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Implications of Research in Language and Thought for the Development of an Integrated Theory of Cognitive Structure

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Implications of Research in Language and Thought for the Development of an Integrated Theory of Cognitive Structure INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)” . I f it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. 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Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In aU cases we have filmed the best available copy. liniversiV MicixSilms International 300 N. ZEEB ROAD, ANN ARBOR, Ml 48106 18 BEDFORD ROW, LONDON WC1 R 4EJ, ENGLAND Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 8119551 H o f , Su s a n n a L a r o m IMPLICATIONS OF RESEARCH IN LANGUAGE AND THOUGHT FOR THE DEVELOPMENT OF AN INTEGRATED THEORY OF COGNITIVE STRUCTURE The American University Pîî.D. 1981 University Microfilms I n ter n eti O n 3.1 300 N. Zœb Road. Am Arbor. MI 48106 Copyright 1981 by Hof, Susanna Larom All Rights Reserved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IMPLICATIONS OF RESEARCH IN LANGUAGE AND THOUGHT FOR THE DEVELOPMENT OF AN INTEGRATED THEORY OF COGNITIVE STRUCTURE By Susanna Larom Hof submitted to the Faculty of the College of Arts and Sciences of The American University in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy in Higher Education Signatures of Committet Chairman : ^ / 7 Dean of the College yy ( ■L'j-’yV L { Ù /Vk / Date. / 1981 The American University Washington, D.C. 20016 THE ME R I C AH UNIVERSITY LIBRARY Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IMPLICATIONS OF RESEARCH IN LANGUAGE AND THOUGHT FOR THE DEVELOPMENT OF AN INTEGRATED THEORY OF COGNITIVE STRUCTURE BY SUSANNA LAROM HOF ABSTRACT Recent studies within the fields of linguistics, philosophy, psychology and neurophysiology have suggested that inferences can be drawn from the general form of language to the structure of human thought. More specifical­ ly, such studies project the possibility of expanding current understandings of human cognitive processes through the analysis of language. Support for the feasibility of such a project in the writings of Chomsky, Fodor and Katz warrants that it be given careful attention. The purpose of this study is to examine arguments to the effect that valid inferences regarding the logical structure of thought can be made on the basis of an analysis of the logical structure of language. The attempt to examine whether there is an underlying basic structure to human thought and to determine how input is received, organized and processed has traditionally been an area of significant philosophical inquiry. In order to establish the precedent for this study as a legitimate area Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. of concern within philosophy and to pinpoint its precise place within the range of philosophical inquiry, Part I of the study examines the epistemological theories of Aristotle and Kant, viewing them as attempts to analyze the structure 01: reality from within the context of our understanding of it. While the goals of these philosophers were quite dif­ ferent the approach which they took and the insights gained as a result of their explorations have much in common with current work being done in the cognitive sciences and in recent philosophical research in language and mind. It is argued that any attempt to analyze the structure of thought through an examination of the structure of language finds itself firmly grounded within this tradition of philosophical concern. Part II examines the psycholinguistic theory of Noam Chomsky, interpreting it as partof acontinuing attempt to adequately define the origin, nature and limits of human knowledge through an examination of the logical structure of language, and explores the implications of their theory in the semantically based theories of Fodor and Katz. Part III seeks empirical support for their conclusions within the field of cognitive psychology considering the conclusions of empirical studies of knowledge acquisition and knowledge structure in the research of Bruner and Piaget. It is concluded that while addressing the question from the perspective of technical linguistics, Chomsky's research Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. orovides the outlines for a philosophical theory of knowledge which establishes categories of thought and provides answers to philosophically significant questions regarding its structure. The additional strength of such a theory as that proposed over those of Aristotle and Kant is that it is firmly grounded within an empirically defensible framework. If, indeed, it is possible to gain a significant insight into the nature of our cognitive processes through the analysis of language, these findings will have important implications for a theory of learning. If the logical structure of language is a reflection of how we logically structure our thoughts, develop concepts and process information, then an understanding of the form of language and consequently of thought serves as a guideline for how we can best facilitate learning. Part IV explores the implications of this approach and develops an argument for the role of philosophy within the liberal arts curriculum. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS PART I THE DEVELOPMENT OP A THEORY OF COGNITIVE STRUCTURE AS A TRADITIONAL CONCERN WITHIN PHILOSOPHY Chapter I. ARISTOTLE..................................... 2 II. K A N T ........................................... 33 PART II ATTEMPTS WITHIN LINGUISTIC THEORY TO DEVELOP A THEORY OF COGNITIVE STRUCTURE III. THE SYNTACTICALLY BASED THEORY OF NOAM CHOMSKY . 6? IV. SEMANTICALLY BASED THEORIES ................... 119 PART III COGNITIVE APPROACHES TO LEARNING THEORY V. JEROME BRUNER ................................ 153 VI. JEAN PIAGET .................................. l89 PART IV CONCLUSIONS VII. IMPLICATIONS OF RESEARCH IN LANGUAGE AND THOUGHT FOR THE DEVELOPMENT OF AN INTEGRATED THEORY OF COGNITIVE STRUCTURE . ..222 BIBLIOGRAPHY .......................................... 246 11 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF ILLUSTRATIONS 1. The System of Human Intellectual Organization. 88 2. The Formal Structure of Language .................... 128 3. The Relation of the Semantic and Phonological Components......................................... 135 111 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PART I THE DEVELOPMENT OF A THEORY OF COGNITIVE STRUCTURE AS A TRADITIONAL CONCERN WITHIN PHILOSOPHY Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER I ARISTOTLE The attempt to examine whether there is an underlying basic structure to human thought and to determine on that basis how information about the world is received, organized and processed has traditionally been an area of significant philosophical inquiry. In working toward an adequate account of what knowledge is, and the extent to which we are capable of obtaining it, philosophers have of necessity sought to explore the means by which we obtain knowledge and determine what serves as the criterion of valid and invalid knowledge. They have also tried to explain how we originate complex ideas, pursue intricately reasoned thoughts and define the limits beyond which we can no longer say that we are able to know. In philosophy, properly such questions fall within the province of epistemology, for they are concerned with how we obtain knowledge and organize our ideas. They have at the same time significant implications for the study of metaphysics, since in examining the kinds of knowledge which we are capable of obtaining and what form knowledge takes, we become involved in
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