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Record Nr. |
UNINA9910828635403321 |
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Autore |
Bejarano Teresa |
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Titolo |
Becoming human : from pointing gestures to syntax / / Teresa Bejarano |
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Pubbl/distr/stampa |
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Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2011 |
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ISBN |
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1-283-17487-1 |
9786613174871 |
90-272-8679-5 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (420 p.) |
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Collana |
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Advances in consciousness research, , 1381-589X ; ; v. 81 |
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Disciplina |
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Soggetti |
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Language acquisition |
Gesture |
Grammar, Comparative and general - Syntax |
Psycholinguistics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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section 1. Evolutionary precursors -- section 2. The basic human ability -- section 3. Specifiying some necessary requisites of language -- section 4. The origin of prediction and syntax -- section 5. Pregrammatical, theme-rheme syntax : revisiting Frege and Vygotsky -- section 6. From original to present-day prediction : links and grammatical syntax -- section 7. Syntax beyond predication. |
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Sommario/riassunto |
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What do the pointing gesture, the imitation of new complex motor patterns, the evocation of absent objects and the grasping of others' false beliefs all have in common? Apart from being (one way or other) involved in the language, they all would share a demanding requirement - a second mental centre within the subject. This redefinition of the simulationism is extended in the present book in two directions. Firstly, mirror-neurons and, likewise, animal abilities connected with the visual field of their fellows, although they certainly constitute important landmarks, would not require this second mental centre. Secondly, others' beliefs would have given rise not only to predicative communicative function but also to pre-grammatical syntax. The inquiry about the evolutionary-historic origin of language focuses on the cognitive requirements on it as a faculty (but not to the |
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indirect causes such as environmental changes or greater co-operation), pays attention to children, and covers other human peculiarities as well, e.g., symbolic play, protodeclaratives, self-conscious emotions, and interactional or four-hand tasks. |
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