Significant contribution to the solution of the problem of the ratio of thinking and speech made by L.S. Vygotsky. He wrote: "The word also refers to speech, as well as thinking. It is a living cell containing in the very simple sight The main properties inherent in speech thinking as a whole.

The word is not a shortcut, pasted as an individual name for a separate subject: it always characterizes the subject or phenomenon, denoted by them, generally and, therefore, acts as an act of thinking. But the word is also a means of communication, so it is part of speech. It is in the meaning of the word that the node of that unity, which we call speech thinking "is tied.

From the point of view of L.S. Vygotsky, initially thinking and speech performed various functions and developed relatively independently. In the phylogenesis and ontogenesis of thinking and speech, the presenter phase in the development of intelligence and the pre-reflective phase in the development of speech is clearly distinguished. In young children and higher animals, peculiar means of communication, not related to thinking, and gestures, mimic, reflecting the inner states of a living being, but are not familiar or summarizing, - in turn there are such types of thinking that are not related to speech.

L.S. Vygotsky believed that at the age of about two years there comes a critical, a turning point: it becomes intellectual, and thinking - speech. Signs of fracturing in the development of both functions are fast and active expansion. vocabulary Child and rapid increase in communicative dictionary. The child first discovers the symbolic function of speech, aware of the summary meaning of the word as a means of communication and begins to use it for both communication and to solve problems. The child begins to call different items with the same word - this is a direct evidence that he assumes the concept.

The concept allows you to generalize and deepen knowledge about the object, going out in his knowledge beyond the directly perceived. The concept acts as an important element not only thinking and speech, but also perception, attention, memory. It gives all these processes selectivity and depth. Taking advantage of the concept for the designation of the subject or phenomenon, we are automatically visible in them (we understand, we present, perceive and remember them) more than we are given directly through the senses.

Of the many qualities and properties enclosed in the word-concept, the child first assistens only those that directly act in the actions performed with the relevant items. In the future, as we get enrichment life experienceThey assimilate the deeper meaning of the concept, including the qualities of the relevant items that are not directly perceived. The process of forming the concept begins long before the speech mastering, but becomes truly active only when the child has already mastered the speech as a means of communication and developed his practical intelligence.

The first word of the child performs in its meaning as a whole phrase. The fact that an adult would express in the deployment of a proposal, a child conveys in one word. In the development of the semantic (semantic) side of speech, the child begins with a complete proposal and only then proceeds to the use of private semantic units, such as separate words. In the initial and final moments, the development of semantic and physical (sound) sides of the speech is different, as if opposite ways. The semantic side of the speech is developed from the whole to the part, while its physical side develops on the part, to the whole, from the word to the proposal.

To understand the relationship of thought to the Word, inner speech is important. In contrast to the external speech, it has a special syntax. The transformation of the external speech into the internal occurs on a specific law: it is primarily reduced to the proposal to be and remains reduced with respect to it. The main syntactic form of internal speech is predicative. Examples of predicativeness are found in the dialogues of people who know each other, "without words" understand what is being discussed. There are no such people, for example, no need to always call the subject of the conversation, to indicate in each pronouncement of the proposal or the phrase subject to: in most cases it is well known.

Another feature of the semantics of internal speech is agglutination, i.e. A peculiar merge of words into one with their significant reduction. The resulting word as it would be enriched with a double meaning taken separately from each word combined in it. So, in the limit you can walk to the word, which absorbs the meaning of the whole statement. The word in the inner speech is the "concentrated thickener of meaning." To fully translate this point in the plan of external speech, it would be necessary to use, probably not one sentence. Inner speech, apparently, consists of a similar kind of words, absolutely not similar to the structure and consumption on the words we use in our written and oral speech. Such a speech due to its named features can be considered as the inner plan of speech thinking, "mediated dynamic relationship between thought and the word." Inner speech is the process of thinking with clean values.

Fifth edition corrected

Lev Semenovich Vygotsky. Thinking and speech. Ed. 5, rear. - Publisher "Labyrinth", M., 1999. - 352 p.

Editor: G. Schelogurov Artist: I.E.Smirnova Computer set: N.E. Emermin

The fifth edition of the chief book by L.S.vugotsky (1896-1934) "the posthumous world glory brought him, reproduces the first (1934) publication. Restored bills made in the second (1956) and third (1982) publications, corrected some typos and inaccuracies of the fourth (1996) publication, the initial unity of the author's plan and style was returned.

© Labyrinth Publishing House, Editorial, Textural Comment, Index, Design, 1999

All rights reserved

ISBN 5-87604-097-5

All-Russian

state library

foreign, literature

them. M I. Rudomino

Preface 5.

Chapter First Problem and Research Method 8

Chapter The second problem of speech and thinking of a child in the teaching Zpiazh 20

Chapter Third Problem of Speech Development in the Usting V.Sttern 73

Chapter Fourth Genetic Thinking Roots and Speech 81

Chapter Fifth Experimental Study of Development Development 109

Chapter Six

Study of the development of scientific concepts in childhood 171

Chapter Seventh Thought and Word 275

Literature 337.

textural comment 339.

I.V. Peshkov. Once again "thinking and speech", or about the object of rhetoric 341

Name pointer 348.

Preface

This work is a psychological study of one of the most difficult, entangle and the most complex issues of experimental psychology, the question of thinking and speech. Systematic experimental development of this problem, how much we know, not yet taken by anyone from researchers. The problem of the task that was faced with us, at least with the primary approximation could be carried out not otherwise as by a number of private experimental studies of individuals of the question of interest to us, such as the study of experimentally formed concepts, research written speech and her relationship to thinking, study of internal speech, etc.

In addition to experimental studies, we inevitably needed to appeal to theoretical and critical) "study. On the one hand, we were to have the theoretical analysis and generalization of a large accumulated in the psychology of the actual material, by comparing, comparison of these philo and ontogenesis, set out the starting points of the day of solving our problem and develop the original prerequisites for self-producing scientific facts in the form of a general teaching on the genetic roots of thinking and speech. On the other hand, it was necessary to criticize the most ideologically powerful of modern theories of thinking and speech in order to push them away from them to understand their own ways Searching for preliminary working hypotheses and oppose the theoretical path of our study from the very beginning, which led to the construction of dominant in modern science, but insolvent and therefore need to revise and overcome theories.

In the course of the study, it was necessary to resort to theoretical analysis of the study of thinking and speech with inevitability, affects a number of adjacent and border regions of scientific knowledge. Comparison of the psychology of speech and linguistics, experimental study of the concepts and psychological theory of training turned out to be inevitable. All these in the way questions, it seemed to us, everything is more convenient to resolve in their purely theoretical formulation, without analyzing the self-accumulated actual material. Following this rules), "we introduced a study of scientific concepts to the context of the development of scientific concepts developed by us in another place and on another material a working hypothesis about training and development. And, finally, theoretical generalization, the mining of all experimental data turned out to be the last point of the theoretical analysis to our ) "Research.

An abstract article by L.S.Vugotsky "Thinking and Speech"

I. Problem and research method

The problem of the relationship of thinking to speech is reduced to the question of the attitude of thought to the Word. There are two poles of solving this problem:

2 poles solution

Identification and complete separation
Full merger and speech
Thinking and speech

In general, two main forms of analysis are used in psychology:
1. The decomposition of complex psychological integers on the elements (as a result, elements are obtained, alien to this whole)
2. Dismemberment of the whole per unit (unit - product analysis, which has the properties of the whole)
Through the second form of analysis, you can highlighted speech thinking - the meaning of the word

The word refers to the class of objects and is a generalization - a verbal act of thought

The meaning of the word can be considered both the phenomenon of speech and the phenomenon of thought

Method Research Problems of Thinking and Speech Relationship - Semantic Analysis Method

The initial function of speech is communicative (because communication, unrepossible iconic system - limited and primitive)

In the process of communication it becomes possible to generalize

The meaning of the word can be considered as the unity of thinking and speech and both communications and thinking and as the unity of generalization and communication:

Meaning of the word(

Unity of Generalization and Communication

Unity of thinking and speech Unity of Communication and Thinking

II. Genetician thinking and speech

The relationship between thinking and speech is the value of the variable, their curves are intersect, then they differ, but they have different genetic roots.

Thinking monkeys There is a pre-operation phase (the primitives of thinking in the absence of speech are visible from V. Koller's experiments)
But: Decisible for the behavior of chimpanzees is the presence of an optically relevant situation two provisions: 1. Speech - the function is intelligent, not determined by the optical structure
2. In all non-optical chimpanzee structures, samples and errors are valid.

On the one hand, thinking and speech are divided
But: on the other hand, monkeys also have a routine of human speech (in the phonamatic sense)
Chimpanzee speech characteristics:
1. Expressively emotional voice reactions2. Emotional states accompanied by speech manifestations, but not intelligent reactions
3. The function of their speech is to communicate with yourself similar (and not only emotionally expressive)

The main conclusions hp Vygotsky on the problem of thinking and speech in phylogenesis:
1. Thinking and speech have different genetic roots
2. Their development goes on two different lines.
3. The relationship between thinking and speech is not constantly in phylogenesis
4. Anthropoids have human-like intelligence on the one hand (primitives of use of guns) and speech - on the other (primitive Social Speech Function)
5. Anthropoid has no close connection between thinking and speech
6. In the philogenesis of thinking there is a pre-operation phase, and in the philogenesis of speech - preintelligent

In the ontogenesis of the child, to illiterately allocate a dooinlectual stage, for example, a baking child (this stage is necessary to establish social contact).
At an early age (about 2 years), the line of development of thinking and speech, the smooth separately, coincide (then the child understands that "every vein has its own name" V. Stern)

It becomes intellectual, and thinking - speech
Signs of this fracture:
1. Creation actively expands its dictionary ("What is it?")
2. Based on this, there is a jump-like increase in the word

The main conclusions hp Vygotsky on the problem of thinking and speech in ontogenesis:
1. In the ontogenetic difference of thinking and speech, their roots are also different
2. Also there are a dooinlectual phase of speech and a pre-operation phase of thinking
3. To ...

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted by http://www.allbest.ru/

L.S. Vygotsky: Thinking and speech

Introduction

Vygotsky Lev Semenovich (5 (17) November 1896--11 July 1934) - Soviet psychologist, creator of the cultural and historical concept of the development of higher mental functions. He graduated from the Faculty of Faculty of Moscow University and the Historical and Philosophical Faculty of University. Shanyavsky (1917). Scientific pedagogical activities began in Gomel. Worked in Moscow state Institute Experimental psychology (since 1924), at the Academy of Communist Education, then in the Institute of Defectology created by him. Professor Institute of Psychology in Moscow. Twisting two lines in the development of behavior: Natural and Cultural, L.S. Vygotsky put forward the situation that higher, specifically human mental processes (arbitrary attention, logical memory, conceptual thinking, etc.) are carried out similarly to labor processes with the help of special instruments of "spiritual production" - signs. Initially, these cultural techniques and funds are formed in the joint activities of people, and then become individual psychological means of behavior management. In the development of each of the mental functions, such mediation gradually turns into an external internal.

One of the main problems, on the material of which the cultural and historical theory was developed, is the problem of the ratio of thinking and speech. Fundamental work L.S. Vygotsky "Thinking H Speech" (M., 1934) presents the three separate articles dedicated to the general theoretical issues, analyzing the genetic origins of thinking and speech, structural and semantic features of internal speech (according to I, IV, VII), research Egocentric speech (11 and VII ch.) and the problem of developing concepts in ontogenesis (V ch.). Works: Pedagogical psychology. M., 1926; Etudes on behavior history. M .-- l., 1930 (joints with A.R. Luria); The mental development of children in the learning process. M., 1935; The problem of mental retardation .-- In the book: Mentally backward child. M., 1935; Selected psychological research. M., 1956; The development of higher mental functions. M., 1960; Imagination and creativity in childhood. Ed. 2nd. M., 1968; Psychology of art. Ed. 2nd. M., 1968.

1. Problem and research method

vygotsky speech thinking mental

The problem of thinking and speech belongs to the circle of those psychological problemsIn which the question of the attitude of various psychological functions, various activities of consciousness. The central moment of the whole problem is, of course, the question of the attitude of thought to the Word.

If try in short words Formulate the results of historical works on the problem of thinking and speech in scientific psychology, it can be said that all the solution of this problem, which was offered by various researchers, hesitated always and constantly - from the most ancient times to the present day - between two extreme poles - between The identification and full merge of thought and words and between their as metaphysical, as absolute, as a complete gap and separation.

The whole question rests on the research method, and we think that if you start the problem of thinking and speech in front of you, it is also necessary to figure out what methods should be applicable in the study of this problem that could provide its successful permission.

We think that a double genus should be distinguished by an analysis used in psychology. The study of all psychological entities needs to assume. However, this analysis can have two fundamentally different forms, of which one, it seems to us, are obeying in all those failures who endured researchers while trying to resolve this centuries-old problem, and the other is the only true and initial item in order to make at least the very first Step towards her decision.

The first method of psychological analysis could be called the decomposition of complex psychological integers on the elements. It could be compared with the chemical analysis of water, decomposing it into hydrogen and oxygen. The essential feature of such an analysis is that, as a result, it obtains products, alien to the analyzed whole, are elements that do not contain the properties inherent in the whole, and possess a number of new properties that this whole could never Detect. With a researcher who wants to resolve the problem of thinking and speech, decomposes her on speech and thinking, happens absolutely the same thing that would have happened to every person who was in search of a scientific explanation of any properties of water, for example, why water extinguishes fire, or Why the Act of Archimedes is applied to the water, would be resorted to the decomposition of water to oxygen, and hydrogen as to the means of explaining these properties. He would be surprised to recognize that hydrogen itself is burning, and oxygen supports burning, and would never be able to explain the properties inherent in the properties of these elements.

Nowhere, the results of this analysis did not affect such an evidence as it was in the field of thinking about thinking and speech. The Word itself, which is a living unity of sound and meaning and containing in itself, as a living cell, in the simplest form of all major properties inherent in speech thinking as a whole, it turned out as a result of such an analysis fragmented into two parts, between which the researchers were trying to establish external Mechanical associative communications.

We think that a decisive and turning point in all the teachings on thinking and speech is further a transition from this analysis to analyzing another kind. This last we could designate as an analysis, dismembering complex one for units. By unit, we mean such an analysis product that, unlike elements, has all the main properties inherent in a whole, and which are further indecomposable living parts of this unity. Not a chemical water formula, but the study of molecules and molecular motion is the key to the explanation of the individual properties of water. Also exactly the live cell, which preserves all the basic properties of life inherent in the living organism, is a real unit of biological analysis. Psychology wishing to explore complex unity, it is necessary to understand it. It should find these indecomposable, preserving properties inherent in this whole as unity of the unit in which these properties are represented in the opposite form, and with the help of such an analysis, trying to resolve concrete questions. What is such a unit, which is further indecomposable and in which the properties inherent in speech thinking as a whole? We think that such a unit can be found in the inside of the word - in its meaning.

In the Word, we always knew only one external, facing the side. Meanwhile, in his other, the inner side and hidden, just the possibility of permission of the problems of thinking about the relationship and speech that interests us, for it is precisely in the meaning of the word a node of that unity, which we call speech thinking.

The word always refers not to one separate subject, but to a whole group or to a whole class of objects. By virtue of this, each word is a hidden generalization, every word has already summarized, and a psychological point of view The meaning of the word is primarily a generalization. But the generalization, as it is easy to see, an extremely complex act of thought, reflecting reality is completely different than it is reflected in the immediate sensations and perceptions. The qualitative difference of units mainly and the main thing is a generalized reflection of reality. By virtue of this, we can conclude that the meaning of the word we just tried to reveal from the psychological side, his generalization is an act of thinking in his own sense of the word.

But at the same time, the value is an integral part of the word as such, it belongs to the kingdom of speech to the same extent as the kingdom of thought. The word without meaning is not the word, but the sound is empty. The word, deprived of meaning, no longer belongs to the kingdom of speech. Therefore, the value equally can be considered as a phenomenon of speech in nature, and as a phenomenon related to the area of \u200b\u200bthinking. It is speech and thinking at the same time because it is a unit of speech thinking. If so, it is obvious that the method of studying the problems of interest to us cannot be other than the method of semantic analysis, the method of analyzing the meaning side of speech, the method of studying verbal value. Studying, functioning, structure, in general, the movement of this unit, we can know a lot of what we find out the question of the attitude of thinking and speech, the question of the nature of speech thinking. The initial speech function is a communicative function. We are primarily a means of social communication, a means of statement and understanding. This speech function is usually also in the analysis, decomposing on the elements, broke off from the intellectual function of speech, and both functions were attributed to the speeches as if parallel and independently of each other. It seems to combine the functions of communication, and the functions of thinking, but in what attitudes are these both functions to each other, how their development occurs and both structurally combined with each other - all this remained and remains still not investigated. Meanwhile, the meaning of the word is to the same extent the unit of these two functions of speech, as well as a unit of thinking. It is impossible to directly communicate the souls - this is, of course, an axiom for scientific psychology. It is also known that communication not mediated by a speech or other system of signs or means of communication, as it is observed in the animal world, makes it possible only to communicate the most primitive type and in the most limited sizes. In essence, this communication with the help of expressive movements does not deserve even the names of communication, and rather should be called infection. A frightened hussac, who seems danger and screaming the whole flock, not only tells her that he saw, but rather infects her his fright. Communication, based on a reasonable understanding and intentional transmission of thought and experiences, certainly requires a well-known system, the prototype of which was, there will always be a human speech, which arose from the need for communicating during the labor process.

In order to transmit any experience or the content of the consciousness to another person, there is no other path, except for the assignment of the transmitted content to the well-known class of phenomena, and this, as we already know, certainly requires generalization.

Thus, it turns out that communication must imply a generalization of the development of verbal meaning, i.e. Generalization becomes possible in the development of communication. Thus, the highest inherent form of psychological communication is possible only due to the fact that a person with thinking generally reflects reality.

It is worth contacting any example in order to make sure that this connection and generalizations are communicating, these two main functions of speech. I want to tell anyone that I was cold.

I can give him to understand this with a number of expressive movements, but the actual understanding and the message will take place only when I will be able to summarize and call what I worry, that is, to attribute the feeling of cold to the well-known class of states, acquaintances My interlocutor. That is why the whole thing is inconvenient for children who do not have a well-known generalization. The case is not in the lack of relevant words and sounds, but in the lack of relevant concepts and generalizations, without which the understanding is impossible. As says, Tolstoy, almost always does not understand the Word itself, but the concept that is expressed by the Word.

The word is almost always ready when the concept is ready. Therefore, there is every reason to consider the meaning of the word not only as the unity of thinking and speech, but also as the unity of generalization and communication, communications and thinking. The fundamental importance of such a formulation for all genetic problems of thinking and speech is completely immeasurably. It is primarily in that only this assumption becomes for the first time a causal-genetic analysis of thinking and speech.

2. Genetic roots of thinking and speech

The fundamental fact with which we faced with the genetic consideration of thinking and speech is that the relationship between these processes is not constant, unchanged throughout the development of the value of the variable. Development curves repeatedly converge and diverge, intersect, align in certain periods and go in parallel, even merge in separate parts, then branched again.

This is true both with respect to phylogenesis and ontogenesis. It should be said primarily that thinking and speech have genetically completely different roots. (This fact can be considered firmly established by a number of studies in the field of animal psychology. The development of the same function not only has different roots, but also goes throughout the animal kingdom on various lines.

The study of intelligence and speech of human-like monkeys, in particular the research of Keler (1921) and Yerks (1925), are crucial to establishing this paramount importance of the fact.

In Keler's experiments, we have absolutely clear proof of the fact that the intellect's primitives, i.e. thinking in the proper sense of the word, appear in animals, regardless of the development of speech and not at all in connection with its successes. "Inventions" monkeys, expressed in the manufacture and use of guns and in the use of "bypass tracks" in the resolution of tasks, constitute the primary phase in the development of thinking, but the phase is deluchievous.

The lack of speech and limited "trace incentives", the so-called "representations", are the main reasons for the fact that there is the greatest difference between the anthropoid and the most older person. Keler says: "The absence of this infinitely valuable technical auxiliary means (language) and the fundamental limitation of the most important intellectual material, the so-called" submissions ", are therefore reasons for the fact that even the slightest initiation of cultural development is impossible for chimpanzees."

The presence of human-like intelligence in the absence of any human-like in this respect speech and the independence of intellectual operations from its "speech" - this could be compressed to formulate the main conclusion that could be made in relation to the problems of interest from the studies of Keler.

Keler with an accuracy of experimental analysis showed that the chimpanzee defining for the behavior is the presence of an optically relevant situation. Two positions can be considered undoubted anyway. The first: reasonable consumption of speech is the intellectual function, under any conditions is not defined directly by the optical structure. Second: in all tasks that affected not optically current structures, but the structures of another kind (mechanical, for example), the chimpanzee moved from the intellectual type of behavior to the pure method of sampling and errors. Such a simple, from the point of view of a person, an operation as a task: to put one box on another and keep an equilibrium or remove the ring with a nail, it turns out to be almost inaccessible for "naive statics" and chimpanzee mechanics. Of these two provisions with logical inevitability, it follows that the assumption of the possibility for chimpanzees to master the use of human speech is from the psychological side in high degree Unlikely.

But it would be extremely simple, if the monkeys did not really find any routines. In fact, we find the chimpanzees with a relatively highly developed "speech", in some respects (before all in the phonetic) human-like. And the most remarkable is that the spent speech and its intelligence are functioning independently of each other. Keler writes about the "speech" of chimpanzees, which he observed for many years on the anthropoid station on about. Tenerife: "Their phonetic manifestations without any exception express only their aspirations and subjective states; Therefore, it is emotional expressions, but never a sign of something "objective" (Keler, 1921).

Keler described the extremely diverse forms " speech communication"Between chimpanzees. In the first place should be supplied emotional and expressive movements, very bright and rich in chimpanzees (facial expressions and gestures, sound reactions). Next are the expressive movements of social emotions (gestures with greetings, etc.). But the "gestures of them," says Keler, "like their expressive sounds, never denote and do not describe something objective."

Animals perfectly "understand" facial expressions and gestures of each other. With the help of gestures, they "express" not only emotional states, Keler says, but also desires and promptices aimed at other subjects. The most common way in such cases is that chimpanzees begins to move or the action that it wants to produce or to which the other animal wants to encourage (pushing another animal and the initial movement of walking when the chimpanzee "calls" him to go with him; grabbing movements When a monkey wants from another bananas, etc.). All this is gestures, directly related to the action itself.

We can now be interested in setting three points due to the characteristic of the speech of chimpanzees. The first: This is a connection of speech with expressive emotional movements, becoming particularly clear at the moments of strong affective excitation of chimpanzees, does not represent any specific feature of human-like monkeys. On the contrary, it is rather extremely overall black for animals with voice apparatus. And the same form of expressive vocal reactions undoubtedly underlies the emergence and development of human speech.

The second: emotional states represent the sepure of behavior rich in speech manifestations and extremely unfavorable for the functioning of intellectual reactions. Keler notes many times as an emotional and especially affective response completely destroys the intellectual chimpanzee operation.

And the third: the emotional side does not exhaust the speech function in chimpanzees, and this also does not represent the exceptional properties of the speech of human-like monkeys, also relate to their speech with the language of many other animal species and is also the undoubted genetic root of the corresponding function of human speech. We are not only an expressive-emotional reaction, but also a means of psychological contact with yourself similar. Both monkeys observed by Keler and Chimpanzee Yersx with perfect neominance detect this function of speech. However, this function of communication or contact is not at all associated with an intellectual reaction, i.e. thinking of the animal. The least, this reaction can remind the intentional, meaningful message of something or the same impact. Essentially, this is an instinctive reaction or, in any case, something extremely close to it.

We can summarize. We were interested in the relationship between thinking and speech in the phylogenetic development of the other function. To clarify this, we resorted to the analysis of experimental studies and observations on the language and intelligence of human-like monkeys. We can briefly formulate the main conclusions.

1. Thinking and speech have various genetic roots.

2. The development of thinking and speech goes on various lines and independently of each other.

3. The relationship between thinking and speech is not any permanent amount all over phylogenetic development.

4. Anthropoids are detected by human-like intelligence in some respects (primitives of use of guns) and human-like speech are completely in others (phonetics of speech emotional and primitive speech function).

5. Anthropoids do not detect a relationship-specific relationship between thinking and speech. The same thing is not any chimpanzees directly related.

6. In the philogenesis of thinking and speech, we can with a certainty, to state the derachia phase in the development of intelligence and the pre-deplex phase in the development of speech.

In the ontogenesis, the attitude of both development lines - thinking and speech is much more vaguely and confused. However, here, absolutely leaving aside the question of the parallelism of onto and phylogenesis or other, more complicated relations between them, we can establish various genetic roots, and various lines in the development of thinking and speech.

Recently, we have received experimental evidence that the child's thinking in its development is a deraketic stage. The child who does not have a speech has been transferred to the relevant modifications of Keler's experiments over chimpanzees. Keler himself repeatedly attracted to the experiment to compare the child. The Bücher systematically investigated a child in this respect.

"It was actions," he tells about his experiments, "absolutely similar to the actions of chimpanzees, and therefore this phase of children's life can be quite successful to call chimpanze-like age; This child has the latter 10, the 11th and 12th months. "In chimpanze-like aged, the child makes his first inventions, of course, extremely primitive, but in the spiritual sense is extremely important" (Bühler, 1924).

What theoretically has the greatest value In these experiments, this is the independence of the primaries of intellectual reactions from speech. Noting this, the Bücher writes: "They said that at the beginning of the formation of a person is speech; Maybe, but before it is still instrumental thinking, i.e. Understanding mechanical compounds, and inventing mechanical means for mechanical end targets. "

Dointellectual speech roots in the child's development were installed a long time ago. Creek, tinted and even the first words of the child are stages in the development of speech, but the stages of the dointellectual. They have nothing to do with the development of thinking.

A generally accepted view considered children's speech at this stage of its development as an emotional form of behavior of the benefit. The latest research (Sh. Bühler and others - the first forms of the social behavior of the child and the inventory of his reactions in the first year, and its employees of Gapetzer and Tourtdud-Garth - the early reactions of the child to the human voice) showed that in the first year of the child, t .. It is on the dooinlectual stage of development of his speech, we find the rich development of the social function of speech.

The relatively complex and rich social contact of the child leads to the extremely early development of "means of communication". Undoubtedly managed to establish unambiguous specific reactions to the human voice in the child in the third week of life (pre-society) and the first social, reaction to the human voice in the second month. It is equally laughing, laying, showing, gestures in the first months of the child's life act in the role of social contact.

We find in this way the child of the first year of life already pronounced those two functions of the speeches that are familiar to us by philogenesis.

But the most important thing is that we know about the development of thinking and speech in the child, is that at a certain moment coming to an early age (about 2 years), the line of development of thinking and speech, which is still separate, crossed out, coincide in Its development and give rise to a completely new form of behavior, so characteristic of humans.

V. Stern better and before the other described this is the most important event in the psychological development of the child. He showed how the child "awakens the dark consciousness of the meaning of the language and will to its conquest." The child at this time, as Stern says, makes the greatest discovery in his life. He reveals that "each thing has its own name" (Stern, 1922).

This turning point, starting with which it becomes intellectual, and thinking - speech, is characterized by two completely undoubted and objective signs, according to which we can judge whether this fracture has occurred in the development of speech. Both of these moments are closely related to each other.

The first is that a child who has occurred this fracture, begins to actively expand his dictionary, asking his word stock, ask for each new thing: what is called. The second point is extremely fast, hoppy increase in the reserve of words arising from the active expansion of the child's dictionary.

As you know, the animal may assimilate certain words of human speech and apply them in relevant situations. The child before this period also absorbs individual words, which are for him conditional incentives or deputies of individual items, people, actions, states, desires. However, in this stage, the child knows as many words as he is given to him by people.

Now the situation becomes fundamentally completely different. The child itself needs a word and actively seeks to master the sign belonging to the subject, a sign that serves to name and report. If the first stage in the development of children's speech, as Maiman is rightly shown, is an affective-volitional value, since this point in this time it comes into the intellectual phase of its development. The child as it opens the symbolic speech function.

It is important for us to note one fundamentally important point: only on a well-known, relatively high stage of development of thinking and speech becomes possible "the greatest discovery in the child's life". In order to "open" speech, we must think.

We can briefly formulate our conclusions:

1. In the ontogenetic development of thinking and speech, we also find different roots of the other process.

2. In the development of the child's speech, we can state the "pre-depleteal stage", as well as in the development of thinking - "Torchevaya Stage".

3. Until the famous moment, the other development goes on various lines independently one of the other.

4. In the known paragraph, both lines intersect, after which thinking becomes speech, and it becomes intellectual.

We approach the wording of the main position of our entire article, a provision that has highly important, methodological importance to the entire formulation of the problem. This conclusion follows from the comparison of the development of speech thinking with the development of speech and intelligence, as it went in the animal world and in the earlier childhood for special, separate lines. Comparison This shows that one development is not just a direct continuation of another, but what has changed the same type of development. Speech thinking is not a natural, natural form of behavior, but the form of social and historical, and therefore differing mainly by a number of specific properties and patterns that cannot be opened in natural forms of thinking and speech.

3. Thought and word

That new and most significant, which makes it a study in the doctrine of thinking and speech, there is a disclosure that the meaning of words develop. The discovery of changes in the meanings of words and their development is our main discovery, which allows for the first time to finally overcome all the previous teachings on thinking and speech of the postulate of the constancy and the invariability of the word meaning.

The meaning of the word is not competitive. It changes during the development of the child. It changes and when various methods Functioning of thought. It is rather dynamic than static education. Setting the variability of the values \u200b\u200bwas possible only when the nature of the importance was determined correctly. Its nature reveals primarily in generalization, which is contained as the main and central moment in every word, because any word has already summarized.

But since the meaning of the word may change in its inner nature, it means that the attitude of thought to the Word changes and the ratio. In order to understand the dynamics of relationships to the Word, it is necessary to make a genetic scheme for changing values \u200b\u200bas it were, as it were, should be made in the main study. It is necessary to find out the functional role of the verbal value in the act of thinking.

Let's try to imagine in general form complicated structure Any real thought process and its associated its complex flow from the first, the most disturbing moment of the origin of thought to its final completion in the verbal wording. To do this, we must go from genetic Plan The plan is functional and outlines not the process of developing values \u200b\u200band changing their structure, but the process of functioning of values \u200b\u200bin the lively of verbal thinking.

Before moving to a schematic description of this process, we, forever, anticipating the results of further presentation, let's say relative to the main and leading idea, the development and explanation of which the entire subsequent study should serve. This central idea can be expressed in the general formula: the ratio of thought to the Word is above all not a thing, and the process, this attitude is a movement from thought to the Word and back - from the word to thoughts. This relation is presented in the light of psychological analysis as a developing process. Of course, it is not age development, and functional, but the movement of the process of thinking from thought to the Word is development. The thought is not expressed in the Word, but takes place in the Word. Therefore, therefore, it would be possible to talk about the formation (the unity of being and non-existence) of thoughts in the Word. Every thought seeks to combine something with something, establish the relationship between something and something. Every thought has a movement, the course, deployment, in one word, the thought performs some kind of function, some kind of work, solves some kind of task. This course of thought is committed as an inner movement through a number of plans, as a transition of thought into word and words in thought. Therefore, the first task of the analysis wishing to explore the attitude of thought to the Word as a movement from thought to the Word is the study of those phases, of which this movement is developing, distinguishing a number of plans through which the thought is incarnating in the Word. Here, the researcher reveals a lot of this, "I didn't dream of sages."

First of all, our analysis leads us to distinguishing two plans in the speech itself. The study shows that the inner, semantic, semantic side of speech and the external, sounding phasic side of speech, although they form true unity, but each of their special laws of movement. The unity of speech is complex unity, and not homogeneous and homogeneous. First of all, the availability of its movement in the semantic and in the phasic side of the speech is found from a number of facts related to the field speech Development Child. We indicate only two main facts.

It is known that the outer side of the speech develops in a child from trash words, then to a simple phrase and clutch phrases, even later - to complex proposals And to speech. But it is also known that in its meaning the first word of the child has a whole phrase - a single offer. In the development of the semantic side of speech, the child begins with the proposal, and only later moves to the mastering of private semantic units, the values \u200b\u200bof individual words, dismembering its fusion, expressed in a single sense of the idea of \u200b\u200ba number of individuals associated between their verbal values. Thus, if you cover the initial and end moment in the development of the semantic and phasic side of speech, it is easy to make sure that this development is in opposite directions. The meaning side of the speech is in its development from the whole to part, from the proposal to the Word, and the outside of the speech comes from the part to the whole, from the word to the proposal.

Another, no less major fact refers to a later era of development. Piaget found that the child earns the complex structure earlier put supply offer With alliances: "Because", "despite", "since", "although" than the semantic structures corresponding to these syntactic forms. Grammar in the development of the child goes ahead of its logic. A child who is absolutely correctly and adequately uses unions expressing causal, temporary and other dependencies, in its spontaneous speech and in the relevant situation is not aware of the semantic side of these unions and does not know how to arbitrarily use it. This means that the movements of the semantic and phasic side of the word in mastering complex syntactic structures do not coincide in development.

Less directly, but it is even more reliefing the incomprehension of the semantic and phasinic side of speech in the functioning of developed thought.

Of the entire number of facts related to the first place, the incomprehension of the grammatical and psychological subject and faithful should be delivered.

This mismatch of the grammatical and psychological subject and fag may be explained in the following example. Take the phrase: "The clock fell", in which the "clock" - the subject, "fell" - the lean, and imagine that this phrase is pronounced twice in different situations and, therefore, expresses two different thoughts in the same form . I pay attention to the fact that the clock is standing, and ask how it happened. I am answered: "The clock fell." In this case, in my consciousness used to be an idea of \u200b\u200bthe clock, the clock is in this case the psychological subject, what is said about. The second was the idea of \u200b\u200bwhat they fell. "Fell" in this case the psychological lean, what the subject to the subject. In this case, the grammatical and psychological membership of the phrase coincides, but it may not coincide.

Working at the table, I hear the noise from the fallen object and ask what fell. I am responsible for the same phrase: "The clock fell." In this case, consciousness used to be an idea of \u200b\u200bfallen. "Fell" is what is said in this phrase, i.e. psychological subject. What is stated about this subject; What the second occurs in consciousness, there is a presentation - a watch that will be in this case a psychological legend. In essence, this thought could be expressed like this: the fallen has a clock. In this case, the psychological and grammatical fault would coincide, in our case they do not coincide. Analysis shows that in a difficult phrase, any member of the sentence can be a psychological legend. In this case, he carries a logical emphasis, whose semantic function is just in the allocation of a psychological led.

If we try to summarize what we learned from the analysis of two speech plans, it can be said that the presence of the second, the internal plan of speech, standing in words, makes us in the simplest speech statement to see more than once this, a fixed relationship between the semantic and sound sides Speech, but the movement, the transition from the syntax of values \u200b\u200bto the verbal syntax, the conversion of grammar of thought into the grammar of words, modifying the semantic structure in its embodiment in words.

But we must take another step through the path we plan and penetrate some more deeper into the inner side of speech. The semantic speech plan is only the initial of all its internal plans. Behind him, an internal speech plan is revealed. Without the correct understanding of the psychological nature of the inner speech, there is no one and there can be no disadvantage to find out the relationship of thought to the Word in all of their actual complexity.

Objectives Our assumption that the egocentric speech is the early forms of internal speech, deserves trust, then it is decided on the method of studying internal speech. The study of the egocentric speech of the child is in this case the key to the study of the psychological nature of internal speech.

We can now go to a compressed characteristic of the third of the movement plans we plan from thought to the word - the internal speech plan.

The first and most important feature of the inner speech is its absolutely special syntax. Studying the syntax of internal speech in the egocentric speech of the child, we noted a significant feature that detects an undoubted dynamic increasing trend as egocentric speech development. This feature lies in the apparent fragmentary, fragmentation, internal speech abbreviations compared to external ...

In the form of a general law, we could say that internal speech as the development detects not a simple tendency to reduce and lower words] is not a simple transition to the telegraph style, but a completely peculiar tendency to reduce the phrase and proposals in the direction of preserving the led and relating to it parts of the sentence due to the lowering of the words subject and related to it. Using the interpolation method, we must assume clean and absolute predicatence as the main syntax form of internal speech.

A completely similar position is created in a situation where the judgment subject to the expired should be known to the interlocutors. Imagine that several people expect a tram "b" tram stop in order to go to a certain direction. Never any of these people, noticing the approaching tram, will not say in the deployed form: "Tram" b ", which we expect to go there, goes," but always a statement will be reduced to one faithful: "goes "Or" b ". (See the article by L.S. Vygotsky" On Nature of Egocentric Speech "in this Guritrostat.)

Bright examples of such cuts of external speech and information of it to one predicates we find in the novels of Tolstoy, which has repeatedly returned to the psychology of understanding. "No one heard that he (dying Nikolai Levin) said, one Kitty understood. She understood because without stopping watched the thought of what he needed. " We could say that in her thoughts that followed the thought of the dying, there was something subject to which the word believed was not understood by anyone. But perhaps the most wonderful example is the explanation of Kitty and Levin through the initial letters of words. "I have long wanted to ask you one thing." - "Please ask." - "Here," he said, and wrote the initial letters: K, B, M, O, E, N, M, B, 3, L, E, N, and, T. Letters these meant: when you me They answered: this can not be, whether it never or then. " There was no probability to understand this complex phrase. "I understood," she said, blushing. "What is this word? - He said, pointing to "H", which was meant the word Never. "This word means" never, "she said," but it is not true. "He quickly erased written, filed chalk and got up. She wrote:" T, I, N, M, and, Oh. "He suddenly Syliful: he understood. It meant: "Then I could not answer otherwise." "She wrote the initial letters:" H, in, m, 3, and p, h, b ". It meant:" So that you can forget And forgive what was. "He grabbed the chalk with tense trembling fingers and, breaking it, wrote the initial letters of the following:" I have nothing to forget and forget. "I did not stop love you." - "I understood," she said. He sat down and wrote a long phrase. She understood everything and, without asking him, was so, took chalk and immediately answered. He could not yet understand what she wrote, and often looked at her eyes. Her eyes found an eclipse from Happiness. He could not substitute the words that she intended, but in the adorable, shining happiness her eyes, he understood everything that he needed to know. And he wrote three letters. But he has not finished writing, and she has already read for his hand and the shelter La and wrote the answer: yes. In a conversation, everything was said: it was said that she loved him and what would say father and mother, that tomorrow he would come in the morning "(Anna Karenina, Part 4, Ch. XIII).

This example has a completely exceptional psychological value because it, like the entire episode of explanation in Love Win and Kitty, is borrowed by Tolstoy from his biography. That way he himself explained in Love S.A. Bers, his future wife. With the same thought of the interlocutors, with the same directing of their consciousness, the role of speech irritations is reduced to a minimum. But meanwhile, the understanding occurs unmistakably. Tolstoy draws attention to another product on the fact that between people living in a very large psychological contact, such an understanding with the help of only abbreviated speech with a half-clow is rather a rule than the exception.

After examining this example, the phenomenon abbreviated in external speech, we can return to those interested in the same phenomenon in the inner speech. Here this phenomenon is manifested not only in exceptional situations, but always, when only the functioning of internal speech occurs.

The whole thing is that the same circumstances that create in oral speech sometimes the possibility of purely predicative judgments and which are absolutely absent in writing speech, are constant and unchanged satellites of internal speech, inseparable from it.

Let's see closer these circumstances. Recall once again that in oral speech, the abbreviations arise when the judgment subject to expired in advance is known to both interlocutors. But this state of affairs is an absolute and constant law for internal speech. The theme of our internal dialogue is always known to us. The subject of our inner judgment always is in our thoughts. It is always meant. Piage somehow notices that we yourself easily believe the word and that therefore the need for evidence and the ability to substantiate their thought is born only in the process of the clash of our thoughts with other people's thoughts. With the same right, we could say that we themselves are particularly easy to understand with a half as a hint. Alone with you, we have no need to resort to deployed formulations. It always turns out to be necessary and sufficient only the legend. It always remains in the mind, just as a schoolboy leaves in the mind when adding reversible remains.

Moreover, in our inner speech, we always bravely talk our thought, not letting themselves to climb it into accurate words. The mental proximity of the interlocutors, as shown was higher, creates among the speaking community of appender, which, in turn, is a determining point for the reduction of speech. But this generality of the appeping when communicating with it is complete, all and absolute, so in internal speech is the law, it is a laconic and clear almost no words, the message of the most difficult thoughts that Tolstoy says as a rare exclusion in oral speech, possible only then When there is deep intimate inner intimacy between the speakingrs. In the inner speech, we never need to call what we are talking about, i.e. subject to This leads to the domination of pure predicatence in the inner speech.

But the predicativeness of the internal speech does not yet exhaust the whole complex of phenomena, which finds its external summary expression in the abbreviation of internal speech compared with oral. The reduction of phonetic moments of the speech, with which we already encountered already in some cases of oral speech abbreviations. The explanation of Kitty and Levin allowed us to conclude that with the same direction of consciousness, the role of speech irritations is reduced to a minimum (initial letters), and understanding occurs unmistakably. But this minimizing the role of speech irritation is again brought to the limit and is observed almost in absolute form in the inner speech, for the same orientation of consciousness here reaches its completeness.

Inner speech is in the exact sense, it is almost without words. We must consider closer the third source of the abbreviations you are interested in. We find this third source in a completely peculiar semantic strict internal speech. As the study shows, the syntax of the values \u200b\u200band the whole system of the semantic side of speech is no less peculiar than the syntax of words and its sound system.

We could install three main features in our studies, internally interconnected and forming an internal speech. The first of these is the predominance of the meaning of the word on the meaning in the inner speech. Poran had a great service to psychological analysis of speech in that he introduced the distinction between the meaning of the word and its meaning. The meaning of the word, as Ponan showed, is a combination of all psychological facts arising in our consciousness thanks to the word. The meaning of the word is thus turning to be dynamic, fluid, complex education, which has several zones of different sustainability. There is only one of the zones of that meaning, which acquires the word in the context of any speech, and more than the zone, the most stable, unified and accurate. The real meaning of the word is not competitive. In one operation, the word protrudes with one value, in the other it acquires another value. This dynamism of value and leads us to the problem of the problem, to the question of the ratio of value and meaning. The meaning of the word is not more than the potency implemented in a live speech in which this value is only a stone in the building of the meaning.

We will explain this distinction between the meaning and meaning of the word on the example of the final word of the Krylovskaya Basni "Dragonfly and ant". The word "baptis", which ends with this fable, has a completely defined constant value, the same for any context in which it occurs. But in the context of the Basni, it acquires a much wider intellectual and affective meaning. It already means in this context at the same time "fun" and "perception." This is the enrichment of the word meaning, which it absorbs from the entire context, is the main law of the dynamics of values. The word absorbs into myself, absorbs from the entire context in which it is woven, intelligent and affective content and begins to mean more and less than it is contained in its meaning: more - because the range of its values \u200b\u200bis expanding, acquiring still a number of zones filled with new content; Less - because the abstract value of the word is limited and narrows the fact that the word means only in this context. The meaning of the word, says Polan, there is a compound phenomenon, movable, constantly changing to a certain extent in accordance with individuals and for the same consciousness in accordance with the circumstances. In this regard, the meaning of the word is inexhaustible. The word acquires its meaning only in the phrase, but the phrase itself becomes meaning only in the context of paragraph, paragraph - in the context of the book, the book - in the context of the entire creativity of the author. The actual meaning of each word is determined ultimately all the richness of the existing moments relating to the fact that is expressed by this word.

But the main merit is based on the fact that he analyzed the difference between the meaning and the word and managed to show that there is much more independent relationship between meaning and a word than between the meaning and the word. Words may be dissociated with meaning expressed in them. It has long been known that words can change their meaning. It was relatively recently noticed that it should also be studied, as the meanings change words or, rather, to say how the concepts change their names. Poran leads many examples of how words remain when the meaning evaporates. It is analyzing stereotypical food phrases (for example: "As you are -"), lies and other manifestations of the independence of words from the meaning. The meaning can also be separated from the words expressing it, as it can easily be fixed in any other word. Similarly, he says, as the meaning of the word is associated with all the Word as a whole, but not with each of his sounds, so exactly the meaning of the phrase is associated with the whole phrase as a whole, but not with the components of it with words separately. Therefore, it happens that one word occupies another place. The meaning is separated from the word and thus preserved. But if the word may exist without meaning, the meaning to the same extent can exist without words.

In oral speech, as a rule, we go from the most sustainable and permanent element meaning, from its most constant zone, i.e. From the meaning of the word to its more fluid zones, to its meaning as a whole. In the inner speech, on the contrary, the predominance of the meaning of the meaning that we observe in oral speech in some cases as a more or less weakly expressed trend, brought to its limit and is represented in absolute form. 3 Spelling of the phrase over the word, the entire context above the phrase is not an exception, but a constant rule. From this circumstance, there are two other features of the semantics of internal speech. Both of them relate to the process of combining words, their combinations and mergers. Of these, the first can be approximated with agglutination that is observed in some languages \u200b\u200bas the main phenomenon, and in others - as a more or less rare method of combining words. IN german languageFor example, there is often the formation of a single noun from an entire phrase or from several separate words, which in this case in the functional value of a single word. In other languages, this fusion of words is observed as a permanent mechanism.

Two points are wonderful in this: firstly, the fact that some words included in the complex word often undergo abbreviations from the sound side, so that of them in a complex word includes part of the word, secondly, the fact that the complex arising highly expressing complicated concept, protrudes from the functional and structural side as a single word, and not as an association independent words. IN american languages, Says Wondt, the complex word is considered completely the same as simple, and in the same way inclined and hidden. We observed something similar in the child's egocentric speech. As this form of speech approaches internal speech, the child in his statements increasingly detects in parallel to the fall of the coefficient of egocentric speech to asynactic sticking of words.

The third and last of the features of the semantics of internal speech may again be easiest to be understood by comparing with a similar phenomenon in oral speech. Essence of it is that the meanings of words, more dynamic and wide than their meanings, are found by other laws of association and merger with each other than those that may be observed when combining and merging verbal values. The meanings seem to be poured into each other and how they affect each other, so that preceding as it were to subsequent or modify it. Especially often we see it in artistic speech. The word, passing through any artistic work, absorbs the entire variety of semantic units prisoners in it and becomes in its meaning as if equivalent to the whole work as a whole. This is especially easy to clarify on the example of the names. artistic works. Words such as Don Quixote and Hamlet, Evgeny Onegin and Anna Karenina, express this law of influence of meaning in its purest form. Here in one word contains the semantic content of the whole work., A particularly clear example of this law is the name of the Gogol's poem "Dead Souls". The initial meaning of this word means dead serfs that are not excluded from the audit lists and therefore can be subject to sale, like living peasants. But, passing the red thread through the whole cloth of the poems, these two words absorb completely new, immeasurably, richer meaning and means something completely different compared to their initial meaning. Dead souls are not dead and loving serfs, but all the heroes of the poems who live, but spiritually dead.

Similar documents

Family Vygotsky, his youth. Teaching and psychological research. Work at the Moscow Institute of Experimental Psychology. The essence of the cultural and historical concept of the development of higher mental functions. The role in the formation of science of defectology.

presentation, added 01/28/2017


The main provisions and concepts of the cultural and historical concept of Vygotsky. Imagination as the highest mental function. The ratio and relationship of higher and lower mental functions, thinking and speech, collective and individual, affect and intelligence.

course work, added 11/17/2017


The formation of the concept of activity in the history of the scientific school L. Vygotsky. Mechanisms and laws of cultural development of the individual, the development of its mental functions (attention, speech, thinking, affects). The role of external means and interiorization in the development of children's memory.

abstract, added 01/09/2011


Composite parts of the cultural and historical concept of L.S. Vygotsky: man and nature, man and his own psyche, genetic aspects. The theory of the development of higher psychological functions, its importance and application in psychocorrection and child education.

coursework, added 04/09/2009


Analysis of the main provisions of cultural and historical psychology (Scientific school L. S. Vygotsky). Features of the sociocultural context of this school. Characteristics of the concept, essence and development of higher mental functions in the theory of L.V. Vygotsky.

coursework, added 03/27/2010


Age features of dialectical thought structures of adolescents and adults. The concept of thinking in genetic psychology J. Piaget. Productive thinking in the concept of vertgeimer. The concept of thinking in the cultural and historical concept of L.S.Vigotsky.

course work, added 15.06.2012


Analysis of the cultural and historical theory of L. Vygotsky, a brief biography. The main features of the formation of Vygotsky as a scientist. Consideration of the scheme mental processes In the presentation of Vygotsky. Learning how driving force mental development.

examination, added 28.08.2012


short biography And the scientific and creative heritage of Lion Semenovich Vygotsky. The origins and the current state of the development of the scientific school LS Vygotsky. Modern followers of the teachings L.S. Vygotsky. Continuation of the ideas of L.S. Vygotsky in the works of D.B. Elkonin.

examination, added 01.06.2010


Analysis of the peculiarities of the formation of the cultural and historical concept, which was developed by the Soviet psychologist Vygotsky. Higher mental functions in the teachings of Vygotsky. Laws and stages of their development. The influence of ideas of Vygotsky on the modern formation of psychology.

abstract, added 10/21/2014


The problem of the relationship of speech and thinking. Concept of thinking. Development of thinking. Communication of thinking and speech. Physiological basics of thinking and speech. Speech and its functions. Speech development. Theoretical problems of speech occurrence. The relationship of thinking and speech.

Lion Vygotsky

Thinking and speech

© Peter Publishing House, 2017

© Psychology Masters Series, 2017

This work is a psychological study of one of the most difficult, entangle and the most complex issues of experimental psychology - the question of thinking and speech. Systematic experimental development of this problem, how much we know, not yet taken by anyone from researchers. The solution of the task that was standing in front of us, at least with the primary approximation could be carried out not otherwise as by a number of private experimental studies of individuals of the question of interest to us, such as, for example, a study of experimentally formed concepts, a study of writing speech and its relationship to thinking, study of internal speech etc.

In addition to experimental studies, we inevitably had to appeal to theoretical and critical study. On the one hand, we were to have theoretical analysis and generalization of a large accumulated in the psychology of the actual material, by comparing, comparing the data of philo and ontogenesis, output the starting points for solving our problem and develop the original prerequisites for self-producing scientific facts in the form of a general teaching on genetic roots Thinking and speech. On the other hand, it was necessary to critically analyze the most ideologically powerful from modern theories thinking and speech in order to push them away from them, to understand our own search paths, draw up preliminary working hypotheses and oppose the theoretical path of our study to the path, which led to the construction of dominant in modern science, but insolvent and therefore in need of revision and overcoming theories.

During the study, it was necessary to resort to theoretical analysis even twice. The study of thinking and speech with inevitability affects a number of adjacent and border areas of scientific knowledge. Comparison of speech and linguistics psychology data, experimental study of concepts and psychological theory Training turned out to be inevitable. All these in the way questions, it seemed to us, everything is more convenient to resolve in their purely theoretical formulation, without analyzing the self-accumulated actual material. Following this rule, we introduced in the context of the study of the development of scientific concepts developed by us in another place and on another material a working hypothesis about training and development. Finally, theoretical generalization, mixing all experimental data turned out to be the last point of the theoretical analysis to our research.

Thus, our study turned out to be complex and diverse in its composition and structure, but at the same time each private task that stood before individual segments of our work was so subordinated to the common goal, so connected with the preceding and subsequent segment that all work in general - We dare to hope for it - is essentially a single, although the study of the study, which is all entirely aimed at solving the main and central task - genetic analysis relationship between thought and word.

In accordance with this main task, the program of our research and present work was determined. We started with the formulation of the problem and search for research methods.

Then we tried in a critical study to be analyzed the two most complete and strong theories of speech and thinking and thinking - theory of Piaget and V. Stern, so that from the very beginning to oppose our formulation of the problem and the method of studying the traditional formulation of the issue and the traditional method and thereby outline What, in fact, we should look for us in the course of our work, to which end item it should lead us. Further, our two experimental studies of the development of concepts and basic forms of speech thinking, we had to prevent a theoretical study that finds out the genetic roots of thinking and speech and thereby outlining the starting points for our independent work According to the genesis of speech thinking. The central part of the entire book form two experimental studies, of which one is devoted to clarifying the main way to develop the meaning of words in childhood, and another is a comparative study of the development of scientific and spontaneous concepts of the child. Finally, in the final chapter, we tried to put together the data of the entire study and submit a whole process of speech thinking in a connected and solid form, as it is drawn in the light of this data.

As in relation to any study, seeking to make something new to the resolution of the problem under study, and in relation to our work, it is natural that it contains a new and, therefore, controversial, which needs careful analysis and further verification. We can in a few words list that new, which makes our work in the overall doctrine of thinking and speech. If you do not stop at a somewhat new formulation of the problem we allowed and in a certain sense The new study method applied by us - the new in our study can be reduced to the following paragraphs: 1) experimental establishment of the fact that the meaning of words are developing in childhood and the definition of the main steps in their development; 2) disclosure a peculiar way of the development of the scientific concepts of the child compared with his spontaneous concepts and finding out the basic laws of this development; 3) disclosure of the psychological nature of written speech as an independent function of speech and its relationship to thinking; 4) Experimental disclosure of the psychological nature of internal speech and its relationship to thinking. In this listing of those new data, which are contained in our study, we had in mind, first of all, what could make a real study in the overall doctrine on thinking and speech in the sense of new, experimentally established psychological facts, and then the working hypotheses and those Theoretical generalizations that inevitably had to arise in the process of interpretation, explanations and understanding of these facts. Not the right and not the obligation of the author, of course, to enter into an assessment of the meaning and truth of these facts and these theories. This is the case of criticism and readers of this book.

This book is the result of almost ten-year continuous work of the author and its employees over the study of thinking and speech. When this work began, we were not only clear not only by its final results, but many questions that arose in the middle of the study. Therefore, during the work, we repeatedly had to revise the previously advanced provisions, a lot to discard and cut off as it turned out to be incorrect, another to rebuild and deepen, the third, finally, to develop and write completely nano. The main line of our research has been steadily developed in one main, taken from the very beginning, and in this book we tried to deploy Explicite much from the fact that in previous works Implicite contained, but at the same time - and much of what we Previously, it seemed right, to exclude from the present work as a direct error.

Separate parts were used by us earlier in other works and published on the rights of manuscript in one of the courses. absentee learning (ch. V). Other chapters were published as reports or prefaces to the works of those authors whose criticism they are dedicated (ch. II and IV). The remaining chapters, like the whole book as a whole, are published for the first time.

We are greatly aware of the inevitable imperfection of that first step in the new direction, which we tried to do in the present work, but we see His justification that he, in our conviction, promotes us forward in the study of thinking and speech compared to the state of this The problems that have developed in psychology by the time of the beginning of our work, revealing the problem of thinking and speech as the nodal problem of the entire human psychology, directly leading the researcher to the new psychological theory of consciousness. However, we affect this problem only in the few concluding words of our work and tear the study at its very threshold.

Chapter first

Problem and research method

The problem of thinking and speech belongs to the circle of those psychological problems in which the question of the attitude of various psychological functions, various activities of consciousness to the fore. The central moment of the whole problem is, of course, the question of the attitude of thought to the Word. All other questions related to this problem are, as it were, secondary and logically subordinate to this first and main issue, without permission, it is impossible to even proper statement Each further and more private issues. Meanwhile, the problem of interfunitional relations and relationships, oddly enough, is for modern psychology almost a completely inevitable and new problem. The problem of thinking and speech is the most ancient as the science of psychology itself, it is at this point, in the matter of the attitude of thought to the Word, is the least designed and most dark. An atomistic and functional analysis that dominated scientific psychology throughout the past decade, led to the fact that individual mental functions were considered in an isolated form, the method of psychological knowledge was developed and improved in relation to the study of these individual, isolated, separate processes, while The problem of communication of functions among themselves, the problem of their organization in the holistic structure of consciousness remained all the time outside the field of attention of researchers. That consciousness is a single whole and that individual functions are connected in their activities with each other into an inseparable unity, - this thought is not a new one for modern psychology. But the unity of consciousness and relationships between individual functions in psychology was usually postulated rather than served as a subject of research. Moreover, postulating the functional unity of consciousness, psychology, along with this undisputed assumption, the basis of its research was silently all recognized, clearly not formulated, a completely false postulate, consistent with the invariance and constancy of interfunctional relations of consciousness, and it was assumed that perception is always and the same way associated with attention, memory is always equally connected with perception, thought - with memory, etc. From this, of course, it has emerged that interfunitional bonds are something that can be made for brackets as a common factor and that may not Take into account in the production of research operations over remaining inside the brackets with separate and isolated functions. Thanks to all this, the problem of relationships is, as stated, the least developed part in all the issues of modern psychology. It could not disappear in the most gravity and on the problem of thinking and speech. If you view the history of studying this problem, you can easily make sure that all the time has slipped from the attention of the researcher all the time this central point of the whole problem about the relationship of thought to the Word, and the center of gravity of the whole problem all the time displaced and shifted on any other item, switched on any other question. If you try in brief words to formulate the results of historical work on the problem of thinking and speech in scientific psychology, it can be said that all the solution of this problem, which was offered by various researchers, hesitated always and constantly - from the most ancient times and to the present day - between two extreme poles - Between the identification, the full merger of thought and the words and between their as metaphysical, as absolute, as a complete gap and separation. Expressing one of these extremes in its pure form or connecting both of these extremes in its constructions, occupying an intermediate point between them, but all the time moving along the axis located between these polar dots, various teachings about thinking and speech rotated in the same Enchanted circle, the way out of which is not found so far. Starting with antiquity, identifying thinking and speech through psychological linguistics, announced that thought is "speech a minus sound", and up to modern American psychologists and reflexists, considering the thought as "the inhibited reflex that has not been detected in its motor part", passes The development line of the same idea identifying thinking and speech. Naturally, all the exercises adjacent to this line, at the very essence of their views on the nature of thinking and speech, always before the inability not only to decide, but even raise the question of the relationship to the Word. If the thought and the word coincide, if this is the same, no relationship between them may arise and cannot serve as a subject of research, as it is impossible to imagine that the subject of the study may be the attitude of things to themselves. Who merges the thought and speech, he closes his way to setting a question about the attitude between the thought and the word and makes this problem that is insoluble. The problem is not allowed, but it just costs. At first glance, it may seem that the doctrine, closer to the opposite pole and the developing idea of \u200b\u200bthe independence of thinking and speech, is in a more favorable position in the sense of questions you are interested in. Those who look at speech as on external expression thoughts like on her apparel, those who, as representatives of the Würzburg school, seek to free the thought of all sensory, including the words, and imagine the connection between the thought and the word as a purely external connection, really not only put, but "We are trying to solve the problem of the relationship of thought to the Word. Only a similar solution offered by the most different psychological directions is always unable not only to decide, but also to deliver this problem, and if it does not bypass it, like the study of the first group, then destroys the node instead of unleashing it. Decomposing speech thinking on the elements forming it, alien to each other - for the thought and word - these researchers are then trying, having studied the net properties of thinking as such, regardless of speech, and we are talking about it, regardless of thinking, imagine the connection between Those with others as a purely external mechanical relationship between two different processes. As an example, it would be possible to indicate attempts by one of the modern authors to study with such a reception decomposition of speech thinking into composite elements, communication and interaction of both processes. As a result of this study, it concludes that the spelling processes play a large role that promotes better thinking. They help the processes of understanding that with a difficult, complex verbal material, the inner speech performs work that promotes better imprint and unification of the understood. Further, the same processes won in their flow, as a well-known form active activities If an inner speech is joined to them, which helps to feel, cover, separating an important thoughtful thought, finally, the inner speech plays the role of the factor in the transition from thought to loud speech. We have led this example only to show how to decompose speech thinking, as a well-known single psychological education, for composite elements, the researcher does not remain anything else, how to establish a purely external interaction between these elementary processes, as if it were about two Droinetic, inside unnecessary forms of activity. This is a more favorable position in which representatives of the second direction are, it is that for them, in any case, it becomes possible to make a question about the relationship between thinking and speech. This is their advantage. But their weakness lies in the fact that the statement of this problem is in advance incorrect and eliminates all the possibility of properly solving the issue, because the method of decomposition of this one is used to separate elements makes it impossible to study the internal relations between thought and the word. Thus, the question rests on the research method, and we think that if from the very beginning to put the problem of thinking relationships and speech, it is also necessary to figure out what methods should be applicable in the study of this problem that could provide its successful resolution. We think that a double genus should be distinguished by an analysis used in psychology. The study of all psychological entities needs to assume. However, this analysis can have two fundamentally different forms, of which one, it seems to us, are obeying in all those failures that endured researchers while trying to resolve this centuries-old problem, and the other is the only true initial point in order to make at least the very first step towards its solution. The first method of psychological analysis could be called the decomposition of complex psychological integers on the elements. It could be compared with the chemical analysis of water, decomposing it on hydrogen and oxygen. The essential feature of such an analysis is that, as a result, it obtains products, alien to the analyzed integer, are elements that do not contain the properties inherent in the whole, and have a number of new properties that this whole could never detect . With a researcher who wants to resolve the problem of thinking and speech, decomposes her on speech and thinking, takes absolutely the same thing that would have happened with every person who was in search of a scientific explanation of any properties of water, for example, why water extinguishes fire or why The Archimedes Act will be applied to the water, would be resorted to the decomposition of water to oxygen and hydrogen, as to the means of explaining these properties. He would be surprised to recognize that hydrogen itself is burning, and oxygen supports burning, and would never be able to explain the properties inherent in the properties of these elements. Also, accurately psychology that decomposes speech thinking in search of an explanation of its most significant properties inherent in it precisely as a whole, on individual elements, in vain then it will look for these elements of unity inherent in a whole. In the process of analysis, they evaporated, disappeared, and he remains nothing else to see how to look for an external mechanical interaction between the elements in order to reconstruct a purely speculative to be reconstructed in the analysis process, but to be explained by the property. In essence, this kind of analysis, which leads us to products that have lost the properties inherent in a whole, and is not from the point of view of that problem, to the solution of which it is attached, analysis in his own sense of the word. Mostly, we have the right to consider it as a method of cognition opposite to the analysis and in a certain sense opposite to him. After all, the chemical formula of water relating to all its properties equally applies to all its species, to the same extent to the Great Ocean as well as to the rainy drop. Therefore, the decomposition of water to the elements cannot be the way that can lead us to explain its specific properties. It is rather there is a way of erection to general than the analysis, that is, the dismemberment in the proper sense of the word. Also, accurately analyzing this kind, attached to psychological holistic education, is also not an analysis capable of finding out to us all the specific diversity, all the specifics of those relations between the word and the thought that we meet in everyday observations, watching the development of speech thinking in childhood , for the functioning of speech thinking in its various forms. This analysis is also essentially a matter of psychology in its opposite and instead of bringing us to the explanation of the specific and specific properties of the intended intended, it takes this whole to the directive more general, to the directive, which is capable of explaining only something related to the whole Speech and thinking in all their abstract universality, beyond the possibility to comprehend the specific patterns of interest to us. Moreover, the analysis of this kind of incomprehensively used psychology leads to deep delusions, ignoring the moment of unity and integrity of the process being studied and replacing the internal relations of unity by external mechanical relations of two heterogeneous and alien processes. Nowhere, the results of this analysis did not affect such an evidence as it was in the field of thinking about thinking and speech. The Word itself, which is a living unity of sound and meaning and containing in itself, as a living cell, in the simplest form of all major properties inherent in speech thinking in general, turned out to be as a result of such an analysis fragmented into two parts, between which the researchers tried to establish External mechanical associative communications. Sound and meaning in the word are not related to each other. Both of these elements, combined, says one of the most important representatives of modern linguistics, "live quite apart. It is not surprising that only the most sad results may occur from such a view to study the phonetic and semantic sides of the language. The sound, torn away from thought, would lose all specific properties that only made him sound of human speech and allocated from all the rest of the kingdom of sounds existing in nature. Therefore, only his physical and psychological properties began to study in this intended sound, i.e. what is for this sound is not specific, but with all other sounds that exist in nature, and therefore, thus the study could not explain to us Why sound with such and the physical and mental properties, is the sound of human speech and what makes it such. Also, exactly the meaning, cut off from the sound side of the word, would turn into a clean presentation, in the pure act of thought, which began to be studied separately as a concept that develops and living independently of its material carrier. The infertility of classical semantics and phonetics is largely due to this preciseness between the sound and the meaning, this decomposition of the word on separate elements. Also accurately and in psychology, the development of children's speech was studied from the point of view of its decomposition on the development of the sound, phonetic side of speech and its semantic side. Before the details, a carefully studied history of children's phonetics was completely unable to resolve, at least in the most elementary form, explaining phenomena related here. On the other hand, the study of the meaning of the child's word led researchers to autonomous and independent history of children's thought, between which there was no connection with the phonetic history children's language . We think that a decisive and turning point in all the teachings on thinking and speech is further a transition from this analysis to analyzing another kind. This last we could designate as an analysis, dismembering complex one-unit per unit. By unit, we mean such a product of analysis, which, unlike elements, has all the main properties inherent in a whole, and which is further indecomposable living parts of this unity. Not a chemical water formula, but the study of molecules and molecular motion is the key to the explanation of the individual properties of water. Also exactly the live cell, which preserves all the basic properties of life inherent in the living organism, is a real unit of biological analysis. Psychology wishing to explore complex unity, it is necessary to understand it. It should replace the methods of decomposition on the elements by the method of analysis, dismembering the unit. It should find these indecomposable, preserving properties inherent in this whole, as unity, units in which these properties are presented in the opposite form, and with the help of such an analysis, try to resolve concrete issues before them. What is such a unit that is further indecomposable and which contains the properties inherent in speech thinking, as a whole? We think that such a unit can be found in the inside of the word - in its meaning. This inner side of the Word has not yet been almost subjected to special research. The meaning of the word was also dissolved in the sea of \u200b\u200ball other representations of our consciousness or all other acts of our thought, as a sound torn from the value, was dissolved in a sea of \u200b\u200ball other sounds existing in nature. Therefore, just as in relation to the sound of human speech, modern psychology can say nothing to such that it would be specific to the sound of human speech as such, as definitely in the field of study of the verbal value, psychology cannot say anything except what characterizes in The same extent verbal value, like all other ideas and thoughts of our consciousness. So the situation in associative psychology was, it is also fundamentally the situation in modern structural psychology. In the Word, we always knew only one external, facing the side. Another, his inner side is its meaning, as the other side of the moon, remained always and remains still uneasy and unknown. Meanwhile, on this other side and is hidden, just the possibility of the permission of the problems of thinking about the relationship and speech that interests us, because it is precisely in the meaning of the word a node of that unity, which we call speech thinking. In order to find out this, you need to stay in a few words on the theoretical understanding of the psychological nature of the word meaning. Neither associative nor structural psychology give, as we will see during our research, any satisfactory answer to the question about the nature of the word meaning. Meanwhile, the experimental study, outlined below, as well as theoretical analysis, shows that the most significant, the most defining internal nature of the verbal value is not where it was usually searched. The word always refers not to one separate subject, but to a whole group or to a whole class of objects. Because of this, every word is a hidden generalization, every word has already summarized, and from a psychological point of view the meaning of the word is primarily a generalization. But a generalization, as it is easy to see, there is an emergency verbal act of thought, reflecting reality completely differently than it is reflected in the immediate sensations and perceptions. When they say that the dialectic jump is not only the transition from non-definite matter to the sensation, but also by the transition from the feeling to thought, they want to say that thinking reflects the reality in consciousness qualitatively differently than the immediate sensation. Apparently, there is every reason to assume that this qualitative difference of units is mainly and the main thing is a generalized reflection of reality. By virtue of this, we can conclude that the meaning of the word we just tried to reveal from the psychological side, his generalization is an act of thinking in his own sense of the word. But at the same time, the value is an integral part of the word as such, it belongs to the kingdom of speech to the same extent as the kingdom of thought. The word without meaning is not the word, but the sound is empty. The word, deprived of meaning, no longer belongs to the kingdom of speech. Therefore, the value equally can be considered as a phenomenon, speech by nature, and as a phenomenon related to the area of \u200b\u200bthinking. The meaning of the word cannot be said as we used to spoke freely against the elements of the word taken apart. What is it? Speech or thinking? It is speech and thinking at the same time because it is a unit of speech thinking. If so, it is obvious that the method of studying the problems of interest to us cannot be other than the method of semantic analysis, the method of analyzing the meaning side of speech, the method of studying verbal value. On this path, we have the right to expect a direct response to questions about the questions about the relationship of thinking and speech that interests us, for this relationship itself is contained in the unit with us, and, studying the development, operation, structure, in general the movement of this unit, we can know a lot of what Maybe we find out the question of the attitude of thinking and speech, the question of the nature of speech thinking.