Source Text

Collection of Information

At the end of the previous unit, we touched on the subject of the honing of perception, allowing, with practice, to detect finer and finer details. More than that, with practice it is possible to improve the duration, complexity, and depth of concentration on the perceptual act. Gibson''s examples concern a production engineer who can oversee a long sequence of mechanical operations, or a pilot who can keep track of all the information provided by his various instruments.
  Without a great stretch of the imagination, we can fancy what such refinement of perceptual abilities can mean when applied to translation activities. Obviously, the great concentration ability of a simultaneous interpreter comes easily to mind - many operations, not only those of a perceptual nature, to be carried out within an extremely short time span. Or that of a translator who is reading and, at the same time, has to keep track of all the inner and outer balances the utterance has in connection with the whole text: numerous synthesis and analysis operations carried out without the same pressure of the time limitations imposed on an interpreter, but which force her to focus on the structure as a whole and not on individual perceptual.

The spatial relations in an array, and the temporal relations in a sequence, permit the information to be taken in progressively larger and longer units or "chunks". One can finally grasp the simultaneous composition of a whole panel of instruments or a panorama, and apprehend the successive composition of a whole production line or a whole symphony 2.

Refinement of perceptual ability does not necessarily impose an active a role for memory. As it is possible to think without recalling, it is also possible to learn without remembering. Just as sensations are occasional and incidental symptoms of perceiving, "conscious remembering is an occasional and incidental symptom of learning" 3. Given that Gibson uses the adjective "conscious", we are lead to think that, when he writes that these operations do not impose the use of memory, the American psychologist refers only to conscious memory. We could reformulate some of his further statements this way: it is possible to think without using conscious memories, taking for granted the automatic and unknowing use of associations and memories.
  The same can be said about recognition: as we can recognize a person we know we have already met and not know who is she or where we met, it is, therefore, possible to recognize a word without remembering anything else about it. This is another argument suggesting the disconnection of learning and conscious memory.
  Let us now see how Gibson''s theory of information collection explains the effect of language on perception, a subject of still greater interest to many translators.
  Unlike previous theories that consider language a sort of code for labeling the reality perceived (drawing the conclusion that words, with their semantic limitations, limit perceptual capabilities confining the blurred perceptions to restricted coded definitions), Gibson postulates that language can have predication capabilities as well. It is not accidental that language is built with grammar, not only with vocabulary or, to say it in JAkobsonian terms, that it has syntagmatic association capabilities, beyond paradigmatic combination capabilities. The endless combinability of words, despite the (supposed) finiteness of each word, greatly increases the predication capabilities and, consequently, the expressive and interpretive potential. Gibson''s conclusion is that

Selection is inevitable. But this does not imply that the verbal fixing of information distorts the perception of the world 4.

Having perceived an object, the observer goes on and detects what Gibson calls affordances. Let us read in his own words about what he means by this term, coined by Gibson himself, then used by many researchers and spread all over the world exclusively in its English version.

I have coined this word as a substitute for values, a term which carries an old burden of philosophical meaning. I mean simply what things furnish, for good or ill. What they afford the observer, after all, depends on their properties 5.

With a polemic attitude toward the psychology based exclusively on laboratory experiments, and perhaps, also toward perceptual limitations postulated by the Gestalt school, Gibson sees the environmental, contextual aspect of perception in a new light. In a Darwinian perspective, according to which we must continuously adapt ourselves to our environment, we grasp the affordance of each object; in the case of an object or of a word, we do not limit ourselves to the fixed, denoted meaning, which would set insurmountable limits to perception, we also perceive the connotative, contextual, environmental meaning.
  If observer and observed environment are not abstract entities but are part of one context, this implies the impossibility of any kind of objective, detached observation "from without", in the same way as a fixed, cold, unrepeatable reading is impossible. The observer is part of the environment surrounding her as well as the text she is reading, so that each reading, each textual perception is, at the same time, a self-analysis 6.
  In turn, from this consideration derives the notion that each act of reading, in which one reads the text and at the same time, oneself, is a more or less subjective interpretation. A notion we will return to repeatedly during this second part of the translation course dedicated to the perception of the text by the translator.
  In the following units, we will touch upon the relationships between language and thought.

Summarized Text

Collection of Information

The text discusses the honing of perceptual abilities, drawing parallels between the enhanced concentration of individuals like simultaneous interpreters and the challenges faced by translators. It explores how refining perception involves processing larger units of information, both spatially and temporally.

 The author delves into the role of memory, suggesting that conscious memory may not be essential for learning and recognizing. The text then introduces Gibson's theory, which views language not just as a code but as having predication capabilities, expanding expressive potential. Gibson's concept of "affordances" emphasizes the environmental and contextual aspects of perception, rejecting fixed meanings and promoting adaptability. The text concludes with the idea that each act of reading is a subjective interpretation, setting the stage for future discussions on the relationships between language and thought in the course. 

Paraphrased Text

Collection of Information

The article talks about developing one's senses and makes comparisons between the difficulties experienced by translators and the increased focus of people such as simultaneous interpreters. It investigates how processing more substantial information in both space and time entails improving perception.

 The author explores memory's function and argues that learning and recognition might not require conscious recollection. The next section of the essay presents Gibson's theory, which expands on the expressive capacity of language by seeing it not only as a code but also as having the ability to predict. Gibson's concept of "affordances" rejects fixed meanings and encourages adaptation by emphasizing the contextual and environmental components of perception. The premise that every act of reading is a subjective interpretation is presented in the text's conclusion, laying the groundwork for upcoming course discussions on the connections between language and cognition. 

Target Text

Recopilación de información

El texto aborda el perfeccionamiento de las capacidades perceptivas, estableciendo paralelismos entre la mayor concentración de personas como los intérpretes simultáneos y los retos a los que se enfrentan los traductores. Explora cómo el perfeccionamiento de la percepción implica el procesamiento de unidades de información más grandes, tanto espacial como temporalmente.

 El autor profundiza en el papel de la memoria, sugiriendo que la memoria consciente puede no ser esencial para aprender y reconocer. A continuación, el texto introduce la teoría de Gibson, que considera que el lenguaje no es sólo un código, sino que tiene capacidad de predicación, lo que amplía el potencial expresivo. El concepto de "affordances" de Gibson hace hincapié en los aspectos ambientales y contextuales de la percepción, rechazando los significados fijos y fomentando la adaptabilidad. El texto concluye con la idea de que cada acto de lectura es una interpretación subjetiva, sentando las bases para futuros debates sobre las relaciones entre lenguaje y pensamiento en el curso.

Reading and concept formation

In the previous units we dealt with the subject of perception, of word perception in particular. An object, like a word, evokes something in our mind. But while what is evoked in our mind by an object is completely arbitrary and subjective - for example one could run away in awe at the sight of an innocuous comb - words have a meaning, at least in part, that is codified and valid for a limited number of people.
  The Soviet researcher Vygotsky (of whom we have already seen something in the first part) has studied concept formation in man and its relation to the learning of words. In Vygotsky''s opinion, the role played by words is fundamental: first we learn the relation between an object, a situation or a single action and a word. Up to this point we haven''t learnt a concept, just a relation between a circumscribed situation and a circumscribed sound/graphic sign. In an experiment by Saharov, a partner of Vygotsky, subjects are presented with elements of different shapes, sizes and colors, the so-called "experimental blocks", behind which some meaningless strings of characters are traced. The task consists of establishing conceptual links between shapes, sizes, colors and "new words". Here are Vygotsky''s conclusions:

The formation of the concept is followed by its transfer to other objects: the subject is induced to use the new terms in talking about objects other than the experimental blocks, and to define their meaning in a generalized fashion 2.

Generalization occurs by way of a sort of perception -> word -> perception -> word -> perception and so on chain (i.e. analysis -> synthesis -> analysis -> synthesis and so on) through which new perceptions induce the formulation of new words to describe them, which induces the systematization of perception so that it will be possible, given a finite number of words, to express infinite perceptions, since two identical perceptions do not exist. Word becomes a means for the formation of concepts 3.
  Vygotsky has studied such processes in teenagers, but, in fact, this chain of analysis and synthesis and adjustment of the sense attributed to words, followed and preceded by new visions of reality is endless. When we read, we feed such a spiral. We therefore can easily understand why two readings, even if accomplished in different times by the same person on the same text, are never identical, as we will see better in the units dedicated to the relation between reading and interpretation.
  As far as concept formation is concerned, a reiteration of the distinction made in the first part of the course about linguistic awareness is in order. To be able to elaborate a concept, it is necessary for an individual to be consciously aware of the knowledge she has gained.

[...] consciousness and control appear only at a late stage in the development of a function, after it has been used and practiced unconsciously and spontaneously [...] We use the term nonconscious to distinguish what is not yet conscious from the Freudian "unconscious" resulting from repression, which is a late development, an effect of a relatively high differentiation of consciousness 4.

A child learning the connection between the word "apple" and the set of the fruits identifiable by that word, or a single fruit belonging in that set, knows "what an apple is", but does not know she knows what an apple is: she has no self-reflective awareness and, consequently, she is not able to conceptualize. In other words, we pass from the "spontaneous concepts" described by Piaget 5 to conscious concepts.
  The difference between the learning of spontaneous concepts, like "apple" for example, and the learning of "scientific" concepts, like "exploitation", for example, lies in the fact that

[...] the development of the child''s spontaneous concepts proceed upward, and the development of his scientific concepts downward [...]. The inception of a spontaneous concept can usually be traced to a face-to-face meeting with a concrete situation, while a scientific concept involves from the first a "mediated" attitude 6 toward its object 7.

A further demonstration of the affinity between such "conceptual" awareness, and the linguistic awareness we have dealt with in the first part of this course, is Vygotsky''s statement that

The influence of scientific concepts on the mental development of the child is analogous to the effect of learning a foreign language, a process which is conscious and deliberate from the start. In one''s native language, the primitive aspects of speech are acquired before the more complex ones. The latter presuppose some awareness of phonetic, grammatical, and syntactic forms. With a foreign language, the higher forms develop before spontaneous, fluent speech 8.

In terms of reading, this means that an individual can face texts with concrete concepts until a given age, which is approximately placed in the preadolescent period. Then he acquires the awareness of this knowledge, and learns texts that even contain abstract meanings. As intellectual development goes on, abstraction capabilities become finer and finer. And meanings, both abstract and concrete, evolve.
  In the next unit we will continue our path among words, thoughts, and reading, in order to see the consequences of such evolution on reading and translation.

Reading and concept formation

The text explores the formation of concepts in relation to word perception, drawing on the work of Soviet researcher Vygotsky. Vygotsky emphasizes the fundamental role of words in concept development, stating that individuals first learn the relation between objects or actions and words. The formation of concepts involves a continuous chain of perception, word, and generalization, allowing for the expression of infinite perceptions with a finite number of words.

Vygotsky's research on teenagers reveals that this process is endless, evolving through a spiral of analysis, synthesis, and adjustment of the sense attributed to words. The text highlights the nonconscious nature of early concept formation and distinguishes between spontaneous concepts (e.g., "apple") and scientific concepts (e.g., "exploitation"). The development of scientific concepts involves a mediated attitude and conscious awareness from the start.

The connection between conceptual awareness and linguistic awareness is underscored by Vygotsky's comparison of the influence of scientific concepts on mental development to learning a foreign language. The text concludes by noting that individuals progress from facing concrete concepts in texts to acquiring awareness of abstract meanings as intellectual development continues. The upcoming unit will further explore the implications of this evolution on reading and translation.

Reading comprehension and idea development

The work, which draws from the research of Soviet scientist Vygotsky, examines how concepts are formed in relation to word perception. According to Vygotsky, words play a vital role in the creation of concepts. People first learn the relationship between words and things or actions. A continuous chain of perception, word, and generalization results in the development of concepts, enabling the articulation of infinite sensations with a finite number of words.

According to Vygotsky's studies on teens, this process is never-ending and involves constantly analyzing, synthesizing, and modifying the meaning that words are assigned. The essay makes a distinction between concepts that come to mind spontaneously (like "apple") and notions that are scientific (like "exploitation"), emphasizing the unconscious nature of early concept creation. From the beginning, the creation of scientific notions necessitates a mediated mindset and cognitive awareness.

Vygotsky compares learning a foreign language to the impact of scientific notions on mental development, highlighting the link between conceptual awareness and linguistic awareness. As intellectual development progresses, people move from encountering concrete notions in texts to being aware of abstract meanings, according to the text's conclusion. We will look more closely at how this evolution affects translation and reading in the next unit.

Lectura y formación de conceptos

El texto explora la formación de conceptos en relación con la percepción de las palabras, basándose en los trabajos del investigador soviético Vygotsky. Vygotsky destaca el papel fundamental de las palabras en el desarrollo de conceptos, afirmando que los individuos aprenden primero la relación entre objetos o acciones y palabras. La formación de conceptos implica una cadena continua de percepción, palabra y generalización, que permite expresar infinitas percepciones con un número finito de palabras.

Las investigaciones de Vygotsky sobre los adolescentes revelan que este proceso es interminable y evoluciona a través de una espiral de análisis, síntesis y ajuste del sentido atribuido a las palabras. El texto destaca la naturaleza no consciente de la formación temprana de conceptos y distingue entre conceptos espontáneos (por ejemplo, "manzana") y conceptos científicos (por ejemplo, "explotación"). El desarrollo de conceptos científicos implica una actitud mediada y una conciencia desde el principio.

La conexión entre la conciencia conceptual y la conciencia lingüística queda subrayada por la comparación que hace Vygotsky entre la influencia de los conceptos científicos en el desarrollo mental y el aprendizaje de una lengua extranjera. El texto concluye señalando que los individuos pasan de enfrentarse a conceptos concretos en los textos a adquirir conciencia de los significados abstractos a medida que prosigue el desarrollo intelectual. La próxima unidad profundizará en las implicaciones de esta evolución en la lectura y la traducción.