7.8.3. 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.

Vyogotsky's perspective suggests that prior to the age of two, a child's thoughts are developed primarily through actions and experiences rather than through the use of language. Initially, children communicate their needs through non-verbal actions like crying. As they approach the age of two, they begin to express their thoughts verbally, marking the point where thought and language start to interconnect.

Consider a toddler who points at a cookie jar and whines because they want a cookie. At this age, the child does not yet have the words to express their desire. However, around their second birthday, the child may start to say 'cookie' or 'I want a cookie,' indicating a shift where they learn to articulate their thoughts with words.

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.

At this stage of development, children's cognitive abilities are primarily sensorimotor, as described by Jean Piaget. They interact with the world around them mostly through physical actions and sensory experiences, and their verbal communication is limited. Thus, when they express discomfort by crying, they are reacting reflexively rather than expressing a thought or intention, which involves more complex processing.

Think of a baby crying when they are hungry. This behavior is instinctive and does not require thought. The baby doesn’t need to think about how to express their hunger; they just cry, which is an automatic response, similar to how a reflex action works.

Around two years of age, the child expresses thought verbally and their speech reflects rationality. Now children are able to manipulate thoughts using soundless speech.

As children reach two years old, there's a significant developmental milestone where they start forming phrases and utterances that express their thoughts more coherently. This verbal expression becomes a tool for them to articulate their needs and ideas. Even before they can verbalize their thoughts, they begin to engage in soundless speech, which allows them to think through a problem silently or visualize scenarios without having to speak them out loud.

Consider a child seeing a dog and thinking, 'I want to pet that dog.' They might not say this aloud at first, but they could visualize reaching out or walking closer to the dog in their mind. This process illustrates the development of internal thought processes and how they start to blend with verbal communication.

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.

Vyogotsky highlighted that after the age of two, children's thinking and language start to influence each other significantly. As children develop their ability to think in symbols and abstract concepts, their language skills expand, helping them articulate more complex thoughts. This interdependence means that as children's inner thought processes become more sophisticated, their verbal skills also improve, creating a feedback loop that enhances both abilities.

Imagine a child engaged in a game of pretend, such as playing house. As they narrate their play ('I will be the mom and you will be the dad'), they are using language to shape their thoughts about the roles they're acting out. The more they think creatively in their play, the better they become at using language to express those thoughts, further refining both their thinking and verbal skills.

Thought is used without language when the vehicle of thinking is nonverbal such as visual or movement-related. Language is used without thought when expressing feelings or exchanging pleasantries.

There are instances when our thoughts do not rely on language. For example, someone may visualize a solution to a problem without articulating it verbally. Conversely, language is sometimes employed just for communication without deep thought, such as saying 'hello' or 'how are you?' while passing someone, where the exchange is more about social nicety than expressing complex thoughts.

Picture an artist creating a painting; they might not verbalize their ideas but think through the colors and shapes as they work. In a different scenario, think about greeting a neighbor with a casual 'hi' while walking past. This greeting is more about maintaining social connections than sharing an intricate thought process.

--