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Language, thought and reference / Langage, pensee et reference

Piaget did not study language per se but rather its relation to thought. In his works, he stressed the expressive function of language and its dependence on intelligence structures. However, language must be present to reach thought operations; language can appear only when semiotic functioning, giving evidence of a representative activity in children, is established. In questioning procedures, the cognitive level of a child is assessed through his or her verbal responses. Parallelism between development of language and thought is carried on in Genevian psycholinguistic research. Specific properties of language make it possible to study it, not as a parallel of thought, but as a specific form of thought (the child's discourse bears traces of thought operations). (26 ref) (PsycINFO Database Record (c) 2005 APA, all rights reserved)



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