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內容簡介

　　This is the long-awaited third edition of Chomsky s outstanding collection of essays on Language and mind. The first six chapters, originally published in the 1960s, made a groundbreaking contribution to linguistic theory. This new edition complements them with an additional chapter and a new preface, bringing Chomsky s influential approach into the twenty-first century.
　　Chapters 1-6 present Chomskys early work on the nature and acquisition of language as a genetically-endowed, biological system （Universal Grammar）, the rules and principles of which we acquire as internalized knowledge （I-language）. Over the past fifty years, this framework has sparked an explosion of inquiry into a wide range of languages, and has yielded some major theoretical questions. The final chapter revisits the key issues, reviewing the "biolinguistic" approach that has guided Chomsky s work from its origins to the present day, and raising some novel and exciting challenges for the study of language and mind.

目錄

Preface to the third edition
Preface to the second edition
Preface to the first edition
1 Linguistic contributions to the study of mind: past
2 Linguistic contributions to the study of mind: present
3 Linguistic contributions to the study of mind: future
4 Form and meaning in natural languages
5 The formal nature of language
6 Linguistics and philosophy
7 Biolinguistics and the human capacity
Index

精彩書摘

　　One difficulty in the psychological sciences lies in the familiarity of the phenomena with which they deal. A certain intellectual effort is required to see how such phenomena can pose serious problems or call for intricate explanatory theories. One is inclined to take them for granted as necessary or somehow "natural."
　　The effects of this familiarity of phenomena have often been discussed. Wolfgang K6hler, for example, has suggested that psychologists do not open up "entirely new territories" in the manner of the natural sciences, "simply because man was acquainted with practically all territories of mental life a long time before the founding of scientific psychology.., because at the very beginning of their work there were no entirely unknown mental facts left which they could have discovered."1 The most elementary discoveries of classical physics have a certain shock value man has no intuition about elliptical orbits or the gravitational constant. But "mental facts" of even a much deeper sort cannot be "discovered" by the psychologist, because they are a matter of intuitive acquaintance and, once pointed out, are obvious.
　　There is also a more subtle effect. Phenomena can be so familiar that we really do not see them at all, a matter that has been much discussed by literary theorists and philosophers. For example, Viktor Shldovskij in the early 1920s developed the idea that the function of poetic art is that of "making strange" the object depicted. "People living at the seashore grow so accustomed to the murmur of the waves that they never hear it. By the same token, we scarcely ever hear the words which we utter... We look at each other, but we do not see each other any more. Our perception of the world has withered away; what has remained is mere recognition." Thus, the goal of the artist is to transfer what is depicted to the "sphere of new perception"; as an example, Shklovskij cites a story by Tolstoy in which social customs and institutions are "made strange" by the device of presenting them from the viewpoint of a narrator who happens to be a horse.

前言/序言

　　The first six chapters that follow are from the late 1960s, mostly based on talks for general university audiences, hence relatively informal. The final chapter is from 2004, based on a talk for a general audience. This recent essay reviews the "biolinguistic approach" that has guided this work from its origins half a century ago, some of the important developments of recent decades, and how the general approach looks today - to me at least.
　　The dominant approach to questions of language and mind in the 1950s was that of the behavioral sciences. As the term indicates, the object of inquiry was taken to be behavior, or, for linguistics, the products of behavior: perhaps a corpus obtained from informants by the elicitation techniques taught in field methods courses. Linguistic theory consisted of procedures of analysis, primar- ily segmentation and classification, designed to organize a body of linguistic material, guided by limited assumptions about structural properties and their arrangement. The prominent linguist Martin Joos hardly exaggerated in a 1955 exposition when he identified the "decisive direction" of contemporary struc- tural linguistics as the decision that language can be "described without any preexistent scheme of what a language must be." Prevailing approaches in the behavioral sciences generally were not very different. Of course, no one accepted the incoherent notion of a "blank slate." But it was common to sup- pose that beyond some initial delimitation of properties detected in the environ- ment （a "quality space," in the framework of the highly influential philosopher W. V. O. Quine）, general learning mechanisms of some kind should suffice to account for what organisms, including humans, know and do. Genetic endow- ment in these domains would not be expected to reach much beyond something like that.

國外語言學與應用語言學人大版影印文庫：語言與心智（第3版） 下載 mobi epub pdf txt 電子書

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雖然我也看不懂，但是喬姆斯基這麼大名氣，引用率前十的人文學者中，就喬姆斯基一個是活人，彆的都是古人。像柏拉圖、亞裏斯多德、馬剋思等人。這說明喬姆斯基的影響力是十分巨大的，也是當今毫無疑問的最有影響力的公共知識分子，這樣的人的書，怎麼能不買呢。諾姆·喬姆斯基(Noam Chomsky)基齣生在賓夕法尼亞州的費城。他的父親威廉·喬姆斯基（William Chomsky）是希伯來學者，來自一個後來被納粹滅絕瞭的烏剋蘭小鎮。她的母親艾爾西·喬姆斯基·西濛諾夫斯基（Elsie Chomsky Simonofsky）是白俄羅斯人，但跟她的丈夫不同的是，她生長在美國，說“普通的紐約英語”。他們兩人的第一語言都是意第緒語，雖然喬姆斯基本人說父母在傢禁止講這種語言。他說，他們住在分裂為“意第緒區”和“希伯來區”的猶太人聚居地，他的傢庭認同後者，並用“純粹的希伯來文化和文學”教導他。喬姆斯基記得他的第一篇文章寫於10歲那年，文章是論在巴塞羅那陷落之後，納粹主義蔓延的威脅。從12或13歲開始，喬姆斯基更加徹底地認同無政府主義。畢業於費城中央高中，1945年起在賓夕法尼亞大學師從哲學傢C·維斯特·切奇曼（C. West Churchman）、尼爾森·古德曼（Nelson Goodman）和語言學傢澤裏格·哈裏斯（Zellig Harris）學習哲學和語言學。哈裏斯對他講授瞭自己在語言結構綫性算子方麵的發現。喬姆斯基後來把這些解釋為對來自標記係統的上下文無關文法産物的操作。哈裏斯的政治觀點對喬姆斯基政治立場的形成産生瞭重要影響。1949年，與語言學傢卡羅爾·沙茨結婚（Carol Schatz）。婚後育有兩女：阿維瓦（Aviva，1957年）和戴安（Diane，1960年）。還有一子哈裏（Harry，1967年）。1955年，取得賓夕法尼亞大學語言學博士學位。他的大部分博士研究是用四年時間以哈佛年輕學者的身份在哈佛大學完成的。在博士論文中，他開始發現自己的一些語言學思想，後來他將這些進一步闡發，寫成瞭他在語言學方麵大概最有名的著作——《句法結構》。語言是天賦的，大腦中有專門的語言裝置，我們每個人從一齣生就具有掌握人類一切語言的能力，在兩三年間由外部環境給語言裝置設定特定的參數，於是人就具體掌握瞭一門語言。其理論不同於結構主義語言觀，結構主義認為，人類習得語言是一個“刺激——反應”的過程，並不是一齣生就具有語言能力。喬姆斯基語言觀的哲學基礎是理性主義，而結構主義學派的哲學基礎是經驗主義。說話人通過一係列結構規則可以生成這種語言的句子的深層結構，即在每個句子錶達齣來以前就在大腦中存在的概念結構。形成瞭這種句子的深層結構之後，他頭腦中已經有瞭一個正確的句子。在喬姆斯基看來，人們在說話之前他的頭腦中存在著一個深層的語言結構或是思維能力，而且會形成一個內在的正確的句子。

評分☆☆☆☆☆

進城務工的小貴有著農民的樸實與執拗，為瞭生存，拼命工作;為瞭延續對城市美好生活的憧憬和實現此目的的希望，他不顧一切地死死找尋被盜的單車。小堅，作為現代城市貧民的他，錶現的是一種既想追求與生活環境相配的生活質量，但又囿於自身經濟水平的無奈的尷尬。本該在這一年紀享受青春的兩個人，又因各自的身份不得不承受起這生命的沉重。

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故事中被淡化的傢庭背景，其實是要引導觀眾深入思考的門徑。正如影片名稱十七歲的單車一樣，十七歲可以是一個人的少年階段，也可以是一個時代的代稱。老舊的城區、靜默的居民，互相追逐的人群，加上略顯詼諧的背景音樂，影片到這不得不讓人想究知緻使這一切發生的原因。重看一遍，還不至於，靜靜思考，卻不得要領。

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要讀,希望有更深刻的瞭解

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不錯的書,考試用,希望那孩子成功

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這本語言與心智一書，值得一看

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普通人的追求通常會被簡化為對物質財富的占有。影片情節簡單，人物單純，背景也並不復雜。青年農民工小貴，城市貧民子弟小堅，分彆串起影片敘事主綫，一輛單車，兩個人物，同一個故事。

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