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My intention is to speak of the psychogenesis of language in children or first-language learners, though of course, I will use the conclusions of the previous research because I am deeply convinced the process a child learns his language is in many ways parallel or similar to the way Homo Sapiens developed language and languages. Language is a syst...
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... at the beginning of the genetic process, you have to take into account what the heritage of the child is, in fact, the outside world and the phylogenetic process that produced the human child he is. This outside world is hierarchical by architecture and in this set of hierarchies, the senses are central since they are the direct link between the individual child, and the outside world he/she expe- riences existentially with the main need at birth: the need to adapt in order to survive (Figure 4). ...
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... As for this, he has nothing to compare with Neanderthals, who were massively built, or probably Denisovans, though the latter escape any firm scientific vision of their physiology. What were the various mutations that had to be selected to achieve these characteristics (Coulardeau, 2018(Coulardeau, , 2020? ...
I will examine the background of the language phylogeny in emerging Homo Sapiens as a fast, bipedal, long-distance runner in Black Africa;, followed by language psychogenesis in children from their gestation twenty-fourth week onward. I will concentrate on the audio-visual machiness impact, Lacan’s mirror stage, AV machines, the discontinuity between real and virtual realities, the remote control and AI machines as smart speakers and smart homes. In addition, I will discuss the following questions: Is the Machine beyond human intelligence? Is the human individual beyond Homo Sapiens? Is the human community beyond social contract? My working hypotheses on education within phylogenetic psycholinguistics are built on the following topics: Tomorrow’s AI class (unit and room); guided self-learning and who is the guide; can transference and countertransference take place in AI-guided self-learning? Can a human subject develop such transference/countertransference with a machine? Can a machine “play the game”? In conclusion, I will debate “The utopian vision of an improved human being versus the dystopic vision of human beings and human communities totally enslaved to AI machines.
Keywords: AI; linguistic phylogeny; guided self-learning; (counter)-transference; enslaved-to-machines
... Is Socrates really dead since we are still quoting his name and his teaching as a philosopher? This point of view can have different colorations from the Christian approach of the eternal soul in man, to the Buddhist approach of the mind [6][7][8] and nibbana (nirvana in Sanskrit) that leads the Tibetan Buddhists to believe in the reincarnation of the original Buddha in the Dalai Lama, or to other Buddhist approaches that consider the reincarnation of any human mind that has not reached nibbana, when they would have been able to merge with universal energy in the cosmos. Some Buddhists, though, believe the reincarnation of a mind is only the fact that the teaching of this mind (when it was carried by a human being before his organic death) can be found in the presence and use of this mind's (hence the person that carried it) ideas and intellectual property, both virtual and material, this person and his/her mind had produced in his/her lifetime. ...
... Without entering too much detail, Homo Sapiens [4] is the only surviving Hominin species (apart from chimpanzees) that has been brought to founding their life, which means their survival strategy, on developing a mind and a language [6][7][8] that enable them to build a full and expanding system of understanding the world, life and imagining all sorts of possibilities beyond the present and eventually death. Here we are concerned only with the knowledge human beings acquire and develop that makes them more productive and able to develop their knowledge and know-how, hence their life and survival. ...
In our days of Artificial Intelligence, smartphones and all Internet of Things that provide us with myriads of connected objects at a very early age, education has to be transformed to integrate the searching power these means of communications, in fact first of all means of exploration-incorporation, provide every single individual in our society. They have become the main means of development for masseducation in a knowledge society. I will at first start from the mental architecture of a learner and move to the fundamental transference phenomena that command the motivation of a learner and a selflearner has to live on his own motivation. Then I will move to the role and responsibility of the Conceptor-Designer of a batch of selflearning work based on the choice expressed by the Self-Learner, from the resources provided or suggested by the batch to the tasks to be fulfilled. Everything is hegemonies by the type of needs and activities the learner will have to face and assume in his future professional field. The Self-Learner will have to target what is in his “zone of proximal development” to be most effective. That will lead us to the triadic guided self-learning situation centered on the Self-Learner but with the guidance from the Conceptor-Designer on one side and the real professional world represented by the Coach-Counterpart-PartnerDoppelganger that accompanies the Self-learner in his voyage on the other side. The Internet, in its present development, is the real toolbox the Self-Learner has at the tip of his fingers constantly. That will lead us to the Boolean logic of the Internet that has to be understood and dominated by the Self-Learner, at times against the interests of the search-engine the Self-Learner uses. I will end with one particular batch – called a triad – of self-learning work proposed in Fall 2018 to the CEO of a medical startup, which will bring the type of contract that can be signed by the company and the Conceptor-Designer who only sells Intellectual Property to the company.
... This paper will be divided into two parts. The first part is based on the paper presented in Chengdu, China, 6th International Psychology and Health Conference (PHC 2018), Engineering Information Institute, on Sunday, June 3, 2018, fairly modified and expanded (Coulardeau, 2018). I integrated at the end of this first part a synthetic graph of the expanding heart of cognition I put forward in this presentation. ...
The present study investigates whether undergraduates can demonstrate symmetry in a successive matching procedure similar to Urcuioli’s procedure (2008). It also examines the relationships between their symmetry formation and their verbal behavior in the matching tasks. Two experiments were conducted. In the first experiment, four students received concurrent baseline training on symbolic (hue-form), hue-identity, and form identity successive matching. A fixed ratio schedule was used during the sample presentation and a variable interval was used during the comparison presentation. Only one participant who showed clear differentiation of responding demonstrated such symmetry in the test phase as defined by Urcuioli (2008). The relationships between the participants’ responding and their verbal behavior were not clear. In the second experiment, five students received training similar to that in the first experiment. However, the schedules of reinforcement (fixed ratio for the sample and fixed interval for the comparison) were changed so that differentiation of responding developed sufficiently during the baseline phase. In the second experiment, four participants demonstrated symmetry. Although there were some relationships between their symmetry formation and their verbal behavior in the tasks, both behavioral processes were thought to be products of the contingencies of reinforcement in the successive matching, as they were
derived from the procedural change. We discussed our findings from the viewpoints of Urcuioli’s and Sidman’s theories (2000).
Keywords: symmetry, successive matching procedure, Urcuioli’s theory,
Sidman’s theory, undergraduates
... What I presented in Chengdu, China (Coulardeau, 2018) and in Québec, Canada (Coulardeau, 2017) is considered acquired. Here I will go beyond the threshold of third articulation languages to examine what happens when Homo Sapiens uses machines, first of all machines that deal with or process written or oral language, with an evolution from simple mechanical tools using machine code to machines using some linguistic code programmed in them in a more or less discursive way, both written or oral, and then to machines able to use language the way humans do, in a cognitive and conceptualizing way with Artificial Intelligence. ...
Abstract
Cognition is Communication. On the basis of previous studies on the phylogenic-psychogenetic approach to the pair MIND-LANGUAGE developing the subject’s cognitive conceptualizing power with the highly parallel, hierarchical, pattern-discriminating brain this article will concentrate on the evolution of language in its mechanized forms from writing to Artificial Intelligence. With the Internet and AI, the Authority/Other pole of Lacan’s subject are minimized. Are social networks the new anti-social anonymous and uncatchable killers of cognition, or the supreme tools of absolute cognition and total freedom of expression?
Résumé
Cognition = Communication. Sur la base d’études antérieures sur la phylogénie et la psychogénétique du couple MENTAL/LANGAGE générant la conceptualisation cognitive avec le cerveau hautement parallèle, hiérarchique, identifiant de formes cet article concentrera son attention sur l’évolution du langage sous ses formes mécanisées de l’écriture à la langue de l’Intelligence Artificielle. Avec l’Internet et l’IA l’Autorité/Autre du sujet lacanien sont minimisés. Les réseaux sociaux sont-ils les nouveaux tueurs de la cognition, antisociaux, anonymes, intractables, ou bien les outils de la cognition absolue et de la liberté d’expression ?
Rezumat
Cogniția este Comunicare.
We still have two and a half years to get ready for this symposium on the teaching of foreign languages. But that is not too much to really start some deep discussion on all the problems we are confronted with and will be confronted with for several more years. The main problem is called COVID-19 and the second most important problem is called CLIMATE CHANGE. In both cases, we will need global communication in several international languages and the translation of all discussions and documents in hundreds of different national languages. Of course, we already use translating machines and there is a lot to say about the quality of their performance. Let's start debating straight away and get ready for the symposium in 2014.
1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects.
1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects
The author will present work on the central role of two virtual human constructs of man’s nervous system and
brain confronted to their real environment, both natural and social. These two constructs, the mind and
language, are the results of the development of the general pattern-capturing potential of the brain’s architecture.
The mind and language develop simultaneously, reciprocally and in close coordination transforming the
pattern-capturing potential of the brain into the mental and linguistic conceptualizing power of men/women. It
comes in six stages: sense; perceive; discriminate/recognize patterns; experiment; speculate; and conceptualize.
Long before birth, a child is bombarded with physiological and verbal communication to which he/she
cannot respond verbally. As soon as born, he/she is cast into a communicational situation crucial for his/her
survival: call―respond―feed―nurture―speak. That produces the development of Henceforth, a fourfold
personality (Lacan’s Square). A phylogenic and psychogenetic approach of the connected pair mind/language
captures this cognitive conceptualizing power, using the architecture of the highly parallel, hierarchical, and
pattern-discriminating brain. This leads to a cognitive procedure: Bertrand Russel for the first three steps and Lev
Vygotsky (Jean Piaget) for the last three steps. Language is the first and main tool of this procedure that starts yet
for the child in pure action. The Internet and artificial intelligence (AI) minimize authority/other. Are social
networks the new anti-social, anonymous, uncatchable killers of cognition, or supreme absolute cognition and total
freedom of expression? Can a processing framework guarantee true cognition or at least as little false cognition as
possible?
