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Mind-Language the Expanding Heart of Cognition

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On the basis of already published research on the phylogeny of language dur-ing the emergence of Homo Sapiens starting around 300,000 years ago, and on still-to-be-published research in its final phase on the psychogenesis of lan-guage starting in the 24th week of gestation, I will present my work on the central role of two virtual human constructs of man’s nervous system and brain confronted to their real environment, both natural and social. These two constructs, the mind and language, are the results of the development of the general pattern-capturing potential of the brain’s architecture. The mind and language develop simultaneously, reciprocally and in close coordination transforming the pattern-capturing potential of the brain into the mental and linguistic conceptualizing power of men and women. This long process of development can be captured in six stages: to sense; to perceive; to discrimi-nate (or recognize) patterns; to experiment; to speculate, and to conceptualize spatial items and temporal processes. In psychogenetics, these six stages are essential for education. Lev Vygotsky, among others, has proposed the best approach to this conceptualizing competence in children and young adults and expanding in our whole life.

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Mind-Language the Expanding Heart of Cognition

  1. 1. Mind-Language, the Expanding Heart of Cognition Dr. Jacques Coulardeau AIPL, Association Internationale de Psychomécanique du Langage, Montgeron, France dondaine@orange.fr The 6th International Psychology and Health Conference - 2018
  2. 2. A Baby’s Communicational Situation As soon as his/her second call, a baby is crying for some discomfort relief. 2
  3. 3. Feeding Process vs Feeding Food Any discomfort requires a two-fold solution: an action per se and some object/instrument for relief 3
  4. 4. Basic Functional Syntactic relation The preceding existential relation is translated into syntactic functions leading to linguistic syntax. Note the food can be seen as a Theme or eventually an instrument: “To feed with bread.” Then the Goal becomes the surface direct object and the verb FEED can carry two passivizations. 4
  5. 5. The Human Interface Any autonomous living organism in the universe establishes an interface with this universe. Everything in the universe is hierarchical The body’s hierarchy is the locale of the interface for any living organism. 5
  6. 6. From Senses to Brain, From Stimulus to Patterns For a human being this interface starts with the five senses, with the extended “touch” as outer (skin) and inner (body sensors). Eyesight and eye contact are central, even dompinant. Any sensation builds a hierarchy of senses. Sensations are turned into perceptions in the particular brain area that receives the stimulus and then these perceptions are processed by the cortex as a whole into brain language. The interface works thus at three hierarchically oriented levels. It is on this interface that the Buddhist sixth sense, the mind, can be constructed. 6
  7. 7. The 2 Constructs of the Sensorial Interface The Meta-sense of the mind AND the medium of the same mind are the results of a reciprocal and simultaneous construction-ability. They are constructed through the interaction of the human interface with the existential universe around each individual. Both Mind and Language develop in individuals interfaced to a commanding environment. 7
  8. 8. From Patterns to Concepts The constructing process works in three steps that continue the first three steps of the brain processing sensorial stimuli. The brain is a pattern-processing organ and the mind is a virtual concept producer in the sense of virtual reality. Conceptualization is a human capability that develops from the pattern-processing of the brain under the command and pressure of the environment with the indispensable tool of language and the sole objective of surviving, therefore developing. 8
  9. 9. Vygotsky’s Conceptual phylogeny 1. Unorganized congeries or heaps 2. Complexes 1. Associative complexes 2. Collective complexes or complex collections 3. Chain complexes 4. Diffuse complexes 3. Pseudo Concepts 4. Concepts 1. Spontaneous everyday concepts 2. Non-spontaneous scientific concepts ZONE OF PROXIMAL DEVELOPMENT 9
  10. 10. Circularity of Mind-Language This circularity is the basic request for the development of any cognitive activity. Learning is selecting, acquiring and integrating new knowledge into the mind via experience and language. It requires the restructuring of the already acquired language and knowledge. The Zone of Proximal Development is the locale of this circular competence. 10
  11. 11. The Source of All Cognition and Creation 1- From these three experiential fields, 2- Via multiple circumstantial and situational settings, 3- Through multifarious phenomenological and existential testing episodes Homo Sapiens has developed and is still developing all his or her fields of competence, excellence and proficiency for survival and development. 11
  12. 12. From The Interface on the left to the central Mind- Language: The heart of a spherical virtual construct. 12
  13. 13. & Thank You Gustave Guillaume Lev Vygotsky Jean Piaget 13