MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Matraga (Online) |
Texto Completo: | https://www.e-publicacoes.uerj.br/matraga/article/view/17516 |
Resumo: | I take Saussure’s distinction between associative and syntagmatic relations in la langue as the starting point for a re-examination of the relationship between memory and language. Saussure’s remarks on this relationship are sparse and fragmentary, cast in terms of the now largely abandoned classical accounts of early neurologists such as Broca and Wernicke, who saw language in the brain as a series of interconnected cortical areas that were presumed to be the repositories of the neurophysiological processes of language function. I draw on Andy Clark’s (1993) idea of ‘associative engines’ to consider how the associative coordination of linguistic items involves (1) the potential for evolution to exploit the gap between gross environmental input to the organism and the input to specific neural networks; and (2) the potential for the language learner qua active agent to create some of its own learning environment. I then look at the ways in which the principle of the associative coordination of diverse series stored in long-term memory makes possible and gives rise to the analysis and segmentation of linguistic syntagms. This development, in turn, makes possible the detecting of the common part of diverse syntagms such that they can be replaced with more schematic ones. The resulting linguistic schema embodies functional constraints on the input data that are available to the learner and thus serve as a pedagogical device, which I call TEACHER FUNCTION. Jason Brown’s (1988) theory of microgenesis together with Deacon’s (1989) account of the dually ‘centrifugal’ and ‘centripetal’ flows of information in the brain provide the basis of a more coherent and complete account of the neural structure of language: The utterance is microgenetically elaborated as it ‘centrifugally’ unfolds over a sequence of neuroanatomical levels (e.g., limbic, generalised neocortex, sensorimotor cortex). On this basis, I articulate some links between Brown’s theory of microgenesis and some recent theories of memory and language. Centrifugally elaborating utterances also require what Deacon calls centripetally directed peripheral motorprogramming and somatosensory information. Agents draw upon their rich phonetic memory that is built up in firstperson experience to develop repertoires of exemplars of phonetic gestures. Rather than the instantiation of a secondorder system of types, language, through exemplar memory, is linked to the different ways in which agents have heard, felt and experienced particular phonetic gestures as they are embedded in the often affect-charged relational dynamics of real-time languaging between persons. |
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MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGEMEMÓRIA, COORDENAÇÕES ASSOCIATIVAS E SINTAGMÁTICAS E MICROGÊNESE LINGUÍSTICA: IMPLICAÇÕES E PROSPECTOS PARA A TEORIA LINGUÍSTICA DE SAUSSURERelações associativasmemóriamicrogêneseSaussurevalor.Associative relationsmemorymicrogenesisSaussurevalue.I take Saussure’s distinction between associative and syntagmatic relations in la langue as the starting point for a re-examination of the relationship between memory and language. Saussure’s remarks on this relationship are sparse and fragmentary, cast in terms of the now largely abandoned classical accounts of early neurologists such as Broca and Wernicke, who saw language in the brain as a series of interconnected cortical areas that were presumed to be the repositories of the neurophysiological processes of language function. I draw on Andy Clark’s (1993) idea of ‘associative engines’ to consider how the associative coordination of linguistic items involves (1) the potential for evolution to exploit the gap between gross environmental input to the organism and the input to specific neural networks; and (2) the potential for the language learner qua active agent to create some of its own learning environment. I then look at the ways in which the principle of the associative coordination of diverse series stored in long-term memory makes possible and gives rise to the analysis and segmentation of linguistic syntagms. This development, in turn, makes possible the detecting of the common part of diverse syntagms such that they can be replaced with more schematic ones. The resulting linguistic schema embodies functional constraints on the input data that are available to the learner and thus serve as a pedagogical device, which I call TEACHER FUNCTION. Jason Brown’s (1988) theory of microgenesis together with Deacon’s (1989) account of the dually ‘centrifugal’ and ‘centripetal’ flows of information in the brain provide the basis of a more coherent and complete account of the neural structure of language: The utterance is microgenetically elaborated as it ‘centrifugally’ unfolds over a sequence of neuroanatomical levels (e.g., limbic, generalised neocortex, sensorimotor cortex). On this basis, I articulate some links between Brown’s theory of microgenesis and some recent theories of memory and language. Centrifugally elaborating utterances also require what Deacon calls centripetally directed peripheral motorprogramming and somatosensory information. Agents draw upon their rich phonetic memory that is built up in firstperson experience to develop repertoires of exemplars of phonetic gestures. Rather than the instantiation of a secondorder system of types, language, through exemplar memory, is linked to the different ways in which agents have heard, felt and experienced particular phonetic gestures as they are embedded in the often affect-charged relational dynamics of real-time languaging between persons.Uso a distinção feita por Saussure entre relações associativas e sintagmáticas na langue como ponto de partida para um re-exame da relação entre memória e língua. Os comentários de Saussure sobre esta relação são escassos e fragmentados, e colocados nos relatos clássicos, hoje em dia em grande parte abandonados, dos primeiros neurologistas, como Broca e Wernicke, que viam a linguagem no cérebro como uma série de áreas corticais interconectadas que se presumia serem os repositórios dos processos neurofisiológicos da função da linguagem. Inspiro-me na idéia de Andy Clark (1993) de “motores associativos” para discutir como a coordenação associativa de itens linguísticos envolve (1) o potencial de evolução para explorar a lacuna entre o input ambiental bruto para o organismo e o input para redes neurais específicas; e (2) o potencial para o aprendiz da linguagem enquanto agente ativo de criar um pouco de seu próprio ambiente de aprendizagem. Examino então as maneiras de o princípio da coordenação associativa de diversas séries armazenadas na memória de longo prazo tornar possível e dar origem à análise e segmentação dos sintagmas linguísticos. Este desenvolvimento, por sua vez, possibilita a detecção da parte comum de diversos sintagmas de tal modo que eles podem ser substituídos por outros mais esquemáticos. O esquema linguístico resultante incorpora restrições funcionais no input de dados disponíveis para o aprendiz e, assim, serve como um dispositivo pedagógico, que eu chamo FUNÇÃO ENSINO. A teoria da Microgênese de Jason Brown (1988) juntamente com a explicação de Deacon (1989) para os fluxos duplamente centrípetos e centrífugos e de informação no cérebro fornecem a base para uma explicação mais coerente e completa da estrutura neural da linguagem: O enunciado é microgeneticamente elaborado conforme se desenrola de forma centrifuga ao longo de uma sequência de níveis neuro-anatômicos (por exemplo, o neo-córtex límbico, generalizado, o córtex sensóriomotor). Com base nisso, articulo algumas ligações entre a teoria de microgênese de Brown e algumas teorias recentes sobre a memória e a linguagem. Enunciados elaborados de forma centrífuga também exigem o que Deacon chamou de programação centripetalmente direcionada e informação somatosensória, Agentes se baseiam em sua rica memória fonética construída em experiência de primeira pessoa para desenvolver repertórios de exemplares de gestos fonéticos. Mais do que a instanciação de um sistema de tipos de segunda ordem, a linguagem, através da memória exemplar, está ligada às diferentes maneiras com que os agentes ouviram, sentiram e experienciaram determinados gestos porque estão incorporados na dinâmica relacional linguageira em tempo real entre pessoas, carregada do elemento afetivo.Universidade do Estado do Rio de Janeiro2014-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionartigos de linguísticaartigos de linguísticaapplication/pdfhttps://www.e-publicacoes.uerj.br/matraga/article/view/17516Matraga - Revista do Programa de Pós-Graduação em Letras da UERJ; v. 21 n. 34 (2014): Saussure e a linguística novecentistaMATRAGA - Journal published by the Graduate Program in Letters at Rio de Janeiro State University (UERJ); Vol. 21 No. 34 (2014): Saussure and the Early XX Century Linguistics2446-69051414-7165reponame:Matraga (Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJporhttps://www.e-publicacoes.uerj.br/matraga/article/view/17516/12907Thibault, Paul J.info:eu-repo/semantics/openAccess2019-07-09T04:04:32Zoai:ojs.www.e-publicacoes.uerj.br:article/17516Revistahttps://www.e-publicacoes.uerj.br/index.php/matragaPUBhttps://www.e-publicacoes.uerj.br/index.php/matraga/oai||letrasmatraga@uerj.br2446-69051414-7165opendoar:2019-07-09T04:04:32Matraga (Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE MEMÓRIA, COORDENAÇÕES ASSOCIATIVAS E SINTAGMÁTICAS E MICROGÊNESE LINGUÍSTICA: IMPLICAÇÕES E PROSPECTOS PARA A TEORIA LINGUÍSTICA DE SAUSSURE |
title |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE |
spellingShingle |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE Thibault, Paul J. Relações associativas memória microgênese Saussure valor. Associative relations memory microgenesis Saussure value. |
title_short |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE |
title_full |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE |
title_fullStr |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE |
title_full_unstemmed |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE |
title_sort |
MEMORY, ASSOCIATIVE AND SYNTAGMATIC COORDINATIONS, AND LINGUISTIC MICROGENESIS: IMPLICATIONS AND PROSPECTS FOR SAUSSURE’S THEORY OF LANGUAGE |
author |
Thibault, Paul J. |
author_facet |
Thibault, Paul J. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Thibault, Paul J. |
dc.subject.por.fl_str_mv |
Relações associativas memória microgênese Saussure valor. Associative relations memory microgenesis Saussure value. |
topic |
Relações associativas memória microgênese Saussure valor. Associative relations memory microgenesis Saussure value. |
description |
I take Saussure’s distinction between associative and syntagmatic relations in la langue as the starting point for a re-examination of the relationship between memory and language. Saussure’s remarks on this relationship are sparse and fragmentary, cast in terms of the now largely abandoned classical accounts of early neurologists such as Broca and Wernicke, who saw language in the brain as a series of interconnected cortical areas that were presumed to be the repositories of the neurophysiological processes of language function. I draw on Andy Clark’s (1993) idea of ‘associative engines’ to consider how the associative coordination of linguistic items involves (1) the potential for evolution to exploit the gap between gross environmental input to the organism and the input to specific neural networks; and (2) the potential for the language learner qua active agent to create some of its own learning environment. I then look at the ways in which the principle of the associative coordination of diverse series stored in long-term memory makes possible and gives rise to the analysis and segmentation of linguistic syntagms. This development, in turn, makes possible the detecting of the common part of diverse syntagms such that they can be replaced with more schematic ones. The resulting linguistic schema embodies functional constraints on the input data that are available to the learner and thus serve as a pedagogical device, which I call TEACHER FUNCTION. Jason Brown’s (1988) theory of microgenesis together with Deacon’s (1989) account of the dually ‘centrifugal’ and ‘centripetal’ flows of information in the brain provide the basis of a more coherent and complete account of the neural structure of language: The utterance is microgenetically elaborated as it ‘centrifugally’ unfolds over a sequence of neuroanatomical levels (e.g., limbic, generalised neocortex, sensorimotor cortex). On this basis, I articulate some links between Brown’s theory of microgenesis and some recent theories of memory and language. Centrifugally elaborating utterances also require what Deacon calls centripetally directed peripheral motorprogramming and somatosensory information. Agents draw upon their rich phonetic memory that is built up in firstperson experience to develop repertoires of exemplars of phonetic gestures. Rather than the instantiation of a secondorder system of types, language, through exemplar memory, is linked to the different ways in which agents have heard, felt and experienced particular phonetic gestures as they are embedded in the often affect-charged relational dynamics of real-time languaging between persons. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-06-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artigos de linguística artigos de linguística |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.e-publicacoes.uerj.br/matraga/article/view/17516 |
url |
https://www.e-publicacoes.uerj.br/matraga/article/view/17516 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/matraga/article/view/17516/12907 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
Matraga - Revista do Programa de Pós-Graduação em Letras da UERJ; v. 21 n. 34 (2014): Saussure e a linguística novecentista MATRAGA - Journal published by the Graduate Program in Letters at Rio de Janeiro State University (UERJ); Vol. 21 No. 34 (2014): Saussure and the Early XX Century Linguistics 2446-6905 1414-7165 reponame:Matraga (Online) instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
institution |
UERJ |
reponame_str |
Matraga (Online) |
collection |
Matraga (Online) |
repository.name.fl_str_mv |
Matraga (Online) - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
||letrasmatraga@uerj.br |
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1799318491532099584 |