Speech and action in child behaviour 


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Speech and action in child behaviour



Our research leads us not only to the conviction of the fallacy of this approach, but also to the positive conclusion that the great genetic moment of all intellectual development, from which grew the purely human forms of practical and gnostic intellect, is realized in the unification of these two previously completely independent lines of development.

The child’s use of tools is comparable to that of an ape's only during the former’s pre-speech period. As soon as speech and the use of symbolic signs are included in this operation, it transforms itself along entirely new lines, overcoming the former natural laws and for the first time giving birth to authentically human use of implements.

From the moment the child begins to master the situation with the help of speech, after mastering his own behaviour, a radically new organization of behaviour appears, as well as new relations with the environment. We are witnessing the birth of those specifically human forms of behaviour that, breaking away from animal forms of behaviour, later create intellect and go on to become the base of labour: the specifically human form of the use of tools.

This unification appears with the greatest clarity in our experimental genetic research.

The very first observations of a child in an experimental situation similar to that in which Köhler observed the practical use of tools by apes, show that the child not only acts endeavouring to achieve its goal, but at the same time also speaks. This speech as a rule arises spontaneously in the child and continues almost without int­erruption throughout the experiment, It increases and is of a more persistent character every time the situation becomes more difficult and the goal more difficult to attain. Attempts to block it (as the experiments of our collaborator, R.E. Levina, have shown) are either futile or lead to the termination of all action, ‘freezing’ as it were the child’s behaviour, something quite apparent and easily observed in the experiment.

In this situation, it thus seems both natural and necessary for the child to speak while it acts, and experimenters are under the impression that speech does not simply follow in the wake of practical activity, but plays some kind of specific role of no little importance, The impressions we are left with as the result of similar experiments place the observer face to face with the following two facts, both of capital Importance:

 

1 A child’s speech is an inalienable and internally necessary part of the operation, its role being as important as that of action in the attaining of a goal. The experimenter’s impression is, that the child not only speaks about what he is doing, but that for him speech and action are in this case one and the same complex psychological function, directed toward the solution of the given problem.

2 The more complex the action demanded by the situation and the less direct its solution, the greater the importance played by speech in the operation as a whole. Sometimes speech becomes of such vital importance that without it the child proves to be positively unable to accomplish the given task.

 

These observations lead us to the conclusion that the child solves a practical task with the help of not only eyes and hands, but also speech. This newly born unity of perception, speech and action, which leads to the inculcation of the laws of the visual field, constitutes the real and vital object of analysis aimed at studying the origin of specifically human forms of behaviour.

 

Задание

Проанализируйте и сравните несколько вариантов перевода. В каких из них средства перевода подобраны наилучшим образом?

 

Упражнение 2. Переведите научный текст, тщательно подбирая средства передачи смысла в соответствии с контекстом, стилем и прагматикой текста.

 



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