O relacji między myślą a językiem: studium krytyczne stanowisk utożsamiających myśl z językiem
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Lublin
Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II
2009
|
| Schriftenreihe: | Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II
339 |
| Schlagworte: | |
| Online-Zugang: | Abstract Inhaltsverzeichnis |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: On the relationship between thought and language Includes bibliographical references (p. [467]-492) and index |
| Beschreibung: | 508 p. ill. 24 cm |
| ISBN: | 9788373064348 9788373638716 |
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| 245 | 1 | 0 | |a O relacji między myślą a językiem |b studium krytyczne stanowisk utożsamiających myśl z językiem |c Arkadiusz Gut |
| 264 | 1 | |a Lublin |b Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II |c 2009 | |
| 300 | |a 508 p. |b ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
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| 490 | 1 | |a Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II |v 339 | |
| 490 | 0 | |a Prace z Filozofii i Kognitywistyki | |
| 500 | |a Zsfassung in engl. Sprache u.d.T.: On the relationship between thought and language | ||
| 500 | |a Includes bibliographical references (p. [467]-492) and index | ||
| 650 | 4 | |a Language and languages / Philosophy | |
| 650 | 4 | |a Thought and thinking | |
| 650 | 4 | |a Psycholinguistics | |
| 650 | 4 | |a Philosophie | |
| 650 | 4 | |a Sprache | |
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Datensatz im Suchindex
| _version_ | 1804143433009332224 |
|---|---|
| adam_text | PIS TREŚCI
Przedmowa
5
Wprowadzenie
7
Rozdział I. Myśl-Język: Dziedzictwo nauk empirycznych
25
1.
Lingwistyka: Między relatywizmem
a uniwersalizmem językowym
27
1.1. Podstawowe trendy i problemy: Od Herdera do Whorfa
27
1.2.
Współczesne rozwinięcie tezy Sapira-Whorfa
31
1.3.
Formy sprzeciwu wobec tezy relatywizmu językowego
37
1.3.1.
Uniwersalizm gramatyczny
38
1.3.2.
Uniwersalizm konceptualny
40
1.4.
W kierunku rozwiązania pośredniego
43
2.
Etiologia. Między ludzkim językiem a komunikacją zwierząt
47
2.1.
Podstawowe trendy i problemy: od Kartezjusza do Dennetta
47
2.2.
Językowe zdolności zwierząt: poszukiwanie gramatyki
53
2.2.1.
Komunikacja i język w środowisku naturalnym
54
2.2.2.
Komunikacja i język zwierząt w środowisku sztucznym
58
2.3.
Zdolności językowe: poszukiwanie intencji komunikacyjnych
62
3.
Neurolingwistyka. Między utratą języka
a trwałością zdolności poznawczych
67
3.1.
Podstawowe trendy i problemy: od Broka do Gazzanigi
67
3.2.
Afazja a deficyty językowe
70
3.3.
Afazja a mowa wewnętrzna
73
3.4.
Deficyty językowe a deficyty kognitywne
75
4.
Psychologia rozwojowa: między wpół
a w pełni uformowanym umysłem językowym
79
4.1.
Podstawowe trendy i problemy
(Piaget)
79
4.1.1.
Pierwsza opozycja (Wygotski)
81
4.1.2.
Druga opozycja
(Chomsky)
82
4.2.
Nowe tendencje w badaniach rozwojowych
84
4.2.1.
Akwizycja języka: od idei jednokierunkowości
do idei interakcyjności 88
4.2.2.
Język i przekraczanie jądrowych systemów wiedzy
91
4.2.3.
Język i myślenie o myślach a zaliczenie testu
fałszywego przekonania
95
Rozdział
II.
Teoria myśli a teoria znaczenia językowego
99
1.
Uwagi wstępne: historyczne źródła sporu
101
2.
Myśl i jej główne cechy 103
502
SPIS TREŚCI
3.
Podstawy kontrowersji między teorią znaczenia językowego
a teorią myśli
112
3.1.
Interpretacja w schemacie teorii znaczenia językowego
112
3.2.
Interpretacja w schemacie teorii myśli
115
4.
Jedna myśl
-
dwa zdania
121
4.1.
Zdanie
-
myśl
-
styl
-
zabarwienie
124
4.2.
Co to znaczy, że myśl jest wewnętrznie złożona
(in sich gegliedert)? 135
4.3.
Myśl jako wartość poznawcza i identyczność myśli
152
5.
Ogólne wsparcie poglądu nadającego myśli niezależność od języka
160
5.1.
Credo filozoficzne
160
5.2.
Myślenie (ujęcie myśli) a funkcje języka
165
Rozdział III. Język a posiadanie myśli
-
o prymacie języka nad myślą
173
1.
Uwagi wstępne: idea konceptualnego prymatu języka nad myślą
175
2.
Uprzywilejowana pozycja języka i język jako nośnik myśli
180
3.
Odrzucenie koncepcji języka jako kodu dla myśli
189
3.1.
Język jako kod: ogólna idea
190
3.2.
Krytyka wybranych twierdzeń
194
3.3.
Odrzucenie metafory myśli jako samodzielnego przedmiotu
przed „okiem umysłu
201
4.
Myśli a protomyśli
210
4.1.
Myśli jako rodzaj treści konceptualnych
211
4.2.
Treści konceptualne a język
214
4.2.1.
Konsekwencje językowego związania
treści konceptualnych
220
4-3-
Protomyśl jako rodzaj treści niekonceptualnych
221
4.3.1.
Locus
protomyśli
222
4.3.2.
Nośnik i funkcje protomyśli
226
5.
Konsekwencje, trudności, ograniczenia
239
5.1.
Problem wyróżnienia protomyśli
239
5.2.
Treści konceptualne a zdolności przedjęzykowe
248
5.3.
Konceptualne pierwszeństwo myśli przed językiem
254
Rozdział
IV.
Język jako środek tworzenia myśli
(międzymodułowo) złożonych
269
1.
Uwagi wstępne: idea języka w strukturze modularnej umysłu
271
2.
Umiarkowanie rozległy modularyzm
i rozumienie języka naturalnego
275
3.
Język a przełamywanie ograniczeń myślenia przestrzennego
282
4.
Język a myślenie matematyczne
288
SPIS TREŚCI
CQo
4.1.
Od kompetencji językowej do zdolności matematycznych
(N.
Chomsky)
292
4.2.
Od lingwistycznych wskaźników do pojęcia liczby
(P. Bloom)
293
4.3·
Od reprezentacji wielości do reprezentacji ilości
(Gallistel i Gelman)
296
4.4.
Język a wykształcenie się swoistych dla ludzi
zdolności matematycznych
298
4-4.1.
Przedwerbalne zdolności matematyczne
298
4-4.2.
Locus
i funkcja języka
302
4.4.3
Argumenty dodatkowe
304
5.
Konsekwencje, trudności, ograniczenia
309
5.1.
Przeszacowanie rangi języka naturalnego
-
sześć uwag krytycznych
309
5.2.
Alternatywne spojrzenie
315
5.2.1.
Fenomenologia doświadczenia matematycznego a język
316
5.2.2.
Zasady przed językiem
319
5.3.
Konkluzja: wewnętrzne napięcie
322
Rozdział
V.
Język a myślenie o myślach
-
poznawcza dynamika
drugiego rzędu
327
1.
Uwagi wstępne: idea językowego związania myślenia o myślach
329
2.
Język a świadome myślenie propozycjonalne 34i
2.1.
Dane introspekcyjne
343
2.2.
Locus
i funkcja języka naturalnego
349
3.
Trzy podstawowe konfrontacje
357
3.1.
Przeciw idei języka jako środka wspierającego
procesy poznawcze
357
3.2.
Przeciw idei myśli ucieleśnionych wyobrażeniowo
361
3.3.
Przeciw idei myśli ucieleśnionych w języku myśli
(Mentalese)
370
4·
Myślenie o myślach i czytanie myśli innych umysłów
386
4.1.
Cechy syntaktyczne i semantyczne zdań o myślach
387
4.2.
Czytanie myśli innych podmiotów i „naiwna teoria umysłu
389
4.3.
Przypisywanie myśli a język naturalny 39o
4.3.1.
Testy fałszywego przekonania
З92
4.3.2.
Kognitywne warunki zaliczenia testu
fałszywego przekonania
393
4.3.3.
Funkcje języka naturalnego
З96
4.3.4.
Zdolności komunikacyjne
402
4.4.
Wnioski: Od języka do zdolności kognitywnych
404
4.5.
Alternatywna charakterystyka testów fałszywego przekonania
407
4.5.1.
Od teorii umysłu do języka
407
5O4
SPIS TREŚCI
4.5.2.
Zdolności komunikacyjne jako pochodne
względem teorii umysłu
413
5.
Konsekwencje, trudności, ograniczenia
420
5.1.
Zakres krytyki
420
5.2.
Dane fenomenalne i ich teoretyczny opis
-
o świadomym ujęciu myśli
425
5.3.
Wnioski: od myślenia o myślach do języka
439
Zakończenie
451
Summary
463
Bibliografia
467
Indeks osobowy
493
.ABLE OF CONTENTS
Preface
с
Introduction
7
Chapter I. Thought-language: the heritage of empirical sciences
25
1.
Linguistics: between relativism and linguistic
universalism
27
1.1.
Main trends and problems: from Herder to Whorf
27
1.2.
Contemporary development of the Sapiro-Whorf thesis
31
1.3.
Forms of objection against the thesis of linguistic relativism
37
1.3.1.
A grammatical
universalism
38
1.3.2.
A conceptual
universalism
40
1.4.
Towards a middle solution
43
2.
Etiology. Between human language and communication
among animals
47
2.1.
Main trends and issues: from Descartes to Dennett
47
2.2.
Linguistic skills of animals: searching grammar
53
2.2.1.
Communication and language within a natural
environment
54
2.2.2.
Communication and language of animals
within an artificial environment
58
2.3.
Linguistic skills: The search for intentions in communication
62
3.
Neurolinguistics. Between loss of language and permanence
of cognitive abilities
67
3.1.
Main trends and problems: from
Broca
to Gazzanigi
67
3.2.
Aphasia and linguistic deficiencies
70
3.З·
Aphasia and internal speech
73
3.4.
Linguistic deficiencies and cognitive deficiencies
75
4.
Developmental psychology: between partially
and fully formed linguistic minds
79
4.1.
Main trends and problems
(Piaget)
79
4.1.1.
The first opposition (Wygotski) 8l
4.1.2.
The second opposition (Chomsky)
82
4.2.
New trends in developmental research
84
4.2.1.
The acquisition of language: from the idea
of unidirectionality to the idea of interaction
88
4.2.2.
Language and going beyond the core knowledge
systems 91
4.2.3.
Language and thinking about thoughts and passing
the test of false conviction
95
5Об
TABLE OF CONTENTS
Chapter II. The theory of thought
and the theory of linguistic meaning
99
1.
Introductory remarks: historical background of the debate
101
2.
Thought and its main characteristics
103
3.
The sources of controversy between the theory
of linguistic meaning and the theory of thought
112
3.1.
Interpretation within the scheme of theory
of linguistic meaning
112
3.2.
Interpretation within the scheme of theory of thought
115
4.
One thought
-
two sentences
121
4.1.
Sentence
-
thought
-
style
-
nuance
124
4.2.
What does it mean, that thought is internally composed
(in
sich gegliedert)? 133
4.3.
Thought as a cognitive value and identity of thoughts
150
5.
General arguments for the view that thought is independent
from language
160
5.1.
The philosophical credo
160
5.2.
Thinking (grasping a thought) and functions of language
165
Chapter III. Language and having thoughts
-
on primacy of language over thought
173
1.
Introductory remarks: the idea of conceptual primacy
of language over thought
175
2.
A privileged position of language and language as a thought-vehicle
180
3.
Rejection of the view considering language as a code for thoughts
189
3.1.
Language as a code: the general idea
190
3.2.
Critique of selected claims
194
3.3·
Rejection of the metaphor of thought as an independent subject
in the front of the eye of mind
201
4.
Thought and proto-thought
210
4.1.
Thought as a kind of a conceptual content
211
4.2.
Conceptual contents and language
214
4.2.1.
Consequences of the linguistic binding
of a conceptual content
220
4.3.
Proto-thought as a kind of non-conceptual content
221
4.3.1.
The locus of protothought
222
4.3.2.
A vehicle and functions of protothought
226
5.
Consequences, difficulties, limitations
239
5.1. The problem with identifying a proto-thought
239
5.2.
Conceptual contents and pre-linguistic skills
248
5.3.
Conceptual priority of thought over language
254
TABLE
OF
CONTENTS
Chapter IV. Language as a mean for creating (inter-modular)
composed thoughts
269
1.
Introductory remarks: the idea of language
in the modular structure of mind
271
2.
Moderate modularity and understanding natural language
275
3.
Language and overcoming the limitations of spatial thinking
282
4.
Language and mathematical thinking
288
4.1.
From linguistic competences to mathematical skills
(N. Chomsky)
292
4.2.
From linguistic indexes to the concept of number (P. Bloom)
293
4-3-
From representation of plurality to representation of quantity
(Gallistel
і
Gelman)
296
4.4.
Language and the formation of human mathematical skills
298
4-4-1- Pre-verbal mathematical skills
298
4-4-2.
Locus and function of language
302
4-4-3-
Additional arguments
304
5.
Consequences, difficulties, limitations
309
5.1. Overestimation of the importance of natural language
-
six critical remarks
309
5.2.
An alternative approach
315
5-2.1.
Phenomenology of mathematical experience
and language
3*6
5.2.2.
Principles before language
319
5.3.
The conclusion: internal tension
322
Chapter V. Language and thinking about thoughts
-
second order cognitive dynamics
З27
ι.
Introductory remarks: an idea of linguistic binding thinking
about thoughts
З29
2.
Language and conscious propositional thinking 34i
2.1.
Introspective data
343
2.2.
Locus and definition of natural language
349
3.
The three main confrontations
357
3.1.
Against the idea of language as a tool for supporting
cognitive processes
357
3.2.
Against the idea of thoughts as imagistically embodied
361
3.3·
Against the idea of thoughts as embodied in the language
of thoughts
(Mentalese)
370
4-
Thinking about thoughts and reading thoughts of other minds
386
4-і-
Syntactic and semantic properties of propositions
about thoughts
5o8
TABLE OF CONTENTS
4.2.
Reading thoughts of other subjects
and the naive theory of mind
389
4.3.
Ascribing thoughts and natural language
390
4.3.1.
The tests of false belief
392
4.3.2.
Cognitive conditions of passing a test of false
belief
393
4.3.3.
Functions of natural language
396
4.3.4.
Communication skills
402
4.4.
Conclusions: From language to cognitive skills
404
4.5.
An alternative characteristic of the tests of false belief
407
4.5.1.
From a theory of mind to language
407
4.5.2.
Communication skills as derivative
form a theory of mind
413
5.
Consequences, difficulties, limitations
420
5.1.
The scope of critique
420
5.2.
Phenomenal data and its theoretical description
-
on conscious grasp of thought
425
5.3.
Conclusions: From thinking about thoughts to language
439
Conclusions
451
On the Relationship between thought and language.
A critical study of approaches that identify thought
with language (summary)
463
Bibliography
467
Index of names
493
UMMARY
On the Relationship between thought and language.
A critical study of approaches that identify thought with language
Today there is no philosopher, psychologist or linguist who would not be
intrigued by the relationship between thought and language, and who would
not ask the following questions: Can the natural language we speak influ¬
ence the way we think? Do grammatical and lexical aspects of a particular
linguistic system organize the thought processes of its users? How much
of what is unique about the human mind is owed to language? How far is
our capacity for thinking dependent upon our ability to communicate in
a public language? Does the language which we speak shape or constrain
thoughts that we are capable of entertaining?
Doubtlessly the interest concerning these question was elevated by changes
that occurred in the 20th century philosophy, by significant development in
linguistic and ethnolinguistic research, and also by vivid discussions within
developmental psychology on the acquisition of language and language defi¬
ciencies among children and adults. The curiosity that these questions arouse
stems also from our many experiences, like when we search stubbornly for a
word which would express a thought that we already posses (we believe we
posses) we say it is at the tip of my tongue , and when we notice with relief
that the editor of our book helped us to expressed better what we had intended
to express. Quite often we have a conviction that the language we speak
shapes our way of perceiving the world both in individual and social aspects.
In contemporary debates concerning the relationship thought-language
one employs a number of oppositions. It seems that nowadays three of them
are crucial: (a) Language as code versus language as vehicle, (b) The com¬
municative conception of language versus the cognitive conception,^) The
theorist of thought versus the theorist of linguistic meaning.
Employing these oppositions in the monograph one attempts at many-sid¬
ed comparative analysis of the approach which connects thought with language
(so sets the so-called priority of language over though) and the approach which
recognizes the independence of thought from language (so which sets the so-
called priority of what
-
nie może
bye
priorytet po prostu).
One shows that
authors who connect thought with language usually state the following four
claims (i) the locus of language is constituted by the domain of the cognitive
activity of the knowing subject; (ii) the primary and principal function of
language is to make it possible for some sorts of thoughts to come to being;
4б4
SUMMARY
(iii)
language as a kind of competence appeared as a factor operative in the
development of cognitive competence;
(iv)
linguistic activity is activated
in the very process of thinking, it is a constitutive component of thinking.
Those, who are trying to give thought an independence from language also
make the four opposite claims: (i*) the locus of language is constituted by the
domain of interpersonal relations; (ii*) the primary and principal function
of language is to facilitate interpersonal communication;
(iii*)
language as a
kind of competence appeared as a result of the need to live in a community;
(iv*)
linguistic activity is activated at the moment of making our thoughts
public, that is at the moment when the subject decides to express his thoughts.
In the book it is accepted that important part of philosophical analysis
of the relationship between thought and language is constituted by presenta¬
tion of data concerning this subject in four domains of empirical research:
linguistics, etiology, neurolinguistics and development psychology. So in
linguistics one stressed the opposition between relativism and linguistic
universalism,
in etiology
-
between human language and communication
among animals; in neurolinguistics
-
between losing language and continu¬
ance of cognitive abilities; in developmental psychology
-
between partially
and fully developed linguistic mind. A survey of empirical research gave an
insight into main trends determining the ways in which the relationship
between thought (thinking) and language is examined. In this aspect the
book shows that within the domain of linguistic research the main deter¬
minants and assumptions of the tradition which draws on the thought of
Herder and
Humboldt
were developed in the works of Whorf and
Saphir,
and found their crowning in the contemporary works of
Levinson
and
Lucy. In the same spirit it is shown that within the domain of etiologi-
cal research contemporary explanations present in the works of Dennett,
Bickerton, Chomsky and Davidson are essentially related
-
because of the
same subject
-
to the ones provided by Descartes and Condillac. Then it is
shown that the critique of the thesis claiming that animals have language
can appeal to mechanisms related to structure-dependent transformations
or to mechanisms of reading the intentions of communication. Within this
context one has distinguished the skills of communication from linguistic
skills, and LAD mechanisms from SAM mechanisms.
In building philosophical background of the book one draws on the debate
from the second half of the 20th century between so-called theoreticians
of thought and theoreticians of meaning. This debate was born as a result
of interpretation of many
Frege
s claims concerning thought and relations
between thought and language. The results of analysis conducted on this
occasion turned out to be crucial for developing argumentation strategies
to describe the relationship in which thought and its philosophical analysis
remains to language and its analysis. Along with some precisation of many
SUMMARY
-г
key concepts and distinctions within this context one has shown that the
structure of thought does not have to be considered as a mirror reflection
of the structure of sentence, and that thoughts having a structure can be its
original feature, and not one inherited from means of its expression. Then
one has attempted to show that there are strong reasons for the claim that
one and the same thought can be expressed in many ways by the means of
sentences which do not share the same logical form.
In the course of analysis one has revealed that in contemporary philo¬
sophical considerations concerning the relation thought-language one should
distinguish three versions of argumentation for the identity or constitutive
connection of thought and language. Each of those conceptions suggests
a different scope in which language influences thought, indicates a differ¬
ent theoretical background and develops a different line of argumentation.
Within the framework of the first conception it is claimed that the notion
of language is implicated in the notion of thought, so conceptual contents
(thoughts and concepts) are essentially dependent on language. This approach
allows only creatures that possess language to have thoughts and concepts.
The main contrast in this conception is built by the distinction of thought (a
kind of conceptual content and at the same time language-dependent content)
and proto-thought (a kind of non-conceptual content and at the same time
language-independent content). The second conception, contemporary devel¬
oped, is based on the hypothesis of language as a medium in multicultural
communication. Within this context one usually claims that natural language
is a medium for this kind of thinking in which there occurs an integration of
output data from many domain-specific conceptual modules into one whole.
In other words one claims here that the richness and specificity of thoughts
possessed by people is not caused by a special module (or many modules),
but by a certain ability to connect their content into one whole. The main
distinction employed within this argumentation is the opposition between
intermodule representations (language-dependent) and module representation
(language-independent). In the third contemporary conception one develops
the hypothesis of language as a warrant of the occurrence of second-order
cognitive dynamics. Here one claims that natural language is a vehicle of
conscious propositional thinking and that only language allows us to have
any immediate, non-inferential and non-interpretational conscious access
to our thoughts. It seems that the basic distinction one employs in this view
is the opposition between second-order thinking (language-dependent) and
first-order thinking (language-independent).
By analyzing the three mentioned cases of argumentation for the hy¬
pothesis which states the connection between thought and language one has
indicated that the role of language in relation to thought can be described
by means of categories characterizing how our mind functions, that is as a
466
SUMMARY
means which
-
by becoming an internal vehicle for our thoughts alters our
mind
-
reprograms
it in a way from inside, or as something that expands
our cognitive abilities, thereby working as a transcendent extension of our
mind. It has next been indicated that when we speak about a participation
of language in our thoughts we may mean: a logical structure of language,
its material character, compositionality, its power of simulation of cognitive
processes, its ability to preserve meanings, its public and social dimension
or finally its ability to follow actively and to monitor our own and oth¬
ers thoughts. In the light of analysis developed in the book one has also
shown that when we speak about a constitutive presence of language in our
thoughts we may mean here the following claims: (a) conceptual contents are
language-dependent; but also (b) that language is a transmitter integrating
output-data obtained from many domain-specific conceptual modules into
one whole; or finally the claim that (c) language is an internal prosthesis which
allows second-order dynamics to develop. Moreover, a precise description of
research carried on today to some extend reveals that when the important
relation between thought and mind is determined, what is at stake is the
argumentation for the claim that language is the only tool which
-
when
interiorized
-
is incorporated into an internal way of performing concrete
cognitive activities, what in consequence is supposed to suggest that only
natural language allows to explain certain peculiar aspects of human intel¬
ligence and forms of thinking characteristic for human being.
Be developing some critical-evaluative analysis one has shown that the
conception which considers language as a connector allowing to connect
information coming from various conceptual modules gives rise to many
doubts. The distinction between thoughts and proto-thoughs was criticized
in a similar way. Developing a series of critical remarks one has attempted
to prove the structural independence and graspability of thought. Also some
evidence has been provided to show that conceptual contents cannot be
essentially connected with their presence on each level of natural language.
Then, by bringing a number of phenomena such as having something at
the tip of one s tongue , recalling a thought but not a sentence , parroting
etc., one has shown that the hypothesis that conscious thinking (thinking
about thinking) can be realized only in language is false. Linking research
conducted in philosophy and cognitive sciences with considerations car¬
ried on in developmental psychology one has in turn presented a number
of pre-linguistic skills which determine the direction from thoughts to
language, thereby seriously undermining the hypothesis that connects con¬
ceptual content with language. In this sense one has tried to show that the
compromise solution, suggesting a bi-directionality of the relation between
thought and language with a certain indication of the priority of thought,
is the one closest to truth.
|
| any_adam_object | 1 |
| author | Gut, Arkadiusz 1970- |
| author_GND | (DE-588)137161832 |
| author_facet | Gut, Arkadiusz 1970- |
| author_role | aut |
| author_sort | Gut, Arkadiusz 1970- |
| author_variant | a g ag |
| building | Verbundindex |
| bvnumber | BV036764411 |
| ctrlnum | (OCoLC)643132652 (DE-599)BVBBV036764411 |
| format | Book |
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| id | DE-604.BV036764411 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:47:35Z |
| institution | BVB |
| isbn | 9788373064348 9788373638716 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020681384 |
| oclc_num | 643132652 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 508 p. ill. 24 cm |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II |
| record_format | marc |
| series | Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II |
| series2 | Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II Prace z Filozofii i Kognitywistyki |
| spelling | Gut, Arkadiusz 1970- Verfasser (DE-588)137161832 aut O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem Arkadiusz Gut Lublin Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II 2009 508 p. ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II 339 Prace z Filozofii i Kognitywistyki Zsfassung in engl. Sprache u.d.T.: On the relationship between thought and language Includes bibliographical references (p. [467]-492) and index Language and languages / Philosophy Thought and thinking Psycholinguistics Philosophie Sprache Sprache (DE-588)4056449-6 gnd rswk-swf Denken (DE-588)4011450-8 gnd rswk-swf Sprache (DE-588)4056449-6 s Denken (DE-588)4011450-8 s DE-604 Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II 339 (DE-604)BV000017304 339 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020681384&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Abstract Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020681384&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gut, Arkadiusz 1970- O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem Źródła i Monografie /Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II Language and languages / Philosophy Thought and thinking Psycholinguistics Philosophie Sprache Sprache (DE-588)4056449-6 gnd Denken (DE-588)4011450-8 gnd |
| subject_GND | (DE-588)4056449-6 (DE-588)4011450-8 |
| title | O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem |
| title_auth | O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem |
| title_exact_search | O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem |
| title_full | O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem Arkadiusz Gut |
| title_fullStr | O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem Arkadiusz Gut |
| title_full_unstemmed | O relacji między myślą a językiem studium krytyczne stanowisk utożsamiających myśl z językiem Arkadiusz Gut |
| title_short | O relacji między myślą a językiem |
| title_sort | o relacji miedzy mysla a jezykiem studium krytyczne stanowisk utozsamiajacych mysl z jezykiem |
| title_sub | studium krytyczne stanowisk utożsamiających myśl z językiem |
| topic | Language and languages / Philosophy Thought and thinking Psycholinguistics Philosophie Sprache Sprache (DE-588)4056449-6 gnd Denken (DE-588)4011450-8 gnd |
| topic_facet | Language and languages / Philosophy Thought and thinking Psycholinguistics Philosophie Sprache Denken |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020681384&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020681384&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV000017304 |
| work_keys_str_mv | AT gutarkadiusz orelacjimiedzymyslaajezykiemstudiumkrytycznestanowiskutozsamiajacychmyslzjezykiem |