By J. Mehler & T. G. Bever (Editors)
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Additional info for Cognition, Vol. 3, No. 1
REFERENCES Bonvillian, J. , Charron, V. , and Nelson, K. E. (1973) Psycholinguistic and educational implications of deafness. Hum. Devel, 16,321-345. , and Bellugi, U. (1970) Language, name and concept. Science, 168, 669673. Brown, R. (1970) Psycholinguistics: Selected papers by Roger Brown. New York, The Free Press. - (1973) A first language. , Harvard University Press. Chomsky, N. (1965) Aspects of the theory of syntax. T. Press. Gardner, A. , and Gardner, B. T. (1969) Teaching sign language to a chimpanzee.
In other words the meaning of terms in the ‘phenomenological’ class comes from their role in the field of purposive human actions and, even more importantly, from their role in the world of interpersonal relations and informal communication. ) comes from their role in rationally constructed systems called theories. In other words the distinction is between ordinary language terms and theoretical terms. This distinction is further highlighted by the following claim, which is typical of many similar assertions in Dreyfus’ book: ‘No amount of complication can bridge the gap between shifting energy inputs and the perception of an enduring sound’ (p.
There is some merit in this criticism: The casual glossing from phenomenoIogica1 to physical senses of the same terms can create a great deal of confusion (see, for example, a similar point in Pylyshyn, 1972a, 1973b). However, the main argument that there is no coherent level of description apart from the physical and the phenomenological rests on a number of assumptions which need to be exposed. In the first place the distinction which is really at issue in this discussion is not, as Dreyfus puts it, between the physical and the phenomenal.