Mathematical Aspects of Hodgkin-Huxley Neural Theory
Mathematical Aspects of Hodgkin-Huxley Neural Theory
复制标题
DOI：
--
复制
发表时间：
1988
期刊：
影响因子：
--
通讯作者：
S. Finkbeiner
中科院分区：
文献类型：
--
作者：
S. Finkbeiner
识别话语中的人、地点或事物)是很有趣的，但可能需要非语言学家的决心。第三部分也是最后一节讨论了语言在认知发展中的作用。这些作者从维果茨基和沃尔夫的工作出发，试图证明语言的功能需求不仅影响语言的发展，而且也影响认知的发展。在这个观点中，认知并不遵循一套增加复杂性的逻辑-数学步骤，在这种步骤中，当认知结构允许语言出现时，语言就会出现。相反，认知和语言是沿着不同的路线发展的，这些不同的路线在童年早期就交叉了。社会需求推动了语言的发展。然后，随着语言能力的提高，语言的结构成为思维的脚手架。本书最后一节的五章中有四章展示了如何学习函数理论的例子。所介绍的研究方法主要是观察性的--例如在指定的谜题构建过程中的母子互动，儿童在给定的讲故事任务中的叙事技能，或者在自然环境中的社会互动。总而言之，这本书主要是关于思想和语言的相互影响的理论论文的集合。由于这件事充满了争议，作者们小心翼翼地提出了辩论的其他方面-特别是皮亚杰的观点。这本书的一个优点是它仔细地追溯了语言发展的功能方法的起源和演变。这场历史性的讨论令人信服地论证了将语用学纳入语言习得的观点。尽管如此，一些读者可能会发现这本书是片面的，或者认为社会功能对语言和认知发展的影响被夸大了。此外，对于精神病学和心理学的普通读者来说，有些章节可能会被证明是艰难的阅读。这种可能性是不幸的，因为这本书的目的之一是促进对这些问题的跨学科讨论。抛开这些批评不谈，这本书提供了关于人类发展中认知和语言相互作用的有价值的当代讨论。
to identify persons, places, or things in discourse), is interesting-but will probably require determination for non-linguists. The third and final section considers the role of language in cognitive development. Continuing from the work of Vygotsky and Whorf, these authors attempt to show that the functional demands of language not only influence linguistic development but influence cognitive development as well. In this view, cognition does not follow a set of logico-mathematical steps of increasing complexity in which language emerges when cognitive structures allow it to do so. Rather, cognition and language develop along different lines that cross early in childhood. Social demands prompt language development. Then, as linguistic competence proceeds, the structure of language becomes a scaffold for thinking. Four of the five chapters in this final section of the book present examples of how the functional theory can be studied. The study techniques presented are primarily observational-such as mother-child interaction during assigned puzzle construction, a child's narrative skill in a given story-telling task, or social interactions in naturalistic settings. In summary, this volume is a collection of mostly theoretical essays concerning the mutual influence of thought and language. Since this matter is fraught with controversy, the authors have taken care to present other sides of the debate-specifically, Piaget's view. A strong point of the book is its careful tracing of the origin and evolution of the functional approach to language development. This historical discussion argues persuasively for the inclusion of pragmatics in language acquisition. Still, some readers may find the book one-sided or feel that the implications of social function on linguistic and cognitive development are overstated. Also, some chapters may prove to be arduous reading for a general audience in psychiatry and psychology. This possibility is unfortunate, since one of the aims of the volume was to promote interdisciplinary discussion of these issues. Those criticisms aside, this book provides a valuable and contemporary discussion concerning the interaction of cognition and language in human development.