The Unexpurgated Text of “ IQ , Orality , and Literacy ”
نویسنده
چکیده
concepts out of one's language through interacting with other language users. In a monumental philological study, Havelock (1978) traced the historical development of The Greek concept of justice from its shadow in Homer to its substance in Plato, and what Vygotsky discerned as the movement from concrete conceptualization to abstract thinking in children is but a telescoped and transformed recapitualization of the kind of movement described by Havelock as a gradual and incremental transformation over centuries from an oral and concrete sense of things to an abstract concept. Vygotsky (1962, 1978) referred to this learning through interacting as mediated learning and Havelock (1966a, 1977, 1978) has provided ample evidence that writing, as Vygotsky suspected, is the mediating factor in this complex process of cognitive development (also see Luria, 1976 and 1978; and Jensen and Figueroa, 1975). In addition, Vygotsky claimed that "grammar develops before logic" in the child (p. 46). This is pertinent to the previous discussion of paratactic/hypotactic language structures and to the development of abstract thinking. Vygotsky said, "The child may operate with subordinate clauses, with words like because, if, when, and but, long before he [or she] really grasps causal, conditional, or temporal relations. He [or she] masters syntax
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