La coevolución del lenguaje y su relación con los procesos cognitivos superiores
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2012
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INIE
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El objetivo general del estudio es analizar las principales propuestas teóricas sobre el desarrollo co-evolutivo del sistema lenguaje-cognición y proponer explicaciones para la aparición y desarrollo de los procesos cognitivos superiores a partir de la relación lenguaje-cognición. Como objetivos específicos pretende indagar sobre la dinámica y principios co-evolutivos aplicado al fenómeno lenguaje-cognición; determianr la relación de aspectos socioculturales y epigenéticos con la co-evolución lenguaje-procesos cognitivos superiores en el marco de la aparición y desarrollo de los procesos cognitivos superiores; plantear una posible estructura básica de los procesos cognitivos superiores susceptibles a la relación co-evolución: lenguaje-cognición y derivar posibles implicaciones de los procesos co-evolutivos entre procesos cognitivos superiores y lenguaje para los contextos y procesos formativos formales.
La investigación es teórica exploratoria propositiva, la información se recopiló de documentos de actualidad teórica y plausibilidad explicativa, se realizaron entrevistas semi-estructuradas a expertos. Además, se participó con el tema en debates en el seno del Programa de Cognición y Lenguaje a nivel nacional e internacional.
El resultado de esta investigación se dio en dos vertientes, por un lado se generó un análisis científico-teórico de plausibilidad y pertinencia de teorías relacionadas con el tema de estudio, dando no solamente un estado de la cuestión sino también una revisión de los enfoques y teorías; y en segundo lugar se proponen algunas derivaciones y relaciones con los procesos formativos, con el fin de dar algunos insumos al área educativa e ir dibujando la importancia de los mismos para la educación.
ABSTRACT: The general objective of the study is to analyze the main theoretical proposals on the co-evolutionary development of the language-cognition system, and to propose explanations for the emergence and development of the higher cognitive processes from a language-cognition relationship. As specific objectives, it seeks to investigate on the dynamics and co-evolutionary principles applied to the language-cognition phenomenon; determine the relationship of sociocultural and epigenetic aspects with higher cognitive co-evolution language-processes in the framework of the emergence and development of higher cognitive processes; raise a possible basic structure of higher cognitive processes susceptible to the co-evolution relationship: language-cognition; and derive possible implications of the co-evolution processes among the higher cognitive processes and language for the contexts and formal educational processes. The research is purposeful theoretical-exploratory. The information was gathered from current theoretical and plausible documents. Semi-structured interviews with experts were conducted. In addition, the topic was discussed in debates within the Program of Cognition and Language at a national and international level. The result of this research was twofold: on one hand, it lead to an analysis of scientific-theoretical plausibility and relevance of theories related to the topic studied, giving not only the state of the research but also a review of the approaches and theories; and on the other hand, some derivations and relations with formative processes in order to give schools input and frame the their importance for education.
ABSTRACT: The general objective of the study is to analyze the main theoretical proposals on the co-evolutionary development of the language-cognition system, and to propose explanations for the emergence and development of the higher cognitive processes from a language-cognition relationship. As specific objectives, it seeks to investigate on the dynamics and co-evolutionary principles applied to the language-cognition phenomenon; determine the relationship of sociocultural and epigenetic aspects with higher cognitive co-evolution language-processes in the framework of the emergence and development of higher cognitive processes; raise a possible basic structure of higher cognitive processes susceptible to the co-evolution relationship: language-cognition; and derive possible implications of the co-evolution processes among the higher cognitive processes and language for the contexts and formal educational processes. The research is purposeful theoretical-exploratory. The information was gathered from current theoretical and plausible documents. Semi-structured interviews with experts were conducted. In addition, the topic was discussed in debates within the Program of Cognition and Language at a national and international level. The result of this research was twofold: on one hand, it lead to an analysis of scientific-theoretical plausibility and relevance of theories related to the topic studied, giving not only the state of the research but also a review of the approaches and theories; and on the other hand, some derivations and relations with formative processes in order to give schools input and frame the their importance for education.
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COGNICIÓN, LENGUAJE, EDUCACIÓN, COGNITION, LANGUAGE, EDUCATION