LINGUISTICA GENERAL UNIDAD I

LINGUISTICA GENERAL

UNIDAD I

  La Lingüística es una disciplina que se encarga del estudio científico y profundo de la lenguas naturales y todo lo relacionado con ellas, entiéndase por ello: Idioma, léxico, forma de hablar, pronunciación, ubicación de las lenguas en un mapa étnico – cultural y la búsqueda de lenguas perdidas, entre otros aspectos que se enfocan en el habla del ser humano. La Lingüística propone y recrea leyes a fin de concentrar el uso de la lengua en algo correcto, estudia su funcionamiento general y cómo se comporta en el medio ambiente.

Linguistics is a discipline that is responsible for the scientific and deep study of natural languages and everything related to them, ie: Language, lexicon, speech, pronunciation, localization of languages on an ethnic and cultural map and search for lost languages, among other products that focus on the speech of the human being. Linguistics proposes and recreates laws in order to concentrate the use of the language in something correct, it studies its general functioning and how it behaves in the environment.

La Semiótica es una ciencia que se encarga de analizar la presencia de signos en la sociedad a nivel general. (Signos humanos y de la naturaleza) que permite la comunicación entre individuos, sus modos de producción, funcionamiento y de recepción.

Semiotics is a science that is responsible for analyzing the presence of signs in society on a general level. (human and nature signs) that allows communication between individuals, their modes of production, functioning and reception.

Branches of lingüísticas son la fonología, morfología, sintaxis, fonética, semántica, pragmática, lexicografía y lexicología.

Branches of linguistics are phonology, morphology, syntax, phonetics, semantics, pragmatics, lexicography and lexicology.

Auxiliary sciences of lingüísticas es la ciencia que estudia las funciones del sonido, es la ciencia que estudia las reglas de uso de las lenguas, hago observación de que solo son 4 ciencias auxiliares las mas importantes y son: fonética,fonología,semántica y gramatica.

Auxiliary sciences of linguistics is the science that studies the functions of sound, is the science that studies the rules of language use, I observe that only 4 auxiliary sciences are the most important and are: phonetics, phonology, semantics and grammar.

Autores destacados de la lingüística: son, John L, Austin, Andres Bello,Ignacio Bosque, Salvador GutierreZ, Francisco Marin, violeta de Monte,Rober Dixon, William Labov, Alfredo Torero, Rober Van Valin.

Authors of outstanding linguistics: John L, Austin, Andres Bello, Ignacio Bosque, Salvador GutierreZ, Francisco Marin, Monte Violet, Rober Dixon, William Labov, Alfredo Torero, Rober Van Valin.

El lenguaje indica una característica común a los humanos y a otros animales (animales no simbólicos) para expresar sus experiencias y comunicarlas a otros mediante el uso de símbolos, señales y sonidos registrados por los órganos de los sentidos. Los seres humanos desarrollan un lenguaje complejo que se expresa con secuencias sonoras y signos gráficos. Por su parte, los animales desarrollan una comunicación a través de signos sonoros, olfativos y corporales que en muchos casos distan de ser sencillos  En cuanto a su desarrollo, el lenguaje humano puede estudiarse desde dos puntos de vista complementarios: la ontogenia y la filogenia La primera analiza el proceso por el cual el ser humano adquiere el lenguaje, mientras que la segunda se encarga de estudiar la evolución histórica de una lengua.

Language indicates a characteristic common to humans and other animals (non-symbolic animals) to express their experiences and communicate them to others through the use of symbols, signals and sounds recorded by the sense organs. Humans develop a complex language that is expressed with sound sequences and graphic signs. On the other hand, the animals develop a communication through sound, olfactory and corporal signs that in many cases are far from simple. In terms of its development, human language can be studied from two complementary points of view: ontogeny and phylogeny The first one analyzes the process by which the human being acquires the language, while the second is responsible for studying the historical evolution of a language

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PENSAMIENTO: EL PENSAMIENTO ES AQUELLO QUE SE TRAE A LA REALIDAD POR MEDIO DE LA ACTIVIDAD INTELECTUAL.  LOS PENSAMIENTOS SON PRODUCTOS ELABORADOS POR LA MENTE, QUE PUEDEN APARECER POR PROCESOS RACIONALES DEL INTELECTO O BIEN POR ABSTRACCIONES DE LA IMAGINACIÓN. EL PENSAMIENTO PUEDE ABARCAR UN CONJUNTO DE OPERACIONES DE LA RAZÓN, COMO LO SON EL ANÁLISIS, LA SÍNTESIS, LA COMPARACIÓN, LA GENERALIZACIÓN Y LA ABSTRACCIÓN.

THOUGHT: THOUGHT IS THAT THAT IS BROUGHT TO REALITY THROUGH INTELLECTUAL ACTIVITY. THOUGHTS ARE PRODUCTS PREPARED BY THE MIND, THAT CAN APPEAR BY RATIONAL PROCESSES OF THE INTELLECT OR BY ABSTRACTIONS OF THE IMAGINATION. THOUGHT CAN COVER A SET OF OPERATIONS OF THE REASON, AS IS ANALYSIS, SYNTHESIS, COMPARISON, GENERALIZATION AND ABSTRACTION

PENSAMIENTO LINGUOESPECULAR EL PENSAMIENTO LINGUOESPECULAR ES AQUEL EN EL QUE PENSAMOS EN UN SIGNIFICADO Y ASOCIAMOS VISUALMENTE A LA PALABRA ESCRITA QUE LO REPRESENTA, (ES DECIR, PENSAMOS EN UN TREN Y “VEMOS” ESCRITA LA PALABRA “TREN”); 

LINGUOESPECULAR THINKING LINGUOESPECULAR THOUGHT IS THAT IN WHICH WE THINK IN A MEANING AND VISUALLY ASSOCIATE TO THE WRITTEN WORD THAT REPRESENTS IT, (IE TO SAY, WE THINK OF A TRAIN AND "WE SEE" WRITTEN THE WORD "TRAIN");

PENSAMIENTO SENSOACTORIAL  ES LA FIGURACIÓN MENTAL QUE SE REALIZA MEDIANTE IMÁGENES (ES DECIR, PENSAMOS EN UN TREN Y “VEMOS” LA IMAGEN DEL TREN).

SENSOACTORIAL THOUGHT IS THE MENTAL FIGURE THAT IS PERFORMED THROUGH IMAGES (IE TO SAY, WE THINK ON A TRAIN AND "WE SEE" THE IMAGE OF THE TRAIN).

EVOLUCION: ES UN PROCESO QUE DEBEN ATRAVESAR ALGUNAS COSAS Y QUE CONSISTE EN EL ABANDONO DE UNA ETAPA PARA PASAR A OTRA, YA SEA DE MANERA GRADUAL O PROGRESIVA. EL TÉRMINO EVOLUCIÓN ES UTILIZADO EN LA MAYORÍA DE LOS CASOS EN RELACIÓN CON PROCESOS BIOLÓGICOS, GENÉTICOS Y FÍSICOS, AUNQUE TAMBIÉN PUEDE RECURRIRSE A ÉL PARA DESCRIBIR FENÓMENOS SOCIALES E INDIVIDUALES. 

EVOLUTION: IT IS A PROCESS THAT MUST GO THROUGH SOME THINGS AND THAT CONSISTS IN THE ABANDONMENT OF A STEP TO PASS ANY OTHER, WHETHER GRADUALLY OR PROGRESSIVE. THE TERM EVOLUTION IS USED IN MOST CASES IN RELATION TO BIOLOGICAL, GENETIC AND PHYSICAL PROCESSES, ALTHOUGH IT MAY ALSO BE RECURRED TO HIM To DESCRIBE SOCIAL AND INDIVIDUAL PHENOMENA.

        Along with the development of evolutionary theory, several hypotheses about the evolution of human language have been suggested; in evolutionary biology has never ceased to be a relevant subject and it has been suggested that the appearance of Homo sapiens is linked to language. The first phylogeny proposed to the language is due to Ernst Haeckel, who argued that there must have been a "monkey man" lacking language as a preliminary step in the gradual evolution of our species from ancestors similar to the present chimpanzees. The one who called Pithecanthropus alalus met our last common ancestor, probably with the Neanderthals. The evolution of language is a system of signs that works is communicative. In these terms allow to perform computational experiments, mathematical equations and suggestions on the process that led to zoosemiotic signs to a semiosi, Language is constituted by a precise number of systems that are usually ordered hierarchically, from the seemingly simplest to the most complex.

It was Phillip V. Tobias who, since 1973, proposed that the first hominid who could speak was Homo habilis (who lived 2.5 million years ago) and through the study of endocranial molds he was able to distinguish the development of the Broca and Wernicke areas commissioned understanding and production of language. the language could be simpler in terms of phonemes, rules, syntactic and grammatical aspects, which was a forced trait derived from an earlier one, that is, an apomorphism. He then suggested that in Australopithecus the ancestral state might be found and made some propose that there would be sign and sign language except for the ancestral australopithecines. the language is produced in the brain but, he would add, its only reality becomes apparent when working in communication. It is known that some people are deaf to the sounds although their ears may be in the best condition, which is because the sounds are perceived in. The cerebral cortex of the right and left hemispheres; the information received is transmitted to the Wernicke area and to the lower parietal lobe, both in the left hemisphere, in order to recognize the phonetic segmentation of what is heard. Both zones, along with the pre-frontal cortex, interpret the sounds and the meaning of the information received is set in contrast to the information contained in the temporal lobe.

Therefore, Tobias's observations on the development of the zones responsible for the production of language in the brain confirm the hypothesis that H. habilis could speak. In the evolution of language three elements whose interaction is adaptive participate: individual learning, cultural transmission and biological evolution. Language corresponds to their interaction, to the pattern of relationships therefore, assigning the characteristics of each of the parts and how they interact. which binds them together and determines them, since culture is where language is included. If the cultural transmission of language provides an adaptive advantage, then it becomes a causal element of the biological evolution of our species; and if at the same time, in the evolutionary process, this ability to use signs of the symbolic type has been observed in several non-primates

      Human beings, such as chimpanzees, bonobos and gorillas. The adaptive value of language is the theme that arises as a consequence of the arguments used so far. Since sociability allows greater reproductive success. Cultural transmission, over hundreds or thousands of generations, made possible the development of the language system in infants by the learning mechanisms that were evolving in them. The social importance of communication lies in the adaptive value that language provides. Child development would guide the possibility of the development of "universal grammar" in the evolution of the language acquisition module, ontogeny is formed the ability to use signs with symbolic value, so that social interaction would be a necessary product. Such a process would occur inside and outside the mother, cared for her survival, to reach adulthood, and avoid putting them at risk while encouraging the development of a new faculty in them. Such characteristics, which have a genetic basis, would have been transmitted over time, from one generation to another, making possible the evolution of the communicative faculty by means of symbols. It is necessary to affirm that the importance of the phonoarticulator system, which is constituted by the lungs, vocal cords, larynx, palate, buccal cavity, nose, teeth, tongue and lips should not be ignored. . Lieberman and Laitman have put in the discussion speech new important evidence for the evolution of language: According to these authors, the explanation for which our primate relatives do not vocalize is because their larynx is elevated, and human infants possess a raised larynx when begin to produce words. The descent of the larynx began in Homo erectus (from 1.8 million to 600 000 years ago), therefore the evolution of the linguistic capacity began to constitute with the speech in H. erectus.

Human language is, of course, one of the possible detonators of cultural novelty in our species, so the affirmation of a recent evolution of language requires proposing that some mutation in our species would lead to the development of the proper characteristics of Homo sapiens modern.

  And in 2007 the FoxP2 gene was sequenced in Neanderthals, which possessed the modern version of the gene, which would support the proposal that they were able to speak. there is no absolute conclusive point. The cognitive capacity for language could have its origin in Homo habilis, but the phonoarticulator device would make possible a speech properly until the arrival of Homo erectus, and if the language is the product of new mutations that only have occurred in the evolutionary history of our species, could have appeared until very recently in our species and the sister species to ours, the Neanderthals.

       Communication is established by an emitter, message, and receiver and finally feedback, which leads to stimulus-response communication (behaviorism) the word communication, comes from Latin means to transmit ideas and thoughts with the aim of putting them "in common" with another. This involves the use of a shared communication code. A code is a set of symbols and signs. Because a code is shared, messages are transmitted from person to person. But this supposes a much broader concept In addition to verbal codes (oral and written), there are others such as gestures face and body movements, shapes and color (e.g., traffic signs) or music (where there are rules that mark a structure). So we can say that language is just another medium. The tendency to identify it with communication as a whole is a consequence of this being the most suitable medium for the transmission of ideas. We will refer to living beings that relate to their environment, but from scientific language we will refer to beings related to each other and capable of expressing inner processes and situations, to make known circumstances or to animate other creatures to a specific behavior. It is a very new scientific reflection, but instead, its object of study, communication, is a very old activity: The study of communication serves to understand the mechanism by which who initiates the communicative activity achieves its objectives, the interest aroused by this study in the so-called Instrumental Disciplines, is called Instrumental Disciplines to those who are interested in knowing the proper techniques to make the receiver do certain things in a certain way (buy, vote, ... and the way and way the sender wishes.)

The social world constitutes the context that surrounds cognitive activity, not an integral part of it. Professionals in the field of child psychology have a long tradition in considering that what the child knows and develops is constructed in a personal and not According to Piaget's (1950) perspective, as the child independently explores his physical and social world, he builds knowledge-this process develops within the individual and is governed by himself. The Vygotskyan view is unique in the sense that thought is not limited by the individual's brain or mind. "The mind extends beyond the skin" and is inseparably linked with other minds. According to Vygotsky's sociocultural theory (1978) knowledge is a deeply social phenomenon. The social experience shapes the forms that the individual has available to think and interpret the world, and in this experience, language plays a fundamental role in a socially formed mind because it is our first way of mental contact and communication with others and at the same time, represents an indispensable tool for thought, Vygotsky called the acquisition of language as the cornerstone of the child's cognitive development. Vygotsky (1978) emphasized that symbolic tools or tools constitute the critical link between the social and psychological planes of functioning. He pointed out that human beings generate a wide variety of symbolic tools: resources, memorized systems, varied counting systems, algebraic symbolic systems, works of art, comprehension and production of texts, understanding of diagrams and maps, to name a few. A technical tool is a mediator of human influence on the environment that surrounds it. Consider, for example, a hammer, which is a means to gain control over physical objects and to transform them. Language, as a symbolic tool, plays a specific role in the psychological by virtue of its influence on thought and behavior - both of another person and his own. According to Vygotsky, what initially appears as an external mediator of social behavior later becomes an internal psychological process: Vygotsky's general law on cultural development argues that the new abilities in the child are developed first during the collaboration with more able adults or partners, and then are internalized to become part of their psychological world. The region in which this transfer of skill occurs from the shared to the individual world is called the zone of proximal development (ZPD). Originally Vygotsky introduced the construct on ZPD as a response to the ideas about "standard" intelligence and the skills assessment procedures and the vision on development, literacy and education that emerge from the application of such tests, Vygotsky  suggested that which should be measured is not what children already know or can do on their own, but rather what they can learn potentially and with the help of another person. ZPD is the dynamic zone of sensitivity in which learning and cognitive development occur. According to Vygotsky, the role of literacy and education in general is to provide children with language experiences in their ZPD: challenging activities, achieved through appropriate guidance from the Therefore, adults have a great responsibility in ensuring that children can achieve optimal learning through their active driving throughout development.

For Vygotsky, the construction of knowledge is not an individual process. a social process in which higher order mental functions are the product of a society-mediated activity, where language is the most influential psychological tool. These higher-order mental functions are manifested first in the social plane and later in the individual plane. Culture contributes decisively to molding cognitive development. For cultures give priority to different kinds of tools, skills and social conventions. Language is the primary form of interaction with adults and, therefore, is the psychological tool with which the individual appropriates the wealth of knowledge. When a child does not have any general or neurological pathology, his intellectual capacity is normal, his social, cultural and educational environment is adequate and well instructed and stimulated and, despite this, the child has an alteration in the maturation of the language, difficulties in school learning or difficulties in attention and control of the activity (attention deficit, hyperactivity), we speak of specific developmental disorder. Specific developmental disorders affect a large percentage of the school-age population: about 10 percent of the young. They have serious consequences on the aspects of school performance, child's self-esteem and family problems. Specific disorders of language development it is very important to define well the disorder and to perform an early and effective intervention. And it is key to be clear about the concept that it is not a medical diagnosis: there are no biological markers of these disorders. It is a cognitive-behavioral diagnosis that establishes pedagogues, psychologists and neuropsychologists and which the mission of the family doctor or pediatrician or neuropediatra or child psychiatrist is to exclude genetic pathology. In addition, it must establish and control the intervention with drugs, which never exclude the essential psychopedagogical approach of the problem. The basis of human communication is oral language. The human brain is genetically programmed for its acquisition, but on this genetic basis, learning and the sociocultural environment play a key role. Being able to express desires, feelings, creations, customs, ideas and understanding what other humans transmit to us requires that we be able to master a code, through which we can communicate. Although it is true that there are different forms of language, none of these forms of expression possesses the richness of the finer function of the human brain, the basis of the thought and basis of communication: oral language and its codification in the form of written language. When in the process of neurological maturation of a child, language development is not adequate, and there are no social or cultural reasons that justify it, we must consider the following possibilities: that it is a simple maturational delay, that we are facing a disorder specific language development,

We must contemplate the possibility of a neurological pathology. Sometimes before the full development of symptoms of a particular disease. First the individual performs external actions, which will be interpreted by those around him, according to culturally established meanings. From this interpretation is that it will be possible for the individual to attribute meaning to their individual actions and to develop their own internal psychological processes, which can be interpreted by the same starting from the mechanisms established by the group and understood through shared cultural codes by the members of this group All the functions in the development of the child appear in two moments: first at the social level, and then at the individual level; first among people (inter-psychologically), and then inside the child (intrapsychologically) [...]. All higher functions originate from real relationships between human individuals (Vygotsky, 1994: 75). The higher psychological functions should be understood in the social relations present in the life of the individual, being the man an active participant in the process of creating his environment, and not determined by it. Man is a social and cultural being in a story that develops, that starts from the interpersonal to the intrapersonal, having language as mediator of all their relationships. the origin of the activity conscious of the subject, must be sought in the social conditions of life historically produced that enable structural changes in behavior. Therefore, the biological motives of behavior, superior motives and apparent needs accompany behavior that is subordinated to immediate perception. The higher forms of behavior as a result of the abstraction of the immediate influences of the environment, together with "programs of behavior consolidated by hereditary means, and the influence of past experience of the individual", provide the birth of transmission and assimilation of the experience of all humanity as a third source of active formation. We find, in historical science, social work, the use of the instruments of labor and also in the emergence of language to the fundamental factors, which speak to us about the passage of natural animal history for the social history of man, contributing the emergence of consciousness. During its history, the human being both used the instruments of work, as well as perfected them according to their survival needs, thus distinguishing their activity from animal behavior, since for this, it was necessary to use an elaborate and complex process of meanings and meanings, which requires a conscious activity.

To the extent that man performs various actions to achieve a specific goal, his behavior is transformed, thus appearing a self-conscious activity, and therefore comes to influence new forms of behavior, which are no longer conducted for biological reasons, but by a conscious activity, product of the new historical-social forms. As a second condition for the formation of conscious activity of the human being is the formation of language. Attitudes were guided by the bejeveuristic thinking of Thorndike, Watson and Guthrie, which describes the complex forms of child activity as originating from a habit conditioning in which language was determined as a consequent aspect of the development of motor habits, without making any specific relationship of this with the behavior and intellectual formation of the individual. Along with this mechanistic conception, idealistic thought arose, which included the development of psychic processes as originating from an internal source or activity in which language was far from being regarded as a part of the complex of activity and development of intellectual capacities of the child. Vigotsky presented the language as decisive in the formation of the psychic processes, executing several experiments concerning the formation of active attention, where he observed that in the processes of memory development, which happened through the acquisition of language, memorization was actively and voluntarily expressed. "it was common to understand language as a system of codes by which objects of the external world were designated, either by their actions, qualities, or relationships among them, etc."

The historical-social process and of fundamental importance in what concerns the development of cognitive processes and the consciousness of the human being, acting, even, as a bridge between sensorial and rational knowledge, as a process of continuous awareness, constituted by means of the social forms of human historical experience. This gave language the possibility of being not only a medium of communication, but also the most important vehicle of thought, which ensures the transmission of the sensory to the rational in the representation of the world. The statement that the Being a human being is a conscious being of his actions, however, even though it is understood that he is the only one immersed in a historical, social and cultural context, where meanings and meanings arise, there are currents of thought that not infrequently come into conflict with this view, arguing that biological motives are the best explanation for a scientific understanding of human behavior. First, the conscious activity of the subject is not necessarily tied to biological motives, since most of our actions do not depend on biological needs. On the contrary, human activity is regulated by more complex needs which are usually known as intellectual or higher. Among them are "cognitive needs," urging man to acquire new knowledge, the need to communicate, the need to be useful to society and to occupy in a given position, etc.

Secondly, the conscious activity of man is not limited by the effects caused by external stimuli on the mind or the senses as resulting from sudden individual experiences. Man has the capacity to think and reflect on the conditions of the surrounding environment, much more profoundly and intensely than animals. The third aspect mentioned by characteristic Lúria that distinguishes the conscious activity of the man from the animal behavior, is the assimilation of the human experience that is based on the learning process of its social history, the accumulation of knowledge and acquired skills that are transmitted of generation in generation; and this clearly differs from animal behavior. Psychology based on Marxism argues that the peculiar characteristics of man can be found in a historical-social perspective of the activity, related to social work, the development of the instruments of work and the emerge from language. With animals it does not happen in the same way, because all psychic activity starts from the survival conditions of life forms for their orientation in the environment. According to Marxist theory, the origin of language is possible thanks to social working conditions, whose beginning refers to the period of transition from natural history to human history, focusing on the need to share and transmit to generations, the information and experiences previously assimilated.

As language was constructed as a system of independent codes that named objects, actions and characteristics, serving as a means of transmitting information, language, for its part, was key for later man to organize his conscious activity, giving rise to to the formation of consciousness. Language "duplicates the perceptible world" because it preserves the information that comes from the outside world and allows the creation of a world of interior images. Language, therefore, interferes and transforms the individual's processes of attention, providing conditions to govern according to his will. Language also modifies memory processes human being when, supported by the processes of discourse, it becomes a conscious mnemonic activity, in reference to the action of remembering and organizing what must be remembered, enabling him to expand his volume of information in memory and the possibility of being placed in a way arbitrary with respect to the past, in order to select in it, through the process of memorization, that which is relevant to it in a given circumstance.

 The relationship between thought and language is modified in the process of development in both the quantitative and the qualitative. In other words, the development of language and thought is done in an unequal way and not in parallel. The curves during this development constantly converge and diverge, cross or level and even at certain times continue in parallel, converging in some of its parts and then again bifurcate, The action of man has development impact because it is under the dependence on the creation of technical and semiotic conditions.

It is through human activity that man produces, modifies nature and establishes it as the object of his knowledge, and at the same time becomes himself the subject of that knowledge. For the transposition between what is proper to the object, its generalization and abstraction, the image must be symbolized by a sign full of meanings of cultural and social origin. Thus, a child can perceive an understanding of the semiotic object because the image is related to a meaning, from the use of the word. Therefore, the symbolic representation has both the function of showing something that is not present, such as that of representing the real object in its meaning. As Vygotsky (2000: 398) states, "we find in the meaning of the word, unity that reflects in the simplest form the unity of language and thought." In this way, we can observe the existence of the relationship between the productive activity of the human being and his cognitive activity, since the productive activity implies the transmutation of the historical knowledge produced by humanity in personal or individual knowledge, providing, through cognitive activity, appropriation of the knowledge produced by history, and by the forms of knowledge and thought acquired by the individual himself. Generalization is a verbal act of thought and reflects reality in a very different way from sensation and perception. For Vygotsky, the formation of consciousness and cognitive development occur from the outside inward, following a process of non-mechanical internalization, determined by the attitude of the subject. That process of transformation enables the construction of knowledge and culture and is related to a mental activity that represents the domain of the instruments of mediation of man with the world.

          Cultural media - in this specific case, speech - are not external to our mind; on the contrary, they are developed in it. Thus, a child who came to master language as a cultural tool, will never be the same. Therefore, culture and semiotic mediation are at the heart of Vigotsky's theory of the mental functioning of man, and this is related to the concrete existence of the subject in his social process, at the same time as a product of his life and of their social activities. In the historical-cultural approach, semiotic mediation is essential for the interiorization of signs; the word, in turn, is the main and most common element between speaker and the interlocutor, and is always full of contents or senses. Semiotic mediation, which is fundamentally human, makes dialogue essential. This should not be understood only as voices that succeed, but as a discursive encounter in a space and time where the social and the historical are present. We can note that the signs that show society are used as constitutive of the subject, making the signs part of the basic principles of mediation that alter and transform human development, in the same way as the instruments created by man, The teacher, in his relationship with the student, leads him to the apprehension of adopted meanings and elaborated concepts, as well as using instruments and language itself in the process of teaching and learning, making knowledge more accessible. He acts as an agent of mediation between the contact of his student and the culture that is developed in the relationship with others, providing the acquisition of knowledge from different circumstances that generate meaningful understanding.

Vygotsky (1987), in his research, divides the process of concept formation into three stages: The first is called a "vague and syncretic conglomerate of separate objects." The subject establishes subjective links with real links between objects. Casual in reference to the subjective impressions and the own perceptions of the subject.

The third stage, "thinking by concepts", the content of the experience can begin to be organized in an abstract way, without necessity. The second stage, "thought by complexes", by the concrete real relations of a direct relationship with impressions or concrete circumstances. In the process of concept formation, it is necessary to take into account the specificities and relationships that occur between everyday concepts and scientific concepts, since both concepts interact and influence one another as parts of the same process, the development of the formation of concepts. In this unique process, which is bombarded by different external and internal situations, it is that learning enters as a principle for the formation of concepts in the school-age child. . The teacher plays a mediating role in this process, providing and favoring the interrelation (encounter / confrontation) between the subject (the student) and the object of his knowledge, which is the school content. Teaching is understood as an intentional intervention, an inference in the intellectual, social and affective processes of the student, and that aims at the construction of the knowledge of the same as the center of teaching and subject of this process. it is clear that the appropriation of knowledge is constructed in a historical way and mediated in its relationship with the teacher through the language that is the hovering of everything that is social, that interacts, that dialogues, that exercises citizenship. Likewise, they reject the dichotomous positions of the time relating to the psychology of language, which was characterized by rationalism and empiricism. Similarly, in relation to the social competence of the individual - which involves the contribution of the whole brain - according to current research, the cerebellum that constantly coordinates and receives visual, auditory and somato sensory information also seems to coordinate some mental processes such as cognition and attention, which implies the functioning and development of social behavior, and even cognitive mediation. In the case of people with special needs, from the perspective of development of traditional education, which is centered on symptoms or illness, the conditions commonly encountered imply difficulties in learning, communication and interaction, which generate certain complexity in relation to the work to be done by the educator. In the historical-cultural approach we find a broader understanding and a clear expression about the inner and outer dialectic, from the mediation fostered by verbal interaction. The study of the relations between language and brain constitutes an object that concerns many and diverse disciplines. It forms the core of the current contents of Neurolinguistics and its strict implication in the treatment of language disorders. An explanation of why the human being, in front of other animals, possesses "language" necessarily comes from being endowed with a brain different from other species.

We might speculate that the human brain is different from that of other animals as a result of the use of language. Taking into account the complementarity between these approaches, Psychology is defined by the DRAE (2001: 1258) as the "science that studies the mental processes in people and animals" and Neurology (DRAE 2001: 1070) as the "study of the system nervousness and its diseases "this discipline has a historiographical trajectory that has included other subjects of which it will hardly yield ground to Neurolinguistics, who has also historically given, from the considerations of AR Luria, more neuropsychological approaches than purely anatomical or physiological ones. In this sense, we can point out that neurolinguistics is not the link between neurology and linguistics for two main reasons: one that meets the requirements of other disciplines such as psychiatry, pedagogy or speech therapy in the solution of neurolinguistic problems, and another, which reflects the lack of collaboration between neurologists and linguists and the poor use of data by the latter for application in other areas. Neuropsychiatry or study of "the different clinical and anatomical aspects of nervous diseases" we can not clearly delimit the subjects that in both disciplines refer to the relation brain-language, but, only, offer a variety of points of view in the most aspects important shared by the two. We will then complete our work with the latest developments in this controversial subject highlighting the role of language as the engine of brain change. The focus of language as a fact not external to external factors, among which the individual who makes use of it, and its experimental nature, compared to internal linguistics, unite two disciplines such as Psycholinguistics and Neurolinguistics. Both have traditionally coincided in the study of the following aspects of the relationship between language and brain.

1) The location of brain functions related to the mechanisms of speech, 2) the biological aspects of the communicative process, 3) the topic of language acquisition, and 4) the study of aphasia. From its origins, psycho-linguistics was understood as a science that "directly deals with the processes of codification and decoding, of messages with states of communicants." From this perspective, this discipline tries to address the whole communicative process, taking into account not only the message, but also to the participants in it. For this purpose, both the acquisition and the linguistic processing are studied, trying to explain them through the proposal of different theoretical models elaborated from the observation and comparison of the linguistic behavior of normal individuals and individuals showing verbal dysfunctions. analyzing either the cerebral site in which the verbal behavior related to coding and decoding occurs, or the neural connections that enable this same verbal behavior, either normal or pathological ", the location of brain functions in both the left hemisphere and the right from the clinical data with patients who have undergone hemispherectomy has been object of interest of both disciplines. Be that as it may, there is irrefutable evidence that throughout history human brain has evolved to some degree linked to the evolution of language. Our brain is probably the most complicated and sophisticated machine we'll ever find. He has to process the enormous amount of sensory information that is constantly flooding us from the sensory receptors of the body and produces, from it, an integrated picture of the outside world. It also stores our memories and performs all the complex processing of information that lies at the basis of human behavior. Computer-like construction, the brain is made up of electrical components connected to each other by "cables". But its design and architecture are quite different from that of computers. The electronic components of the brain are not transistors and capacitors, but nerve cells (neurons), and the interconnecting cords are nerve fibers (axons). As with any other type of computer, if the connections between components are incorrect, the nervous system will not work properly. Usually our brains seem to work quite well, and that's because of some fail-safe process that must have been developed to properly connect the components. The brain is divided longitudinally into two parts or hemispheres. The left hand takes care of everything we do with our arms and legs on the right side and, conversely, the right hand takes care of the left part of our body. This is true of right-handed people and a good part of left-handed people, although many lefties have changed hemispheres, whatever the expression may be. The fact is that although other animals, especially the anthropoid monkeys, also have a clear difference between the two hemispheres, in none is as marked as in humans. In general, the left hemisphere is specialized in activities involving analysis, as well as those that have been automated. Language is largely automatic; we do not have to be constantly planning how to speak, and we are unaware of most of our linguistic activity, hence we often make mistakes without even realizing them: we say one word for another, we disrupt syllables or phonemes, etc. . It is customary for us to believe that we are talking about one form while actually doing another. For example, we use an expression as I already ate because it is common in certain variants of our language, but if someone draws attention to it we can deny it sharply, because we are only aware that in the standard language, which we have learned in grammars, we read in the books and we hear on television, it is only said I already ate. So the language is basically automated, which allows us to speak quickly; but there are also things we can plan, we can say or understand less automatically, and then it is usually the right hemisphere manager. So the left hemisphere takes care of the automatic and analytical, detailed, precise. In turn, the right hemisphere deals with more global activities, which involve associating information of different types and origins. Curiously, there seems to be a difference between men and women in lateralization: the right hemisphere is more active in women than in men, and vice versa. The focus of language as a fact not alien to external factors, among which the individual who makes use of it, and its experimental character, as opposed to internal Linguistics, join two disciplines such as Psycholinguistics and Neurolinguistics. Since the physiological configuration of each brain is somewhat different in each individual and, in the case of patients with brain lesions, there are not two exactly alike,

From language disorders to discover clues of these correlates. According to this approach, the whole process of coding and decoding arises from the dysfunctions. However, we must insist that Neurolinguistics, like Psycholinguistics, does not study the dysfunctions per se, but takes advantage of them for their own conclusions. I think it is more accurate to say that we have a simian brain that has been slightly modified for 2.5 million years, so it works better and better. They have been subtle changes, but they involve anatomical and behavioral qualities. We now know that anatomical and behavioral adaptations associated with language are located in different parts of the brain and body (eg, changes in the position of the larynx) and are perfectly integrated to perform a functional optimization. That is why it is difficult to imagine that they could have been due to anything other than the evolutionary process. And to conclude that human language involves different functions of the brain, depending on the phase or function that develops. There are automatic and very routine, like the conjugations of regular verbs carried out by the locomotive system. If a more symbolic analysis is required, the process goes to the prefrontal cortex and for special analysis it even extends slightly to the parietal cortex. In bringing new words to our vocabulary we involve large areas of the brain, including visual, because we are partly remembering their physical configuration. We are, therefore, facing a process both sensory, attentional, prefrontal and pneumatic, as motor.