Concepts, structures, and meanings

Concepts are basic elements of thought. Piaget has a conception of the nature of concepts as informational or computational operations performed in an inner milieu and enabling the child to understand the world in which it lives and acts. Concepts are, however, not merely logico?mathematical but are also conceptually linked to the mastery of language which itself involves the appropriate use of words in social and interpersonal settings. In the light of Vygotsky's work on the social and interactive nature of children's thinking and the nature of language as an essentially public currency of rule?governed signs, we are led to reconstrue conceptual mastery as the acquisition of an interactive and interpersonal repertoire of tools which introduces the child to the world of those who educate it. In this way we come to see the elements of mind as constitutively involving that activity in which the determinants of meaning constrain and direct the child's linguistic development
Keywords Concept  Language  Meaning  Psycholinguistics  Structure
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DOI 10.1080/00201748708602112
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References found in this work BETA
Zettel.Ludwig Wittgenstein - 1967 - Blackwell.
The Child's Conception of Space.Jean Piaget, Baerbel Inhelder, F. J. Langdon & J. L. Lunzer - 1957 - British Journal of Educational Studies 5 (2):187-189.

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Citations of this work BETA
Animal Concepts: Content and Discontent.Nick Chater & Cecilia M. Heyes - 1994 - Mind and Language 9 (3):209-246.
Multiple Personality and Irrationality.Grant Gillett - 1991 - Philosophical Psychology 4 (1):103-118.
Representations and Cognitive Science.Grant R. Gillett - 1989 - Inquiry : An Interdisciplinary Journal of Philosophy 32 (September):261-77.
Consciousness and Brain Function.Grant R. Gillett - 1988 - Philosophical Psychology 1 (3):325-39.
Moral Insanity and Practical Reason.Carl Elliott & Grant Gillett - 1992 - Philosophical Psychology 5 (1):53 – 67.

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