[Differential and ontogenetic meaningfulness of iconic, linguistic and formal codes on cognitive development: new...

Man is a semiotic functioning animal, i.e. civilizations are units of symbolic (architectural), iconic, linguistic, formal, etc...) organizations. These units can only initially develop when enabled--but not necessarily produced--by a material base of a bio-physical nature, namely the central nervous system. In short, taking but three more academic factors, images, texts, and algebra, for example, are grasped by this material base. However, it is clear that the effects produced on children (and on adults, for that matter) are not equal. Scholastic goals, however, emphasize "fables" and "equations" whereas social mediatization emphasizes "images" and economic mediatization "equations". Hence the problems of appropriation of linguistic codes. To show the danger of an imbalance in these appropriations, the concept of differential semanticization is called upon: images are over-semanticized, with identification at risk; algebra is under-semanticized, at risks of obsessionalization. Texts, themselves, call upon the imagination and not on an imaginary structure imposed by a multivocal iconic pressure nor an imaginary structure rarefied by the prevalence of systems with univocal elements. Hence the importance of reading and writing for maintaining a nondepersonalizing semiotic balance.