Autistic language - Psychoanalysis. T. 1. Freudianism and neo-Freudianism

Authentic Language

F. Sullivan believes that the mastery of language plays an essential role in the formation of personality. "Children often find it difficult to learn for the first time that not every title of a thing is its own" name ", that each thing can have completely different names in different languages: they tend to think that the thing" is "what it is called. But this is only the first step. Every normal child very soon learns that different symbols can be used to express the same desires and thoughts. Obviously, this variability and mobility have no parallels in the animal kingdom. " According to Sullivan, the language in the communication of fasting

takes up the place of empathy. Previously, the use of words is autistic. At first words have for the baby a purely individual, private meaning. Undoubtedly, the process of communication at this level is complicated, since the symbolic expression is not subject to verification. Any imagination does not agree with reality. P. Mallahi, however, notes that autistic symbols are to some extent useful in the process of recollection and foresight.

The difficulties that the child encounters when he learns the language can be illustrated by the fact that he confuses objects, pictures and words. The word cat & quot ;, for example, refers to an animal that runs around the house. But it can have a link to both the picture in the book, and also to the letter combination "k-o-sh-ka-a" under the picture.

F. Sullivan writes: "I'm sure any child notices the features of a still reproduction in a book, perhaps similar to one of the instantaneous states of a living kitten, and sees something very strange in this printed reproduction so closely associated with the same word that is called restless , funny, very active animal. However, because of myriad, sometimes subtle, sometimes coarse, relationships with the culture bearer, the parent, the child begins to finally take as appropriate and useful the appeal to the picture as a "kitten" and a living being as a "kitten". "

The child is thus trained in some more complex use of the symbol, contrary to reality, to which the symbol refers; in other words, he learns to distinguish between the symbol and the symbolized. This becomes possible even before the definition of concepts. Outside of a complex system of symbols, Cassirer points out, the idea of ​​an attitude can not appear at all, not that it is fully developed. It's incorrect to say that simple understanding of relationships involves an intellectual act - an act of logical or abstract thinking.

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