Semiotic Approach in Philosophy
(external signs, marks)
Dr. Howard Gardner on
The Symbol Systems
Approach
1. Charles S. Pierce
reference
2. Susanne K. Langer
modes
3. Nelson Goodman
languages, symbol systems
Mental Representation
Mental Representation
Charles S. Peirce
(1839-1914)
Sign
Object/Entry
Prof. Gardner’s drawing of Peirce’s triangle of reference.
1
According to Peirce:
A sign consists of something (= signans) which stands to
somebody (= interpreter) for something (= signatum ) in some
respect or capacity (= interpretant).
A symbol is a sign that refers to its object through a conventional
or habitual link (e.g., the word "dog").
An index is a sign that directly points to its object without
describing it (e.g., a dog's footprints have an indexical referential
relationship to the dog).
Suzanne K.
Langer
(1895-1985)
An icon is a sign exhibiting a resemblance with the object it
denotes (e.g., a photo of a dog is an icon of the dog).
For more info, visit http://wjmll.ncl.ac.uk/issue03/crocco.htm#0
Source: http://www.cwhf.org/browse/inductees/langer.htm
Discursive
Presentational
The boy kissed the
girl.
The girl kissed the
boy.
Nelson Goodman
(1906-1998)
Examples of discursive and
presentational symbol
systems (according to
Langer).
Source: http://pzweb.harvard.edu/History/NG.htm
2
Non-notational
Notational
Classic Developmental Approach to Symbols
1. Werner-Kaplan Tetrad
2. Piaget's semiotic (preoperational) stage
3. Bruner’s three stages
Examples of non-notational
and notational symbol
systems (according to
Goodman)
3
Classic Developmental Approach to Symbols
Jerome S. Bruner
1. Werner-Kaplan Tetrad
2. Piaget's semiotic (preoperational) stage
3. Bruner’s three stages
Bruner's Three Forms of Representation
- Enactive/Motor:
The referent is represented in action
- Iconic:
The symbol bears some perceptual
resemblance to the referent
- Symbolic:
The symbol can be arbitrary (not related to
referent)
Symbol Systems Group (1970s, 1980s)
From Piaget & Co. to Education
1. Olson: Symbols and Skills
World on paper, theory of mind
2. Salomon: Symbols and Media
3. Feldman: Symbols and Domains;
Universal to unique; transformational
imperative
4. Gardner: Symbols and intelligences
5. Csikszentmihalyi: Domains/Culture,
Field/Society
4
Symbol Systems Group (1970s, 1980s)
From Piaget & Co. to Education
1. Olson: Symbols and Skills
World on paper, theory of mind
2. Salomon: Symbols and Media
3. Feldman: Symbols and Domains;
Universal to unique; transformational
imperative
4. Gardner: Symbols and intelligences
5. Csikszentmihalyi: Domains/Culture,
Field/Society
Mihaly
Csikszentmihalyi
5
Symbol Systems Group (1970s, 1980s)
From Piaget & Co. to Education
1. Olson: Symbols and Skills
World on paper, theory of mind
2. Salomon: Symbols and Media
3. Feldman: Symbols and Domains;
Universal to unique; transformational
imperative
4. Gardner: Symbols and intelligences
5. Csikszentmihalyi: Domains/Culture,
Field/Society
David Olson
Olson, D. R. (1994). The
World on Paper: The
Conceptual and
Cognitive Implications
of Writing and
Reading. New York:
Cambridge University
Press.
Symbol Systems Group (1970s, 1980s)
From Piaget & Co. to Education
1. Olson: Symbols and Skills
World on paper, theory of mind
2. Salomon: Symbols and Media
3. Feldman: Symbols and Domains;
Universal to unique; transformational
imperative
4. Gardner: Symbols and intelligences
5. Csikszentmihalyi: Domains/Culture,
Field/Society
6
Symbolic Development: A Scheme
see Gardner, H. (1998). Handbook of Child Development, Vol. 1
1. Pre-symbolic (reflexes, circular reactions)
2. Proto-symbolic (pointing, gestures, names)
3. Waves of symbolization (with D. Wolf)
a. Event structuring (Nelson)
b. Topological mapping (de Loache)
c. Digital mapping (1:1 correspondence)
d. Notations – second-order symbolization
Gardner and Wolf’s “Waves” of Symbolization
Gardner and Wolf’s “Waves” of Symbolization
•
Event structuring
By the age of 2, children understand and can
communicate simple event structures through
their play and their speech.
e.g. Child can push a car and say “Car go!”
Gardner and Wolf’s “Waves” of Symbolization
2. Topological mapping
3. Digital Mapping
At around 3, child can recreate the topology or
gross level features of an object in 2 or 3
dimensions (e.g. through drawing or with
blocks).
At around age 4, children often try to accurately
represent quantity in their symbolic re-creations.
e.g. When drawing a hand, they will represent exactly 5
digits
e.g. a drawing of
basic elements
of a figure
7
Gardner and Wolf’s “Waves” of Symbolization
4. Notations—2nd order symbolization
At around 5, children can generally use a symbol to
represent another symbol, such as in many
notational systems.
e.g. They can use the written word “dog” to represent
both the spoken word “dog” and the actual dog with
which they are referring.
Theory of mind, Intentional States
From "Smarties/M and Ms" to Propositional attitudes
in the Disciplines:
Leslie, Olson (high school) to H105
Symbolic Development: A Scheme
see Gardner, H. (1998). Handbook of Child Development, Vol. 1
1. Pre-symbolic (reflexes, circular reactions)
2. Proto-symbolic (pointing, gestures, names)
3. Waves of symbolization (with D. Wolf)
a. Event structuring (Nelson)
b. Topological mapping (de Loache)
c. Digital mapping (1:1 correspondence)
d. Notations – second-order symbolization
Typical Theory of Mind/False Belief Finding
1. A child and a confederate “Bobby” (e.g. a puppet or
another person) see a box of “M&M’s” filled with
candy.
2. “Bobby” leaves the room.
3. The experimenter takes the candy out of the box and
puts in pencils. S/he then asks the child, “When
“Bobby” comes back in what will he think is in the
box?”
4. Children under 4 generally answer “Pencils.”
Researchers think this is because they can’t
understand that they can be privy to information that
others are now, or that others can have a false belief.
8
David Olson
Olson, D. R. (1994). The
World on Paper: The
Conceptual and
Cognitive Implications
of Writing and
Reading. New York:
Cambridge University
Press.
Video Chapter Complete
• You have completed this video chapter
• Use the bookmarks to review any portion of the
chapter
• Click on the download link to download a handout of
the slides
9