{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268","title":"社会的构成 结构化理论纲要","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300227504","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268","id":"98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268","uuid":"98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268","title":"社会的构成 结构化理论纲要","normalized_title":"社会的构成结构化理论纲要","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300227504","isbns":["9787300227504"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":461,"navigation_url":"https://workshop.closeclaw.top/ai/book/98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268","title_url":"https://workshop.closeclaw.top/ai/title/%E7%A4%BE%E4%BC%9A%E7%9A%84%E6%9E%84%E6%88%90%20%E7%BB%93%E6%9E%84%E5%8C%96%E7%90%86%E8%AE%BA%E7%BA%B2%E8%A6%81","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268","page_url":"https://workshop.closeclaw.top/api/ai/books/98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268/page","search_url":"https://workshop.closeclaw.top/api/ai/books/98a6c6ef-8d0b-4a2a-9c10-0b5a4dd59268/search"},"page":{"printed_page":54,"pdf_page":87,"physical_index":87,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"137b0992e5f67c31d58418d1d1f11a2798dc0f94de6482c3bd50bcaca8fd7d8e"},"chapter":"第二章意识、自我与日常社会接触","content":"维果茨基（Vygotsky）等人业已指出，在运动技能（对作为行动核心的身体的把握）与语言句法的掌握之间有着紧密的关系。虽说维果茨基在书中很少回答所谓的“乔姆斯基问题”，即孩子如何能够在相当短的时间内掌握协调句法结构的本领，但书里确实阐明了有关能动作用与言语关系的几个重要特征。千差万别的语言使用形式是以孩子们“实践智力”（practicalintelligence）的增长为基础的，换句话说，是以实践意识的某些特定方面为基础的。[27]可以这么说，从埃里克松理论图式中第三阶段的结束开始，“实践智力”就加快了它的发展步伐，因为孩子同时也在不断地探索作为某种行动中介的身体。然而，“实践智力”的产生一直可以追溯到很小的婴儿那些最初的摸索；在发展的关键阶段，学会合乎句法地开口言说与实践技能的增长这两个过程重合在了一起。维果茨基有关成年人的言说与行为之间如何“脱节”(dissociation)的某些看法，与梅洛-庞蒂对脑损伤病人的讨论(参看边码第65\\~67页)有着惊人的相似。具体来说，一个孩子可能会完成一项相当复杂的任务，但前提是在任务的每一步都给出有关如何运动的言辞描述。孩子们就像许多“神经不正常”的人那样，在公共场合毫无顾忌地自言自语，当然，我们必须把这种现象与皮亚杰（Piaget）所界定的“自我中心言说”(egocentric speech）区别开来。\n\n社会的构成\n\n54","previous_page":53,"next_page":55}