Thought and Language
This paper focuses on Piaget and Vygotsky shading light on their concepts and how they apply to the relationship between thought and language using Elizabeth Spelke’s work to make conclusions. The most recognized cognitive psychologists, Lev Vygotsky and Jean Piaget, developed theories that explain cognitive development and learning among kids and adolescents (Crain, 2011). The theories have many similarities but also differences. The differences are essential to understanding the theories. According to Jean Piaget’s theory, development is described in changes in logical thinking of children. The Vygotsky theory denoted to as cultural-historical theory. Its major focus is social connections and part of culture. According to him, speech is the key psychological implement in kid’s development of thinking. Basic speech becomes complex with age and development.
However, the theory is based on various assumptions which include development through formal and informal discussions with adults, complex mental actions start as simple social activities, and it plays a vital and allows children to give themselves cognitively empathetic the status brought by self-directed speech (Crain, 2011). This experiment was repeated on Korean and Americans. In Korean language, there is a difference when talking about objects in the container. However, English has one word representing both tight and loose (Miller, 2016). Due to this, the Americans lost interest quickly and did not recognize when the objects were changed while the Koreans saw and were able to distinguish the difference. This was evidence enough that language determined the way of thinking (Heyou, 2017). In children, it modifies a higher mental function giving a definite shape to thoughts thus creation of imagination, action planning and memory usage.
Unlike Piaget, Vygotsky systematizes direct experience in children thus later acquiring a central role in cognitive development of ongoing process. The research by Elizabeth suggests that language deeply impacts how people think. Human language is created in the brain based on syntactic principles. Vygotsky emphasis is on children social learners evident from his perspective on the relationship between language and thought. It is clear that thought and language have a relation. Language in a person influences their thought. The process of thinking is a continuous process from birth to adulthood. Even children and the deaf who can’t communicate through words have thoughts. Culture and the environment have a lot of influence on a person’s thoughts and language. Tavares, G.
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