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This paper consists of two parts.The first part deals with the development of thinking in children. In this part, the writer outlines the theories advanced by J. Piaget, J.S.Bruner and some SoAiet psychologists on the levels of development of children's thinking and then presents his initial opinion about the levels of development of children thinking, holding that the process of the development of children's thinking can be generally described as: pre thinking structure... This paper consists of two parts.The first part deals with the development of thinking in children. In this part, the writer outlines the theories advanced by J. Piaget, J.S.Bruner and some SoAiet psychologists on the levels of development of children's thinking and then presents his initial opinion about the levels of development of children thinking, holding that the process of the development of children's thinking can be generally described as: pre thinking structure (perceptive structure) - transition from pre-thinking structure to concrete thinking structure - concrete thinking structure - transition from concrete thinking structure to abstract thinking structure-abstract thinking structure. The second part deals with the devlopment of children's language and gives a general description of the actual development of children's language. 本文分两部分,第一部分儿童思维的发展,作者扼要介绍了J·皮亚杰、J·布鲁纳和苏联心理学家关于儿童思维发展阶段的理论,初步提出了自己关于儿童思维发展阶段的意见,认为儿童思维发展的历程,可以简略表述为:前思维结构(知觉结构)—→前思维结构向具体思维结构过渡—→具体思维结构—→具体思维结构向抽象思维结构过渡—→抽象思维结构。第二部分儿童语言的发展,作者根据两年来观察一个儿童语言的发展,概括描述了儿童语言发展的实际情况。 In order to make comparisons between the results obtained from goldenhaired monkeys on the generalization of objects, photographs and pictures.,with that of children, another experiment was performed on 10 yr. 7 monthto 2 yr. 6 month old children. The method was similar to that ofexperiment I. At the beginning of the experiment, each child was given avery simple verbal instruction. ALL Ss' stable discrimination to the basicdiscriminative stimuli were established rapidly, this was probably due... In order to make comparisons between the results obtained from goldenhaired monkeys on the generalization of objects, photographs and pictures.,with that of children, another experiment was performed on 10 yr. 7 monthto 2 yr. 6 month old children. The method was similar to that ofexperiment I. At the beginning of the experiment, each child was given avery simple verbal instruction. ALL Ss' stable discrimination to the basicdiscriminative stimuli were established rapidly, this was probably due to themediation of children's language development. In the subsequent tests it wasshown that the ability of transfer of the discrimination from solid objects totwo dimensional pictures of children seemed to improve with age. This wasparallel with the development of children's language. 为了同实验Ⅰ在金丝猴身上所做关于对实物、照片和画片的概括的结果进行对照,用10名1岁7个月至2岁6个月的儿童进行了对比实验研究。方法和实验Ⅰ大致相仿。实验开始时对儿童进行简单言语指导。全部被试都迅速对基础辨别刺激形成巩固的辨别反应,这可能是由于儿童的言语发展起了中介作用。在随后的测查实验中,随着儿童年龄的增长,能够把反应从实物迁移到代表实物的平面图片上的人数有所增加。这似乎和儿童的言语发展相平行。 On the basis of the results of our longitudinal and experimental researches upon language development of 12 children from birth to three years of age,this article analyzed and compared the stages of the child's language and cognitive development, the respective influencing factors, investigating the relationship between the child's development of language and cognition(thought).Four viewpoints on this question are derived:(1) In the stage of the child's... On the basis of the results of our longitudinal and experimental researches upon language development of 12 children from birth to three years of age,this article analyzed and compared the stages of the child's language and cognitive development, the respective influencing factors, investigating the relationship between the child's development of language and cognition(thought).Four viewpoints on this question are derived:(1) In the stage of the child's concrete thought before 1 year of age (pre-linguistic stage),children do have cognition (not only sensory perception,memory and presentation, but also thought),but have no language.This showed clearly that it is invalid to say that all the thoughts are linked with language.Nevertheless,abstract thought characteristic to mankind are closely and indivisibly linked with language.Having highly generalized language,human beings can possess highly abstract thoughts.(2) Development of cognition (thought) is the basis of language development.This is illustrated and proved from three aspects,i.e.the order of grasping parts of speech,the process of acquiring personal pronouns,and the effects of cognitive development on language development.(3) Thus we can see that the relationships between development of cognition (thought)and that of language are two-way,dialectic and interacting complicatedly.It is inappropriate to say the relationship between cognition(thought)and language is one determining the other.(4) Approaching the origin of both cognition(thought)and language,we should adopt a dialectical materialist point of view.The reason why human beings have language and highly generalized abstract thoughts is that they practise for the need of adapting,reflecting and changing the objective world.Lastly,brief comments are made on Whorf′s and Piaget's relevant views. 在对幼儿从出生到3岁语言发展追踪研究和有关实验研究结果的基础上,比较、分析儿童语言和认知(思维)发展的各阶段及起作用的因素,探讨语言发展和认知发展的关系,提出以下几点看法:(1)儿童在1岁前(前语言期)的具体思维阶段有认知(有感知、记忆、表象和思维),但还没有真正的语言。这说明语言不是先于思维,也不是所有的思维都与语言相联系。但是,人类特有的抽象思维却与语言有着密切的联系。(2)认知(思维)发展是语言发展的基础。(3)认知(思维)发展和语言发展的关系是双向的,辩证的,是复杂地交互作用的。(4)应以辩证的唯物主义的观点来看语言和认知(思维)的产生。人类所以有语言,有高度抽象概括的思维,都源于人类的实践活动。
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