7.8.1. Language as Determinant of Thought

In Hindi and other Indian languages, we use a number of different words for various kinship relationships. We have different terms for mother’s brother, father’s elder brother, father’s younger brother, mother’s sister’s husband, father’s sister’s husband, and so on. An English person uses just one word, 'uncle', to describe all these kinship relationships. In the English language, there are dozens of words for colors whereas some tribal languages have only two to four color terms. Do such differences matter for how we think?

This chunk discusses how language shapes our thought processes through different vocabulary and categorization. For instance, the variety of kinship words in Hindi allows speakers to distinguish family relationships more precisely compared to English. This indicates that the specific terms we have in our language can influence our ability to conceptualize and differentiate between related ideas or entities, potentially affecting our thought processes and perceptions.

Imagine a painter who uses a wide array of colors versus one who has only a handful. The painter with many colors can envision and create more nuanced artworks, much like how speakers of languages with rich vocabulary can think more clearly about complex ideas.

Benjamin Lee Whorf was of the view that language determines the contents of thought. This view is known as the linguistic relativity hypothesis. In its strong version, this hypothesis holds that what and how individuals can possibly think is determined by the language and linguistic categories they use. Experimental evidence, however, maintains that it is possible to have the same level or quality of thoughts in all languages depending upon the availability of linguistic categories and structures.

The linguistic relativity hypothesis suggests that the language we speak can shape our thoughts. Whorf proposed that different languages provide different frameworks for thinking. However, subsequent research indicates that despite these differences, people across various languages can achieve similar levels of understanding and thought quality, suggesting that while language influences thought, it does not wholly determine it.

Think of how a person can convey the same idea using different words in various languages. For example, expressing love can sound different across languages, yet the underlying feeling remains the same. This flexibility shows that while language can alter the perspective of thought, the basic human emotions and thoughts remain consistent.

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.

Piaget's perspective emphasizes that our thoughts and cognitive processes occur before we articulate them in language. He believed that children construct their understanding of the world through experiences and mental representations, which does not necessarily rely on language forms. Language then emerges as a tool to express these thoughts rather than a precursor to them.

Consider a toddler who sees a dog and later mimics the barking sound. They are processing their experience of the dog through their thoughts before ever learning to describe a 'dog' with words. This illustrates that our understanding can exist independently of language.

The Russian psychologist, Lev Vygotsky, argued that thoughts and language develop separately until about two years of age, when they merge. Before two years, thought is preverbal and is experienced more in action. Around two years of age, the child expresses thought verbally and her/his speech reflects rationality.

Vygotsky's theory posits an early phase where children think without verbal articulation, relying on actions and non-verbal cues. As they approach two years, they begin to verbalize their thoughts, marking a critical developmental stage where language and thought start to intersect and influence each other. This merger enhances their ability to communicate more complex concepts and feelings.

Think of a child playing with blocks and expressing excitement with gestures. Only after some time will they be able to say 'big tower!' as they develop their language skills. This shows how their earlier thoughts were non-verbal, transitioning into verbal expression.

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