual Scheme. Proceedings and Addresses of the American Philosophical Association The Great Leap Forward.
Frege, Dedekind, and Peano on the Foundations of Arithmetic. The Learned Component of Language Learning. University of Arizona at Tucson.
The Faculty of Language: Source of flexibility in human cognition: Dual task studies of space and language. Conceptual precursors to language.
Mind Design and Minimal Syntax. An Essay on Names and Truth. Brain, Meaning, Grammar, Evolution. Essays on Mental Structure.
The discrimination of visual number. American Journal of Psychology Core systems in human cognitions. Progress in Brain Research Language, Cognition, and Space. Thoughts on Intelligence, Identity and Consciousness. An Essay Concerning Human Understanding.
The Philosophy of Generative Linguistics. The Master and His Emissary. The Cambridge Companion to Chomsky. A System of Logic. University Press of the Pacific. The magical number seven, plus or minus two: The Primacy of Grammar. Phase-Theoretic Investigations of Linguistic Interfaces.