Rekursja jako wspólna podstawa procesów umysłowych, komunikacyjnych i językowych
Słowa kluczowe:
rekursja; teoria umysłu; składnia; pragmatyka; rozwój
Abstrakt
Od kilkunastu lat na łamach zagranicznych czasopism toczy się debata wokół rekursywności ludzkich procesów umysłowych. Jej inicjator i główny propagator terminu „rekursja” (recursion) to Noam Chomsky. Ogranicza on jej występowanie do płaszczyzny ludzkiego języka i przypisuje cechę rekursywności (recursive property) składni tzw. języka umysłu. Wywołało to mocny sprzeciw badaczy upatrujących przejawów rekursji także na innych płaszczyznach ludzkiego funkcjonowania, jak komunikacja, teoria umysłu, składnia dopełnieniowa czy pragmatyka. Tekst przedstawia argumenty przemawiające za możliwością rozpatrywania rekursji jako mechanizmu wspólnego wszystkim wspomnianym płaszczyznom, pod warunkiem przyjęcia rozwojowej perspektywy, uwzględniającej dynamikę i sekwencyjność zachodzących w nich procesów i zmian.
Bibliografia
Apperly, I. A., Samson, D., Carroll, N., Hussain, S., & Humphreys, G. W. (2006). Intact first- and second-order false belief reasoning in a patient with severely impaired grammar. Social Neuroscience, 1(3-4), 334-348.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35(5), 1311-1320.
Austin, J. L. (1993). Jak działać słowami [How to do things with words]. In Mówienie i poznawanie [Speaking and knowing]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Banreti, Z. (2010). Recursion in aphasia. Clinical Linguistics & Phonetics, 24(11), 906-914.
Banreti, Z., Hoffman, I., & Vincze, V. (2016). Recursive subsystems in aphasia and Alzheimer’s disease: Case studies in syntax and theory of mind. Frontiers in Psychology, 7, 1-21.
Behne, T., Carpenter, M., & Tomasello, M. (2005). One-year-olds comprehend the communicative intentions behind gestures in a hiding game. Developmental Science, 8, 492-499.
Behne, T., Carpenter, M., Call, J., & Tomasello, M. (2005). Unwilling versus unable: Infants’ understanding of intentional action. Developmental Psychology, 41(2), 328-337.
Berko Gleason, J., & Ratner, N. B. (1998). Psycholinguistics. New York: Harcourt Brace College Publishers.
Berko Gleason, J., & Ratner, N. B. (1998/2005). Psycholingwistyka [Psycholinguistics]. Gdańsk, Poland: Gdańskie Wydawnictwo Psychologiczne.
Białek, A., & Filip, A. (2013). Udział gestów wskazujących w rozwoju umiejętności osiągania wspólnego odniesienia [The role of pointing gestures in the development of shared reference]. Studia Psychologiczne, 51(2), 5-16.
Bloom, P. (1996/2007). Kontrowersje wokół przyswajania języka: uczenie się wyrazów i części mowy. In: B. Bokus i G. W. Shugar (Ed.), Psychologia języka dziecka. Gdańsk: GWP.
Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77(1), B25–B31.
Caillies, S., & Le Sourn-Bissaoui, S. (2013). Nondecomposable idiom understanding in children: Recursive theory of mind and working memory. Canadian Journal of Experimental Psychology, 67(2), 108-116.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competencies from 9 to 15 months of age. Monographs of the Society of Research in Child Development, 63(4), 1-174.
Carpenter, M., Tomasello, M., & Striano, T. (2005). Role reversal imitation in 12- and 18-month- -olds and children with autism. Infancy, 8, 253-278.
Carruthers, P. (2002). The cognitive functions of language. Behavioral and Brain Sciences, 25(6), 657-674.
Coull, G. J., Leekam, S. R., & Bennett, M. (2006). Simplifying second-order belief attribution: What facilitates children’s performance on measures of conceptual understanding? Social Development, 15, 48-63.
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton Publishers.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: The MIT Press.
Chomsky, N. (1965/1982). Zagadnienia teorii składni [Aspects of the theory of syntax]. Wrocław, Poland: Zakład Narodowy im. Ossolińskich.
Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.
Chomsky, N. (2000). Language and mind. Cambridge University Press.
Clark, H. (1996). Joint activities. In H. Clark, Using language. Cambridge: Cambridge University Press.
D’Ausilio, A., Maffongelli, L., & Fadiga, L. (2012). L’origine comune di linguaggio e azione. Rivista Internazionale di Filosofia e Psicologia, 4(2), 198-203.
De Jaegher, H., Di Paolo, E., & Gallagher, S. (2010). Can social interaction constitute social cognition? Trends in Cognitive Sciences, 14, 441-447.
Dunbar, R. (2005). The human story. London: Faber & Faber.
Dunbar, R. (2016). Człowiek: biografia [The human story]. Cracow, Poland: Copernicus Center Press.
Evans, N. i Levinson, S. C. (2009). The myth of language universals: Language diversity and its importance for cognitive science. Behavioral and Brain Sciences, 32, 429-492.
Everett, D. L. (2007). Challenging Chomskyan linguistics: The case of Pirahã. Human Development, 50, 297-299.
Fedorenko, E. & Varley, R. (2016) Language and thought are not the same thing: Evidence from neuroimaging and neurological patients. Annals of the New York Academy of Sciences, 1369, 132-153
Fitch, W. T., Hauser, M. D., & Chomsky, N. (2005). The evolution of the language faculty: Clarifications and implications. Cognition, 97, 179-210.
Gajda, S. (2003). Lingwistyczne podstawy logopedii [Linguistic foundations of speech therapy]. In T. Gałkowski & G. Jastrzębowska (Eds.), Logopedia – pytania i odpowiedzi. Podręcznik akademicki [Speech therapy – questions and answers] (vol. 1, pp. 11-82). Opole, Poland: University of Opole Press.
Goldin-Meadow, S. (2006). Talking and thinking with our hands. Current Directions in Psychological Science, 15(1), 34-39.
Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6(3), 346-359.
Hauk, O., Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41, 301-307.
Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What is it, who has it, and how did it evolve? Science, 298, 1569-1579.
Hauser, M. D., Yang, Ch., Berwick, R. C, Tattersall, I., Ryan, M. J., Watumull, J., Chomsky, N., & Lewontin, R. C. (2014). The mystery of language evolution. Frontiers in Psychology, 5, 1-12.
Heyes, C. (2014). False belief in infancy: A fresh look. Developmental Science, 17(5), 647-659.
Jackendoff, R., & Pinker, S. (2005). The nature of the language faculty and its implications for evolution of language (reply to Fitch, Hauser, and Chomsky). Cognition, 97(2), 211-225.
Juan, V. S., & Astington, J. W. (2012). Bridging the gap between implicit and explicit understanding: How language development promotes the processing and representation of false belief. British Journal of Developmental Psychology, 30(1), 105-122.
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge: MIT Press.
Knoblich, G., Butterfill, S., & Sebanz, N. (2011). Psychological research on joint action: Theory and data. Psychology of Learning and Motivation, 54, 59-101.
Kovács, Á. M., Téglás, E., & Endress, A. D. (2010). The social sense: Susceptibility to others’ beliefs in human infants and adults. Science, 330, 1830-1834.
Kurcz, I. (2011). Psycholingwistyka ogólna [General psycholinguistics]. In I. Kurcz & H. Okuniewska (Eds.), Język jako przedmiot badań psycholingwistycznych. Psycholingwistyka ogólna i neurolingwistyka [Language as a subject of psycholinguistic research: General psycholinguistics and neurolinguistics]. Warsaw, Poland: University of Social Sciences and Humanities Press “Academica.”
Levinson, S. C. (2013). Recursion in pragmatics. Language: Journal of the Linguistic Society of America, 89(1), 149-162.
Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition, 108, 732-739.
Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74(4), 1130-1144.
Low, J., & Perner, J. (2012). Implicit and explicit theory of mind: State of the art. British Journal of Developmental Psychology, 30, 1-13.
Michalik, M. (2011). Kompetencja składniowa w normie i zaburzeniach [Syntactic competence in norm and disorders]. Cracow, Poland: Pedagogical University Press.
Miller, P. H. (2011). Theories of developmental psychology. New York: Worth Publishers.
Miller, S. A. (2012). Theory of mind: Beyond the preschool years. New York, NY: Psychology Press.
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622-646.
Naito, M., & Seki, Y. (2009). The relationship between second-order false belief and display rules reasoning: The integration of cognitive and affective social understanding. Developmental Science, 12(1), 150-164.
Newton, A. M., & Villiers, J. G. (2007). Thinking while talking. Adults fail nonverbal false-belief reasoning. Psychological Science, 18(7), 574-579.
Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255-258.
Parker, J. R., MacDonald, C. A., & Miller, S. A. (2007). “John thinks that Mary feels . . .”. False belief in children across affective and physical domains. The Journal of Genetic Psychology, 168(1), 43-61.
Perner, J., & Esken, F. (2015). Evolution of human cooperation in Homo heidelbergensis: Teleology versus mentalism. Developmental Review, 38, 69-88.
Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that...”. Attribution of second- -order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437-471.
Piaget, J. (1923). The language and thought of the child. London: Routledge & Kegan Paul.
Piaget, J. (1971). Genetic epistemology. New York: The Norton Library.
Piaget, J. (1923/2005). Mowa i myślenie dziecka [The language and thought of the child]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Pinker, S., & Jackendoff, R. (2005). The faculty of language: What’s special about it? Cognition, 95, 201-236.
Premack, D., & Woodruff, G. (1978). Does chimpanzee have a theory of mind? Behavioral and Brain Sciences, 4, 515-526.
Raposo, A., Moss, H., Stamatakis, E., & Tyler, L. K. (2009). Modulation of motor and premotor cortices by actions, action words and action sentences. Neuropsychologia, 47(2), 388-396.
Read, D. W. (2008). Working memory: A cognitive limit to non-human primate recursive thinking prior to hominid evolution. Evolutionary Psychology, 6(4), 676-714.
Schick, B., Villiers, J. G., Villiers, P. A., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376-396.
Schneider, D., Nott, Z. E., & Dux, P. E. (2014). Task instructions and implicit theory of mind. Cognition, 133(1), 43-47.
Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University.
Searle, J. R. (1969/1987). Czynności mowy. Rozważania z filozofii języka [Speech acts: An essay in the philosophy of language]. Warsaw, Poland: PAX.
Searle, J. R. (1986). Minds, brains and science. Cambridge, MA: Harvard University Press.
Searle, J. R. (1986/1995). Umysł, mózg i nauka [Minds, brains and science]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Siegal, M., & Varley, R. (2006). Aphasia, language, and theory of mind. Social Neuroscience, 1(3-4), 167-174.
Slade, L., & Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. Developmental Psychology, 23(1), 117-141.
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Wróbel, Sz. (2002). Umysł, gramatyka, ewolucja [The mind, grammar, evolution]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35(5), 1311-1320.
Austin, J. L. (1993). Jak działać słowami [How to do things with words]. In Mówienie i poznawanie [Speaking and knowing]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Banreti, Z. (2010). Recursion in aphasia. Clinical Linguistics & Phonetics, 24(11), 906-914.
Banreti, Z., Hoffman, I., & Vincze, V. (2016). Recursive subsystems in aphasia and Alzheimer’s disease: Case studies in syntax and theory of mind. Frontiers in Psychology, 7, 1-21.
Behne, T., Carpenter, M., & Tomasello, M. (2005). One-year-olds comprehend the communicative intentions behind gestures in a hiding game. Developmental Science, 8, 492-499.
Behne, T., Carpenter, M., Call, J., & Tomasello, M. (2005). Unwilling versus unable: Infants’ understanding of intentional action. Developmental Psychology, 41(2), 328-337.
Berko Gleason, J., & Ratner, N. B. (1998). Psycholinguistics. New York: Harcourt Brace College Publishers.
Berko Gleason, J., & Ratner, N. B. (1998/2005). Psycholingwistyka [Psycholinguistics]. Gdańsk, Poland: Gdańskie Wydawnictwo Psychologiczne.
Białek, A., & Filip, A. (2013). Udział gestów wskazujących w rozwoju umiejętności osiągania wspólnego odniesienia [The role of pointing gestures in the development of shared reference]. Studia Psychologiczne, 51(2), 5-16.
Bloom, P. (1996/2007). Kontrowersje wokół przyswajania języka: uczenie się wyrazów i części mowy. In: B. Bokus i G. W. Shugar (Ed.), Psychologia języka dziecka. Gdańsk: GWP.
Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77(1), B25–B31.
Caillies, S., & Le Sourn-Bissaoui, S. (2013). Nondecomposable idiom understanding in children: Recursive theory of mind and working memory. Canadian Journal of Experimental Psychology, 67(2), 108-116.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competencies from 9 to 15 months of age. Monographs of the Society of Research in Child Development, 63(4), 1-174.
Carpenter, M., Tomasello, M., & Striano, T. (2005). Role reversal imitation in 12- and 18-month- -olds and children with autism. Infancy, 8, 253-278.
Carruthers, P. (2002). The cognitive functions of language. Behavioral and Brain Sciences, 25(6), 657-674.
Coull, G. J., Leekam, S. R., & Bennett, M. (2006). Simplifying second-order belief attribution: What facilitates children’s performance on measures of conceptual understanding? Social Development, 15, 48-63.
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton Publishers.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: The MIT Press.
Chomsky, N. (1965/1982). Zagadnienia teorii składni [Aspects of the theory of syntax]. Wrocław, Poland: Zakład Narodowy im. Ossolińskich.
Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.
Chomsky, N. (2000). Language and mind. Cambridge University Press.
Clark, H. (1996). Joint activities. In H. Clark, Using language. Cambridge: Cambridge University Press.
D’Ausilio, A., Maffongelli, L., & Fadiga, L. (2012). L’origine comune di linguaggio e azione. Rivista Internazionale di Filosofia e Psicologia, 4(2), 198-203.
De Jaegher, H., Di Paolo, E., & Gallagher, S. (2010). Can social interaction constitute social cognition? Trends in Cognitive Sciences, 14, 441-447.
Dunbar, R. (2005). The human story. London: Faber & Faber.
Dunbar, R. (2016). Człowiek: biografia [The human story]. Cracow, Poland: Copernicus Center Press.
Evans, N. i Levinson, S. C. (2009). The myth of language universals: Language diversity and its importance for cognitive science. Behavioral and Brain Sciences, 32, 429-492.
Everett, D. L. (2007). Challenging Chomskyan linguistics: The case of Pirahã. Human Development, 50, 297-299.
Fedorenko, E. & Varley, R. (2016) Language and thought are not the same thing: Evidence from neuroimaging and neurological patients. Annals of the New York Academy of Sciences, 1369, 132-153
Fitch, W. T., Hauser, M. D., & Chomsky, N. (2005). The evolution of the language faculty: Clarifications and implications. Cognition, 97, 179-210.
Gajda, S. (2003). Lingwistyczne podstawy logopedii [Linguistic foundations of speech therapy]. In T. Gałkowski & G. Jastrzębowska (Eds.), Logopedia – pytania i odpowiedzi. Podręcznik akademicki [Speech therapy – questions and answers] (vol. 1, pp. 11-82). Opole, Poland: University of Opole Press.
Goldin-Meadow, S. (2006). Talking and thinking with our hands. Current Directions in Psychological Science, 15(1), 34-39.
Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6(3), 346-359.
Hauk, O., Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41, 301-307.
Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What is it, who has it, and how did it evolve? Science, 298, 1569-1579.
Hauser, M. D., Yang, Ch., Berwick, R. C, Tattersall, I., Ryan, M. J., Watumull, J., Chomsky, N., & Lewontin, R. C. (2014). The mystery of language evolution. Frontiers in Psychology, 5, 1-12.
Heyes, C. (2014). False belief in infancy: A fresh look. Developmental Science, 17(5), 647-659.
Jackendoff, R., & Pinker, S. (2005). The nature of the language faculty and its implications for evolution of language (reply to Fitch, Hauser, and Chomsky). Cognition, 97(2), 211-225.
Juan, V. S., & Astington, J. W. (2012). Bridging the gap between implicit and explicit understanding: How language development promotes the processing and representation of false belief. British Journal of Developmental Psychology, 30(1), 105-122.
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge: MIT Press.
Knoblich, G., Butterfill, S., & Sebanz, N. (2011). Psychological research on joint action: Theory and data. Psychology of Learning and Motivation, 54, 59-101.
Kovács, Á. M., Téglás, E., & Endress, A. D. (2010). The social sense: Susceptibility to others’ beliefs in human infants and adults. Science, 330, 1830-1834.
Kurcz, I. (2011). Psycholingwistyka ogólna [General psycholinguistics]. In I. Kurcz & H. Okuniewska (Eds.), Język jako przedmiot badań psycholingwistycznych. Psycholingwistyka ogólna i neurolingwistyka [Language as a subject of psycholinguistic research: General psycholinguistics and neurolinguistics]. Warsaw, Poland: University of Social Sciences and Humanities Press “Academica.”
Levinson, S. C. (2013). Recursion in pragmatics. Language: Journal of the Linguistic Society of America, 89(1), 149-162.
Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition, 108, 732-739.
Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74(4), 1130-1144.
Low, J., & Perner, J. (2012). Implicit and explicit theory of mind: State of the art. British Journal of Developmental Psychology, 30, 1-13.
Michalik, M. (2011). Kompetencja składniowa w normie i zaburzeniach [Syntactic competence in norm and disorders]. Cracow, Poland: Pedagogical University Press.
Miller, P. H. (2011). Theories of developmental psychology. New York: Worth Publishers.
Miller, S. A. (2012). Theory of mind: Beyond the preschool years. New York, NY: Psychology Press.
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622-646.
Naito, M., & Seki, Y. (2009). The relationship between second-order false belief and display rules reasoning: The integration of cognitive and affective social understanding. Developmental Science, 12(1), 150-164.
Newton, A. M., & Villiers, J. G. (2007). Thinking while talking. Adults fail nonverbal false-belief reasoning. Psychological Science, 18(7), 574-579.
Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255-258.
Parker, J. R., MacDonald, C. A., & Miller, S. A. (2007). “John thinks that Mary feels . . .”. False belief in children across affective and physical domains. The Journal of Genetic Psychology, 168(1), 43-61.
Perner, J., & Esken, F. (2015). Evolution of human cooperation in Homo heidelbergensis: Teleology versus mentalism. Developmental Review, 38, 69-88.
Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that...”. Attribution of second- -order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437-471.
Piaget, J. (1923). The language and thought of the child. London: Routledge & Kegan Paul.
Piaget, J. (1971). Genetic epistemology. New York: The Norton Library.
Piaget, J. (1923/2005). Mowa i myślenie dziecka [The language and thought of the child]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Pinker, S., & Jackendoff, R. (2005). The faculty of language: What’s special about it? Cognition, 95, 201-236.
Premack, D., & Woodruff, G. (1978). Does chimpanzee have a theory of mind? Behavioral and Brain Sciences, 4, 515-526.
Raposo, A., Moss, H., Stamatakis, E., & Tyler, L. K. (2009). Modulation of motor and premotor cortices by actions, action words and action sentences. Neuropsychologia, 47(2), 388-396.
Read, D. W. (2008). Working memory: A cognitive limit to non-human primate recursive thinking prior to hominid evolution. Evolutionary Psychology, 6(4), 676-714.
Schick, B., Villiers, J. G., Villiers, P. A., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376-396.
Schneider, D., Nott, Z. E., & Dux, P. E. (2014). Task instructions and implicit theory of mind. Cognition, 133(1), 43-47.
Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University.
Searle, J. R. (1969/1987). Czynności mowy. Rozważania z filozofii języka [Speech acts: An essay in the philosophy of language]. Warsaw, Poland: PAX.
Searle, J. R. (1986). Minds, brains and science. Cambridge, MA: Harvard University Press.
Searle, J. R. (1986/1995). Umysł, mózg i nauka [Minds, brains and science]. Warsaw, Poland: Wydawnictwo Naukowe PWN.
Siegal, M., & Varley, R. (2006). Aphasia, language, and theory of mind. Social Neuroscience, 1(3-4), 167-174.
Slade, L., & Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. Developmental Psychology, 23(1), 117-141.
Stone, V. E., & Gerrans, P. (2008). Generous or parsimonious cognitive architecture? Cognitive neuroscience and theory of mind. The British Journal for the Philosophy of Science, 59(2), 121-141.
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