皮亚杰 VS 乔姆斯基的理论比较.ppt

Thedebate Piaget stheoryChomsky stheory 哲学 格式塔心理学gestaltpsychology先验论Transzendentalismus超验主义 transcendentalism 笛卡尔 Piaget stheory Geneticepistemology发生认识论TheTheoryofCognitiveDevelopment认知发展理论SchemaAdaptation assimilationandaccommodationAnEvaluation Geneticepistemology发生认识论 attemptstoexplainknowledge andinparticularscientificknowledge onthebasisofitshistory itssociogenesis andespeciallythepsychologicaloriginsofthenotionsandoperationsuponwhichitisbased Histheoryofcognitivedevelopmentandepistemologicalviewaretogethercalled geneticepistemology http en wikipedia org wiki Jean Piaget Genetic epistemology TheTheoryofCognitiveDevelopment sensorimotorstage 0 2 感知运动阶段 experiencestheworldthroughmovementandsensesdifferentiatesselffromobjectsrecognisesselfasagentofactionandbeginstoactintentionallyunderstandsobjectpermanence物体守恒isextremelyegocentric自我中心的 preoperationalstage 2 7 前运算阶段 learnstouselanguageclassifiesobjectsbyasinglefeaturecannotuselogicalthinkingisstillegocentricconcreteoperationalstage 7 11 具体运算阶段 canthinklogicallyaboutobjectsandeventsachieveconservationofnumber mass weightclassifyobjectsaccordingtoseveralfeaturesandcanordertheminseriesalongasingledimensionsuchassizearenolongeregocentric formaloperationalstage 11 16以上 形式运算阶段 canthinklogicallyaboutabstractpropositionsandtesthypothesessystematicallybecomesconcernedwiththehypothetical thefuture andideologicalproblems Features 1 invariantsequence2 universal notculturallyspecific 3 relatedtocognitivedevelopment4 generalizabletootherfunctions5 stagesarelogicallyorganizedwholes6 stagesrepresentqualitativedifferencesinmodesofthinking notmerelyquantitativedifferences7 Onestagemustbeaccomplishedbeforethenextcanoccur FouraspectsofPiaget sCognitiveProcesses Schema图式OrganizationAdaptation assimilationandaccommodationEquilibrium explainhowwegainknowledge Schema Aschema pl schemata isthementalframeworkthatiscreatedaschildreninteractwiththeirphysicalandsocialenvironments Piaget 1953 describedthreekindsofintellectualstructures behaviouralschematasymbolicschemataoperationalschemata Behaviouralschemata organizedpatternsofbehaviourthatareusedtorepresentandrespondtoobjectsandexperiences Symbolicschemata internalmentalsymbols suchasimagesorverbalcodes thatoneusestorepresentaspectsofexperience Operationalschemata internalmentalactivitythatoneperformsonobjectsofthought Twomajorprinciplesguideintellectualgrowthandbiologicaldevelopment Organizationistheprocessbywhichchildrencombineexistingschemesintonewandmorecomplexintellectualstructures Adaptationisaninborntendencytoadjusttothedemandsoftheenvironment Thegoalofadaptationistoadjusttotheenvironment thisoccursthrough Assimilationistheprocessofinterpretingnewexperiencesbyincorporatingthemintoexistingschemes Accommodationistheprocessofmodifyingexistingschemesinordertoincorporateoradapttonewexperiences exampleofassimilation aninfantwouldsuckoneverythinginitsreach exampleofaccommodation theinfantswouldpickupactualobjectsandputthemintheirmouths eg pacifier 橡皮奶嘴 Tobalancethetwoandachieveintellectualgrowth AnEvaluationofPiaget sTheory Piaget sContributionsFoundedthedisciplineweknowtodayascognitivedevelopment Convincedusthatchildrenarecurious activeexplorerswhoplayanimportantroleintheirowndevelopment Histheorywasoneofthefirsttoexplain andnotjustdescribe theprocessofdevelopment Piaget sContributions Hisdescriptionofbroadsequencesofintellectualdevelopmentprovidesareasonablyaccurateoverviewofhowchildrenofdifferentagesthink Piaget sideashavehadamajorinfluenceonthinkingaboutsocialandemotionaldevelopmentaswellasmanypracticalimplicationsforeducators Piagetaskedimportantquestionsanddrewliterallythousandsofresearcherstothestudyofcognitivedevelopment ChallengestoPiaget scognitivedevelopmentaltheory Underestimateddevelopingminds Children sAbilitiesFailedtodistinguishcompetencefromperformanceItisbelievedbysomethatCognitivedevelopmentdoesnotevolveinaqualitativeandstagelikemanner ittendstodevelopgradually ProvidesavagueexplanationoncognitivematurationDevotedlittleattentiontosocialandculturalinfluencesunrepresentativesampleofhisownthreechildrenandotherchildrenallfromwell educatedprofessionalsofhighsocio economicstatus difficulttogeneralizehisfindingstoalargerpopulation Chomsky stheory GenerativegrammarSyntacticStructureUniversalgrammarTheinnatenesshypothesisLanguageacquisitiondeviceCompetenceandperformance TGGChomsky sinfluence Generativegrammar Chomskysimplymeans asystemofrulesthatinsomeexplicitandwell definedwayassignsstructuraldescriptionstosentences 一套用来给句子进行结构描写 定义明确严格的规则系统 Hebelievesthateveryspeakerofalanguagehasmasteredandinternalisedagenerativegrammarthatexpresseshisknowledgeofhislanguage Agenerativegrammarisnotlimitedtoparticularlanguages buttorevealtheunityofparticulargrammarsanduniversalgrammars Itdoesnotdescribeonelanguageasanend butasameanstoexploretheuniversalrulesinthehopeofrevealinghumancognitivesystemsandtheessentialnatureofhumanbeings Deepstructureandsurfacestructure In1957 SyntacticStructures inwhichhedevelopedtheideathateachsentenceinalanguagehastwolevelsofrepresentation adeepstructureandasurfacestructure deepstructure 深层结构 anabstractunderlyingstructurefromwhichtheactualformofasentenceisderived surfacestructure 表层结构 thestructurethatcorrespondswiththeactualformofasentence Comparison deepstructure thecontentofasentencesurfacestructure theformofasentence UG Chomskyclaimsthatchildrenarebornwithaspecialabilitytodiscoverforthemselvestheunderlyingrulesofalanguagesystem HeoriginallycalleditaLANGUAGEACQUISITIONDEVICE LAD Thisdeviceisoftendescribedas blackbox whichexistssomewhereinthebrain Laterhereferredtotheinnateendowmenttoasuniversalgrammar UGisconsideredtoconsistofasetofprincipleswhicharecommontoalllanguages PG UG Tpetence Theidealuser sknowledgeoftherulesofhislanguage performance Theactualrealizationofthisknowledgeinlinguisticcommunication 乔姆斯基对人类的语言进行了理想化的假设 即人的大脑中先天存在着语言官能 而语言官能的本质部分在于语言知识 即普遍语法和个别语法 在乔氏看来 这是语言学研究的核心和本质问题 即要弄清普遍语法的实现形式以及它是如何转变为个别语法的 TheInnatenessHypothesis LanguageissomewhatinnateChildrenarebornwithLAD whichisauniquekindofknowledgethatfitsthemforlanguagelearning Hearguesthechildcomesintotheworldwithspecificinnateendowment notonlywithgeneraltendenciesorpotentialities butalsowithknowledgeofthenatureoftheworld andspecificallywithknowledgeofthenatureoflanguage TheReasonsforInnatism First childrenlearntheirnativelanguageveryfastandwithlittleeffort Second childrenlearntheirmothertongueinverydifferentenvironments Buttheyfollowmoreorlessthesamestagesinacquisition Third thechildlearnsthetotalgrammarofthelanguageduringalimitedperiodoftime fromlimitedexposuretospeech TGG atheoryofgrammarwhichwasproposedbyChomskyin1957 Heattemptedtoprovideamodelforthedescriptionofalllanguages Atransformationalgenerativegrammartriestoshow withasystemofrules theknowledgewhichanativespeakerofalanguageusesinforminggrammaticalsentences LongmanDictionaryofLanguageTeaching AppliedLinguistics 387 T GGrammar LinguisticschoolT GGrammarKeyfigureChomskyDefinitionoflanguageAsetofrulesAiminlinguisticsToproduceagrammarTypesofdatacollectedAnydataMethodologyHypothesis deductiveViewoflanguagelearningRationalism mentalism唯心主义 MainFeaturesofTG Rationalism 理性主义 innateness 先天论 deductivemethodology 演绎的方法 emphasisoninterpretation 强调解释 formalization 形式化 emphasisonlinguisticcompetence 强调语言能力 stronggenerativepowers 强大的生成力 emphasisonlinguisticuniversals 重视语言的普遍性 Dynamic 动态的 Chomsky sinfluence Hisworkhasinfluencedfieldssuchascomputerscience mathematics andpsychology Hisinfluenceamonganalyticphilosophershasbeenenormousduetothreefactors First Chomskycontributedsubstantiallytoamajormethodologicalshiftinthehumansciences turningawayfromtheprevailingempiricismofthemiddleofthetwentiethcentury behaviorisminpsychology structuralisminlinguisticsandpositivisminphilosophy Second hisgroundbreakingbooksonsyntax Chomsky 1957 1965 laidaconceptualfoundationforanewapproachtolinguisticsandprovidedphilosopherswithanewframeworkforthinkingabouthumanlanguageandthemind Thereisafinal crucialrespectinwhichChomskybreakswiththerationalisttradition Rationalisminphilosophyknowsnofundamentalobstacletotheexpansionofhumanknowledge itistheempiricistswhohaveplacedspecialemphasisonthelimitsofthoughtbyinsistingthatexperienceplacessevereconstraintsonconceptformation Beinganinnatist Chomskydoesnotbelieveinempiricistconstraintsonthought headvocateshisownconceptionoflimitationsinstead Hehasoftenspokenofascience formingfacultyconceivedalongthesamebasiclinesasthelanguagefaculty 争议 1 相当一部份语言学家反对普遍语法论 认为在尚未对所有人类语言进行研究之前就假设所有人类语言有共同的 底层语法 这样做太冒进 而且在应用普遍语法研究未知语言时 不得不假设许多 空白词类 2 乔姆斯基主张句法学可以和语义学 语用学完全分离 他曾用一句话Colorlessgreenideassleepfuriously 大意 无色的绿色主义狂热地睡眠 来说明这一主张 并进一步认为 只要掌握了某一门语言的全部语法 就具备了该语言的竞争力 换言之 文化知识不必学习 gestaltpsychology theoperationalprincipleofgestaltpsychologyisthatthebrainisholistic parallel andanalog withself organizingtendencies Theprinciplemaintainsthatthehumaneyeseesobjectsintheirentiretybeforeperceivingtheirindividualparts Gestaltpsychologistsstipulatethatperceptionistheproductofcomplexinteractionsamongvariousstimuli Inpsychology gestaltismisoftenopposedtostructuralism Thephrase Thewholeisgreaterthanthesumoftheparts isoftenusedwhenexplaininggestalttheory thoughthisisamistranslationofKurtKoffka soriginalphrase Thewholeisotherthanthesumoftheparts 先验即transzendental 先验是说先于经验 先验知性是说人类的理智可以先于经验对现象界的材料用概念 判断 推理等形式加以框架和理解 如用质 量 关系 模态等范畴运用于经验材料 使后者获得知识的形式 这些范畴如必然性和偶然性 实体和属性等等 按照康德的观点 它们都是先于经验而又有普遍必然性和客观有效性的 正是先验知性保证了人类知识的普遍必然性和客观有效性 保证了人类知识何以可能 先验论 唯心主义认识论的一种表现形式 同唯物主义反映论根本对立 认为人的知识是先于感觉经验 先于社会实践的东西 是先天就有的 亦称先验主义 唯心主义先验论 先验论割断人们的认识 指理性认识 同感觉经验与社会实践的联系