Abstract
In this paper we take a closer look at how an elaboration of Vygotsky’s famous example of the development of the pointing gesture is situated within more recent developments in developmental psychology, comparative psychology, and analytical philosophy of language. Experiments concerning joint attention and sharing of intentions of great apes and human babies show more similarities than differences between species. In addition, converging research results have revealed that basic cognitive prerequisites for physical, mathematical, language specific and social performances are present in humans soon after birth. We will analyze if these facts constitute evidence for the two-lines model of development (sensu Vygotkij). Interestingly enough, we did find material for our analysis in the writings of Wittgenstein, Davidson and other exponents of the Philosophy of Mind supporting the ideas of two lines of development in human language. We discuss the controversial issue with Vygotsky in mind.
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Notes
- 1.
The biogenetic approach claimed that each successive stage in the development of an individual represents one of the adult forms that appeared in its evolutionary history. Haeckel formulated the slogan: “Ontogeny recapitulates phylogeny.” The recapitulation theory has also been used as a model for arranging curricula in teaching and learning according to development. Correspondingly, lower grades had to be preoccupied with earlier stages of cultural development, while higher grades had to deal with more recent accomplishments. In the words of Herbert Spencer (1866): “… it follows that if there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge in the same order. So that even were the order intrinsically indifferent, it would facilitate education to lead the individual mind through the steps traversed by the general mind. But the order is not intrinsically indifferent; and hence the fundamental reason why education should be a repetition of civilization in little.” (Spencer, 1866, p. 123).
- 2.
As it were, chimpanzees would do well in the three-mountain task which Piaget presented to children in order to determine whether they are still in an egocentric phase or whether they could de-center and put themselves in the position of an observer.
- 3.
- 4.
For reasons of space we have not focused on emotional development. The same principles apply here, beginning with the “precursor emotions” which then develop into complex culturally shaped emotions in social interaction (see Holodynski, 2006, pp. 81–168).
- 5.
Evidence for the non-referential use of the word is the instance when infants call their fathers “mama” which can often be observed – assuming that the infant can discriminate both persons, which children of 12 months certainly can do.
- 6.
Tomasello (2005) has empirically demonstrated this phenomenon in the language acquisition process for the acquisition of verbs at the age of two and has given it the name “verb islands”.
- 7.
See our critique of Vygotsky at the first Symposium 2006 in Berlin: we didn’t criticize the role of the interpretation of the parents, but the non-communicative grasping movements of the child that it was related to.
- 8.
These terms should not be confused with interpsychological and intrapsychological (see other chapters). The authors try here to solve the problem how the interindividual/intraindividual becomes interpsychological/intrapsychological and believe that it is important to differentiate exactly between those terms.
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Seeger, F., Hildebrand-Nilshon, M. (2011). Two Lines of Development: Reconsidering and Updating Vygotsky’s Argument. In: Kontopodis, M., Wulf, C., Fichtner, B. (eds) Children, Development and Education. International perspectives on early childhood education and development, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0243-1_3
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