Language, culture, and the embodiment of spatial cognition

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Categorization, perception, and language Language Development and Disorders Language, Metaphor, and Cognition

Abstract

Our aim in this article is to argue that an adequate account of semantic development in early ®rst language acquisition requires a theory and methodology that synthesize the insights of cognitive and cultural linguistics with a Vygotskian sociocultural approach to human development. This involves recasting and extending the notion of embodiment, which is a central philosophical underpinning of cognitive linguistics. We discuss evidence from the cross-linguistic and cross-cultural study of spatial semantic development, and argue that current controversies regarding language-speci®c acquisition strategies and universal cognitive bases of semantic development may best be resolved by viewing the issue of ``linguistic relativity'' in a sociocultural, as well as a grammatical, perspective.

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References

1978Mind in Society: The Development of Higher Psychological Processes 1991Acts of meaning 1988Women, Fire, and Dangerous Things: What Categories Reveal about the Mind 1987The Body in the Mind 2000The feeling of what happens: body and emotion in the making of consciousness 1996Rethinking Innateness: A Connectionist Perspective on Development 1996Rethinking Innateness 1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.

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