categories and structures. Some thoughts may be easier in one language compared to another. Thought as Determinant of Language The noted Swiss psychologist, Jean Piaget believed that thought not only determines language, but also precedes it. Piaget argued that children form an internal representation of the world through thinking.
For example, when children see something and later copy it (a process called imitation), thinking does take place, which does not involve language. A child’s observation of other’s behaviour and imitation of the same behaviour, no doubt involves thinking but not language. Language is just one of the vehicles of thinking. As actions become internalised, language may affect children’s range of symbolic thinking but is not necessary for the origins of thought.
Piaget believed that though language can be taught to children, understanding of the words require knowledge of the underlying concepts (i.e. thinking). Thus, thought is basic, and necessary if language is to be understood. Different Origins of Language and Thought The Russian psychologist, Lev Vyogotsky, argued that thoughts and language develop in a child separately until about two years of age, when they merge.
Before two years thought is preverbal and is experienced more in action (Piaget’s sensory motor stage). The child’s utterances are more automatic reflexes - crying when uncomfortable - than thought- based. Around two years of age, the child expresses thought verbally and her/his speech reflects rationality. Now children are able to manipulate thoughts using soundless speech.
He believed that during this period the development of language and thinking become interdependent; the development of conceptual thinking depends upon the quality of inner speech and vice versa. Thought is used without language when the vehicle of thinking is non-verbal such as visual or movement- related. Language is used without thought when expressing feelings or exchanging pleasantries, for example “Good morning! How are you?” “Very well, I am fine”.
When the two functions overlap, they can be used together to produce verbal thought and rational speech. D EVELOPMENT OF L ANGUAGE AND L ANGUAGE U SE Meaning and Nature of Language In the previous section we discussed