Dd303 “the Way We Speak Determines How We Think”. Critically Evaluate This Statement, Drawing on the Key Theories and Research That Describe the Relationship Between Language and Thought

The sensorimotor stage infants develop their schemas through sensory and motor activities. Followed by the preoperational stage where children begin to think symbolically using words, to represent concepts. Next concrete operational stage children display many important thinking skills, like ability to think logically. Finally, formal operational stage young adolescences formulate their operations by abstract and hypothetical thinking. Piaget’s theory provides ample and insightful perspectives, so it remains the central factor of contemporary

Language is one of the most recognizable tools but some tools are more subtle. For example, technology is a tool in western society that less industrialized societies aren’t exposed to. An individual that has grown up with complete access to all the latest technology is going to think differently than an individual that has never seen any form of technology. Overall, some behaviors and ways of thinking can only be caused by exposer to specific social and cultural contexts, as this perspective explains.

Jean Piaget, a Swiss psychologist, made substantial findings in intellectual development. His Cognitive Theory influenced both the fields of education and psychology. Piaget identified four major periods of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operations stage, and the stage of formal operations. The preoperational stage includes children two to four years of age and is characterized by the development and refinement of schemes for symbolic representation. During the preoperational stage lies, what Piaget coined, the intuitive period. This phase occurs during the ages of 4-7 and during this time, the child’s thinking is largely centered on the way things appear to be rather than on

Most questions of whether and how language shapes thought start with the simple observation that languages differ from one another. And a lot! Just look at the way people talk, they might say. Certainly, speakers of different languages must attend to strikingly different aspects of the world just so they can use their language properly.

Humans act toward people, things, and events on the basis of the meanings they assign to them. Once people define a situation as real, it has very real consequences. Without language there would be no thought, no sense of self, and no socializing presence of society within the individual. (Socio-cultural tradition)

The main reason that Boroditsky’s argument that language shapes our minds is valid is that the research she did with her teams covers a wide variety of aspects on this topic while still keeping her article cohesive. The first research Boroditsky introduces to her audience is the research on the Kuuk Thaayorre, which is an

Piaget believe that children are active thinkers. He recognized that the mind develops through a series of irreversible stages. He also acknowledged that a child’s maturing brain builds schemas that are constantly assimilating and accommodating to the world around them. Piaget’s theory of cognitive development is split into four stages: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage occurs from birth to nearly two years of age. At this stage, infants learn about the world around them by sensing it and interacting within it. It is also in this stage that the idea of object permanence develops, that is, the awareness that things continue to exist even when they are not being observed. In my personal life, I am certain that in this stage of development I would have enjoyed peek-a-boo, because if I didn’t see it, to my developing mind, it wasn’t there at all. The second stage, preoperational, lasts from two years of age to seven years of

Famous American anthropologist and social theorist Clyde Kluckholm , claims in one of his publication that “Every language is also a special way of looking at the world and interpreting experience concealed in the structure of language are a whole set of unconscious assumptions about the world and the life in it”(Writing logically, Thinking critically 7th edition P 35). Based on this theory, we can learn more

Linguistic relativity is the notion that language can affect our thought processes, and is often referred to as the ‘Sapir-Whorf hypothesis’, after the two linguists who brought the idea into the spotlight. Whorf writes how “Language is not merely a reproducing instrument for voicing ideas but rather is itself the shaper of ideas, the program and guide for the individual’s mental activity” (1956:212), and I will explain how it is able to do so. In this essay I will argue that certain ways of mental categorization, spatial cognition and reality interpretation, based on the characteristics of our specific variety of language, influence our perception of the world. I will discuss how languages divide up nature differently, and

In “Lost in Translation” by Lera Boroditsky, the author challenges previous thoughts about language and our humanity. Boroditsky firmly states her position on the topic of language and thoughts. Lera Boroditsky writes this excerpt for linguists, and uses research to further prove her message. The author affirms that language shapes our personalities and ways of thinking in her essay. Linguist would likely read this article to learn more about language and the relation it has to our thoughts and human nature.

In the article “Lost in Translation”, the author, Lera Boroditsky, maintains as her thesis that the languages we speak not only reflect or express our thoughts, but also shape the very thoughts we wish to express. Boroditsky begins the main section of her essay with the history of the issue of whether or not languages shape the way speakers think. Charlemagne was the first to think that languages do in fact shape the mindset of speaker, but Noam Chomsky rebutted this idea with his thought that languages do not differ much from each other, thus in turn proposing that linguistic differences do not cause a difference in thinking. Now with scientists

No matter where you are in the world, you are taught about language. Whether it’s in your home learning your language or in school trying to learn a foreign language. Although while learning language the notion is never really thought about or brought up that the language and way we speak can influence the way we think and interact. Phycologist and neuroscientist alike have spent years, with multiple different tests to see if there is a connection between the various languages that are spoken and the way people not only think but also how they go about their daily lives. She writes to not only her colleagues and neuroscientists but also to anyone in the general public that is genuinely interested in the connection between

Cognitive Linguistics is a new approach to the study of language which views linguistic knowledge as part of general cognition and thinking. It emerged through the work of George Lakoff and Ronald Langacker and considers that linguistic behavior is not separated from other general cognitive abilities which allow mental processes of reasoning or memory but understood as an integral part of it. According to Lakoff and Johnson, there is a conceptual potential that enables the transferring of the knowledge and experience human beings have of the things and events that they know well, to those other objects and events with which they may not be so familiar with, and even to abstract concepts. (Johnson)One of the main theoretical principles of cognitive

Research by Lera Boroditsky (2001) posed many interesting questions regarding linguistic diversity and the resultant interplay between language and thought: whether linguistic diversity stimulates different ways of thinking, whether learning new languages changes the way one thinks, whether bilingual and multilingual people think differently when speaking different languages. Clark (2003) maintains that although language does not indicate a complete map of consciousness or thought, it is at least a “representational map” that varies across languages.

Language is thought to be essential in communicating one’s thoughts, beliefs, and ideas. From the moment we begin to form a conscious thought, we are educated and conditioned to learn how to speak, to form words, and to understand what exactly the words mean. We learn proper grammar, and are criticized for the use of so-called “improper” use of language. It is almost impossible for us to imagine a life without words, as we have come to think with words and to communicate amongst one other through the use of words. This led me to a series of questions: To what extent do we rely on words for communicating with one another? Can thought exist without language? Speech and writing have become essential in our lives today, but the majority of