1. the main theoretical basis of behaviourism in Psychology and linguistics.

Give the
examples of its representatives.

Behaviorism is a psychological theory that suggests that human behavior can be

explained through observable and measurable responses to stimuli in the
environment. It emphasizes the importance of environmental factors in shaping
behavior, rather than internal mental processes such as thoughts or emotions.

In linguistics, behaviorism suggests that language learning occurs through a process

of conditioning, where individuals learn to associate certain sounds, words, and
phrases with specific meanings based on the responses they receive from their
environment.

Some of the key representatives of behaviorism in psychology and linguistics

include:

1. B.F. Skinner - Skinner is considered the father of behaviorism and is known for
his work on operant conditioning, which involves the use of positive and
negative reinforcement to shape behavior.

2. John Watson - Watson is credited with founding the school of behaviorism and
is known for his famous experiment with "Little Albert," which demonstrated
the principles of classical conditioning.

3. Ivan Pavlov - Pavlov is best known for his work on classical conditioning,
where he conditioned dogs to associate the sound of a bell with the
presentation of food.

4. Edward Thorndike - Thorndike is known for his work on the law of effect,
which suggests that behavior that is followed by positive consequences is more
likely to be repeated in the future.

5. Burrhus Frederic (B.F.) Skinner - Skinner is known for his work on operant
conditioning, which involves the use of positive and negative reinforcement to
shape behavior.

6. Leonard Bloomfield - Bloomfield was an American linguist who applied

behaviorist principles to the study of language acquisition, suggesting that
language learning occurs through a process of habit formation and association.

7. Charles Osgood - Osgood was an American psychologist who developed the

 semantic differential technique, which uses rating scales to measure the
connotations of words and concepts.

These are just a few examples of the many influential figures in behaviorism in
psychology and linguistics.

2. The main theoretical basis of mentalism in psychology and linguistics. Give the
examples of its representatives.

Mentalism is a psychological and linguistic theory that emphasizes the importance of

internal mental processes such as perception, memory, and thinking in explaining
human behavior and language use. Mentalists argue that mental processes cannot be
observed directly, but can be inferred through the study of behavior and language.

Some of the key representatives of mentalism in psychology and linguistics include:

1. Noam Chomsky - Chomsky is considered one of the founders of modern

linguistics and is known for his work on generative grammar and the innate
language acquisition device (LAD). He argued that humans are born with a
biological capacity for language and that language learning involves the
activation of this innate language system.

2. Jean Piaget - Piaget was a Swiss psychologist who developed the theory of
cognitive development, which suggests that children go through distinct stages
of mental development as they grow and mature.

3. Lev Vygotsky - Vygotsky was a Russian psychologist who emphasized the role
of social interactions and cultural factors in shaping cognitive development. He
argued that learning occurs through social interactions and that language plays
a key role in cognitive development.

4. George Miller - Miller was an American psychologist who is known for his
work on cognitive psychology, including the concept of working memory and
the limits of human information processing.

5. Steven Pinker - Pinker is a Canadian-American psychologist and linguist who

is known for his work on language acquisition and the relationship between
language and cognition. He has argued that language is a fundamental part of
human cognition and that it shapes the way we think about the world.

6. David Marr - Marr was a British neuroscientist and cognitive psychologist who
 developed a computational theory of vision, which suggests that the brain
processes visual information in a series of discrete stages.

These are just a few examples of the many influential figures in mentalism in
psychology and linguistics.

 Why is it difficult to define the relation between language and thought?

Defining the relationship between language and thought is a difficult task because it
involves understanding the complex interactions between these two highly abstract
and multifaceted human phenomena. Some of the reasons why this relationship is
difficult to define include:

1. Multiple perspectives: There are many different perspectives on the

relationship between language and thought. For example, some scholars argue
that language shapes the way we think, while others suggest that thought and
language are independent processes that influence each other in complex ways.

2. Cultural and linguistic diversity: The relationship between language and

thought is also complicated by the fact that different cultures and languages
have different ways of conceptualizing and expressing ideas. This makes it
difficult to generalize about the relationship between language and thought
across different cultural and linguistic contexts.

3. The complexity of language: Language is a highly complex system that

involves many different components, including phonology, morphology,
syntax, and semantics. Understanding how these components interact with
thought processes is a complex task that requires interdisciplinary research.

4. Methodological challenges: Studying the relationship between language and

thought also presents methodological challenges. For example, it can be
difficult to distinguish between language and thought processes in empirical
studies, or to measure the effects of language on thought in a controlled
experimental setting.

5. The influence of other factors: The relationship between language and thought
is also influenced by a range of other factors, including social, cultural, and
environmental factors. Understanding the complex interplay between these
factors and language and thought processes is an ongoing area of research.

In summary, the relationship between language and thought is complex and

multifaceted, and understanding this relationship requires a multidisciplinary
approach that takes into account the many factors that influence the way we think and
communicate.

 What are the general theoretical tendencies of the language-thinking

correlation analysis?

The general theoretical tendencies of the language-thinking correlation analysis vary

depending on the theoretical perspective of the researcher. However, there are some
general tendencies that can be identified:

1. Linguistic relativity: One theoretical tendency is linguistic relativity, which

suggests that language influences the way we think and perceive the world.
This perspective argues that language shapes our thought processes by
providing us with a framework for organizing our experiences. For example,
different languages may have different ways of categorizing objects or
describing events, which could influence the way speakers of those languages
perceive the world.

2. Modularity of mind: Another theoretical tendency is the modularity of mind

perspective, which suggests that language and thought are separate cognitive
modules that interact with each other in complex ways. This perspective argues
that language and thought have separate processing mechanisms and that
language can influence thought, but only in limited ways.

3. Cognitive linguistics: Another theoretical tendency is cognitive linguistics,

which suggests that language and thought are closely intertwined and that
language is an integral part of the cognitive system. This perspective argues
that language is not just a means of communication, but also a way of thinking
about the world.

4. Universal grammar: Another theoretical tendency is the concept of universal

grammar, which suggests that there is a biological basis for language
acquisition and that all languages share a common underlying structure. This
perspective argues that language and thought are closely related, and that
language provides a means for expressing thought in a systematic and
organized way.
In summary, the theoretical tendencies of the language-thinking correlation analysis
vary depending on the perspective of the researcher, but generally focus on the
complex and multifaceted interactions between language and thought processes.

 What philosophical questions influence the way the scientists solve the

problem of language-thinking correlation?

The problem of language-thinking correlation is influenced by several philosophical

questions that shape the way scientists approach and solve this problem. Some of
these philosophical questions include:

1. What is the nature of language? Scientists must consider the nature of language
when investigating the relationship between language and thought. This
includes questions about how language is acquired, how it is structured, and
how it relates to other cognitive processes.

2. What is the nature of thought? Similarly, scientists must consider the nature of
thought when investigating the relationship between language and thought.
This includes questions about how thought is represented in the brain, how it is
influenced by language and other factors, and how it relates to other cognitive
processes.

3. How do we acquire knowledge? Scientists must also consider how humans

acquire knowledge when studying the relationship between language and
thought. This includes questions about the role of experience, perception, and
reasoning in knowledge acquisition.

4. What is the relationship between language and reality? The relationship

between language and reality is another important philosophical question that
influences the way scientists approach the problem of language-thinking
correlation. This includes questions about how language represents reality, how
it influences our perceptions of reality, and how it relates to other forms of
representation, such as imagery and symbol systems.

5. What is the nature of consciousness? Finally, scientists must consider the

nature of consciousness when studying the relationship between language and
thought. This includes questions about how language and thought are related to
conscious awareness, and how they interact with other cognitive processes
 involved in perception, attention, and memory.

In summary, the philosophical questions that influence the way scientists solve the
problem of language-thinking correlation are diverse and wide-ranging, and reflect
the complexity of this problem and its importance for understanding the nature of
human cognition and communication.

 How does Decartes explains the priority of thought to language?

René Descartes was a philosopher who believed in the primacy of thought over
language. He argued that thought is prior to language, meaning that we think before
we speak or write.

In Descartes' view, language is a means of expressing our thoughts to others, but it is

not necessary for thinking itself. He believed that thought is innate to the human
mind, and that language is learned through experience and cultural conditioning. He
argued that even those who do not use language, such as infants or people who are
deaf and blind, are still capable of thought.

Descartes' view on the priority of thought over language is related to his broader
philosophical framework, which emphasizes the importance of reason and
introspection in the acquisition of knowledge. He believed that our ability to reason
and think for ourselves is what distinguishes us from other animals, and that language
is a tool we use to communicate our thoughts to others, rather than a necessary
condition for thought itself.

Overall, Descartes saw thought as a more fundamental and innate aspect of human
cognition than language, and he believed that our ability to reason and think for
ourselves is what gives us our unique position in the world.

 How do behaviourists solve the problem of language-thinking

correlation?

Behaviorists typically argue that language and thinking are closely correlated, but
they approach the issue from a different perspective than cognitive psychologists or
other researchers. Rather than focusing on the inner workings of the mind,
behaviorists emphasize observable behavior and the environment in which it occurs.
Behaviorists believe that language is learned through a process of reinforcement and
conditioning. They argue that when we use language to communicate, we receive
feedback from others in the form of rewards or punishments. This feedback
influences our behavior, and over time we learn to use language in ways that are
more effective at achieving our goals.

In terms of thinking, behaviorists believe that it is closely tied to language and that
the two are interdependent. They argue that thinking is a kind of internalized
language, and that our thoughts are shaped by the same reinforcement and
conditioning processes that govern our use of language.

Thus, behaviorists solve the problem of language-thinking correlation by treating

them as interdependent and closely linked processes that are shaped by environmental
factors. They emphasize the importance of observable behavior and the influence of
rewards and punishments in shaping both language and thinking.

 How do mentslists solve the problem of language-thinking correlation?

Mentalists, or cognitive psychologists, typically view language and thinking as

closely interrelated and mutually influencing processes. They believe that language is
one of the primary means by which we think, communicate, and represent our
experiences and knowledge.

Mentalists approach the problem of language-thinking correlation by studying the

cognitive mechanisms that underlie both language and thinking. They investigate
how language is processed and represented in the brain, and how it influences other
cognitive processes, such as perception, memory, and reasoning.

They also examine the ways in which thinking is shaped by language, including how
language affects our ability to reason, solve problems, and make decisions. For
example, mentalists might study how the use of language affects the way we perceive
the world around us, or how it shapes our beliefs and attitudes.

Mentalists also investigate the role of cultural and social factors in shaping language
and thinking, such as how different languages and cultures affect the way people
think and communicate.

In short, mentalists solve the problem of language-thinking correlation by taking a

comprehensive and interdisciplinary approach that examines the cognitive, social,
and cultural factors that underlie both language and thinking. They believe that
understanding the relationship between these processes is key to understanding the
nature of human cognition and behavior.

What is the difference between Watson’s and Vygotsky’s view of inner speech?

Watson and Vygotsky had different views on inner speech. Watson believed that
inner speech was just subvocalization or silent speaking, while Vygotsky believed
that inner speech was much more complex and played a critical role in cognitive
development.

Watson's view of inner speech was that it was simply an internal version of speaking
out loud. He believed that thinking was simply a process of associating images and
sensations with words. For him, there was no essential difference between thinking
and speaking.

In contrast, Vygotsky believed that inner speech was an essential part of cognitive
development. He argued that inner speech was a tool that children used to regulate
their thinking and behavior. According to Vygotsky, inner speech was not just an
internal version of speaking out loud, but it involved a higher level of thinking and
was intimately tied to the development of language.

Vygotsky believed that children start by using speech to communicate with others,
but as they develop, they begin to use speech to communicate with themselves. This
self-talk eventually becomes internalized and becomes inner speech. He argued that
this process is essential for cognitive development because it allows children to
regulate their thinking and behavior, solve problems, and plan actions.

Overall, Watson's view of inner speech was much more limited than Vygotsky's.
Watson saw it as a simple and passive process, while Vygotsky viewed it as an active
and dynamic tool for cognitive development.

what do we need working memory for?

Working memory is an essential cognitive function that is responsible for temporarily

holding and manipulating information in our minds. It plays a critical role in our
ability to process and comprehend information, solve problems, reason, and make
decisions.

Here are some examples of what we need working memory for:

 1. Learning: Working memory helps us store and manipulate information in our
minds as we learn new concepts, facts, and skills.

2. Language comprehension: Working memory is important for understanding

and processing language. It allows us to hold onto and manipulate the meaning
of words and sentences as we read or listen to speech.

3. Problem-solving: Working memory is necessary for solving problems, as it

allows us to keep relevant information in mind while we work through a
problem.

4. Decision making: Working memory helps us to consider different options,

weigh the pros and cons, and make decisions based on the information
available to us.

5. Planning: Working memory allows us to hold onto information about a task or

goal while we plan and execute the steps necessary to achieve it.

6. Attention: Working memory is essential for maintaining focus and attention, as

it allows us to hold onto information in our minds while we complete a task or
interact with our environment.

In summary, working memory is critical for a wide range of cognitive functions that
are essential for daily life, including learning, language comprehension, problem-
solving, decision making, planning, and attention.