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2000 Page Views Soviet Psycology
15 years ago
The development of writing does not repeat the developmental history of speaking. Written speech is a separate linguistic function, differing from oral speech in both structure and mode of functioning. Even its minimal development requires a high level of abstraction. It is speech in thought and image only, lacking the musical, expressive, intonational qualities of oral speech. In learning to write, the child must disengage himself from the sensory aspect of speech and replace words by images of words. Speech that is merely imagined and that requires symbolisation of the sound image in written signs (i.e., a second degree of symbolisation) naturally must be as much harder than oral speech for the child as algebra is harder than arithmetic. Our studies show that it is the abstract quality of written language that is the main stumbling block, not the underdevelopment of small muscles or any other mechanical obstacles.
Writing is also speech without an interlocutor, addressed to an absent or an imaginary person or to no one in particular – a situation new and strange to the child. Our studies show that he has little motivation to learn writing when we begin to teach it. He feels no need for it and has only a vague idea of its usefulness. In conversation, every sentence is prompted by a motive. Desire or need lead to a request, question to answer, bewilderment to explanation. The changing motives of the interlocutors determine at every moment the turn oral speech will take. It does not have to be consciously directed – the dynamic situation takes care of that. The motives for writing are more abstract, more intellectualised, further removed from immediate needs. In written speech, we are obliged to create the situation, to represent it to ourselves. This demands detachment from the actual situation.
Writing also requires deliberate analytical action on the part of the child. In speaking, he is hardly conscious of the sounds he pronounces and quite unconscious of the mental operations he performs. In writing, he must take cognisance of the sound structure of each word, dissect it, and reproduce it in alphabetical symbols, which he must have studied and memorised before. In the same deliberate way, he must put words in a certain sequence to form a sentence. Written language demands conscious work because its relationship to inner speech is different from that of oral speech: The latter precedes inner speech in the course of development, while written speech follows inner speech and presupposes its existence (the act of writing implying a translation from inner speech). But the grammar of thought is not the same in the two cases. One might even say that the syntax of inner speech is the exact opposite of the syntax of written speech, with oral speech standing in the middle.
Inner speech is condensed, abbreviated speech. Written speech is deployed to its fullest extent, more complete than oral speech. Inner speech is almost entirely predicative because the situation, the subject of thought, is always known to the thinker. Written speech, on the contrary, must explain the situation fully in order to be intelligible. The change from maximally compact inner speech to maximally detailed written speech requires what might be called deliberate semantics – deliberate structuring of the web of meaning.
All these traits of written speech explain why its development in the schoolchild falls far behind that of oral speech. The discrepancy is caused by the child’s proficiency in spontaneous, unconscious activity and his lack of skill in abstract, deliberate activity. As our studies showed, the psychological functions on which written speech is based, have not even begun to develop in the proper sense when instruction in writing starts. It must build on barely emerging, rudimentary processes.
Now For the matter in Hand I hit 2000 Page views. Now to make a speical shout to my biggest baddest daddy.
Mr Poppa Wolf
http://www.furaffinity.net/user/poppawolf/
Who has been having a hard time recently, But i was happy to get his woof back, its does incite me so
http://www.furaffinity.net/user/poppawolf/
Please visit his page, keep watching me too ^^
Writing is also speech without an interlocutor, addressed to an absent or an imaginary person or to no one in particular – a situation new and strange to the child. Our studies show that he has little motivation to learn writing when we begin to teach it. He feels no need for it and has only a vague idea of its usefulness. In conversation, every sentence is prompted by a motive. Desire or need lead to a request, question to answer, bewilderment to explanation. The changing motives of the interlocutors determine at every moment the turn oral speech will take. It does not have to be consciously directed – the dynamic situation takes care of that. The motives for writing are more abstract, more intellectualised, further removed from immediate needs. In written speech, we are obliged to create the situation, to represent it to ourselves. This demands detachment from the actual situation.
Writing also requires deliberate analytical action on the part of the child. In speaking, he is hardly conscious of the sounds he pronounces and quite unconscious of the mental operations he performs. In writing, he must take cognisance of the sound structure of each word, dissect it, and reproduce it in alphabetical symbols, which he must have studied and memorised before. In the same deliberate way, he must put words in a certain sequence to form a sentence. Written language demands conscious work because its relationship to inner speech is different from that of oral speech: The latter precedes inner speech in the course of development, while written speech follows inner speech and presupposes its existence (the act of writing implying a translation from inner speech). But the grammar of thought is not the same in the two cases. One might even say that the syntax of inner speech is the exact opposite of the syntax of written speech, with oral speech standing in the middle.
Inner speech is condensed, abbreviated speech. Written speech is deployed to its fullest extent, more complete than oral speech. Inner speech is almost entirely predicative because the situation, the subject of thought, is always known to the thinker. Written speech, on the contrary, must explain the situation fully in order to be intelligible. The change from maximally compact inner speech to maximally detailed written speech requires what might be called deliberate semantics – deliberate structuring of the web of meaning.
All these traits of written speech explain why its development in the schoolchild falls far behind that of oral speech. The discrepancy is caused by the child’s proficiency in spontaneous, unconscious activity and his lack of skill in abstract, deliberate activity. As our studies showed, the psychological functions on which written speech is based, have not even begun to develop in the proper sense when instruction in writing starts. It must build on barely emerging, rudimentary processes.
Now For the matter in Hand I hit 2000 Page views. Now to make a speical shout to my biggest baddest daddy.
Mr Poppa Wolf
http://www.furaffinity.net/user/poppawolf/
Who has been having a hard time recently, But i was happy to get his woof back, its does incite me so
http://www.furaffinity.net/user/poppawolf/
Please visit his page, keep watching me too ^^
PoppaWolf
~poppawolf
woof
Excalibur
-excalibur
OP
*Melts* Mrawr daddy
