The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age

Autores
Pinheiro, Sylvia; Mota, Natália Bezerra; Sigman, Mariano; Fernandez Slezak, Diego; Guerreiro, Antonio; Tófoli, Luís Fernando; Cecchi, Guillermo; Copelli, Mauro; Ribeiro, Sidarta
Año de publicación
2020
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Background: Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality. Method: Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time. Results: While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset. Conclusion: The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.
Fil: Pinheiro, Sylvia. Universidade Federal do Rio Grande do Norte; Brasil
Fil: Mota, Natália Bezerra. Universidade Federal de Pernambuco; Brasil. Universidade Federal do Rio Grande do Norte; Brasil
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Slezak, Diego. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Investigación en Ciencias de la Computación. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Investigación en Ciencias de la Computación; Argentina
Fil: Guerreiro, Antonio. Universidade Estadual de Campinas; Brasil
Fil: Tófoli, Luís Fernando. Universidade Estadual de Campinas; Brasil
Fil: Cecchi, Guillermo. No especifíca;
Fil: Copelli, Mauro. No especifíca;
Fil: Ribeiro, Sidarta. Universidade Federal do Rio Grande do Norte; Brasil
Materia
AXIAL AGE
BRONZE AGE
GRAPH
INDIGENOUS
LANGUAGE EVOLUTION
LITERATURE
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/140914
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial AgePinheiro, SylviaMota, Natália BezerraSigman, MarianoFernandez Slezak, DiegoGuerreiro, AntonioTófoli, Luís FernandoCecchi, GuillermoCopelli, MauroRibeiro, SidartaAXIAL AGEBRONZE AGEGRAPHINDIGENOUSLANGUAGE EVOLUTIONLITERATUREhttps://purl.org/becyt/ford/1.2https://purl.org/becyt/ford/1Background: Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality. Method: Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time. Results: While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset. Conclusion: The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.Fil: Pinheiro, Sylvia. Universidade Federal do Rio Grande do Norte; BrasilFil: Mota, Natália Bezerra. Universidade Federal de Pernambuco; Brasil. Universidade Federal do Rio Grande do Norte; BrasilFil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Slezak, Diego. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Investigación en Ciencias de la Computación. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Investigación en Ciencias de la Computación; ArgentinaFil: Guerreiro, Antonio. Universidade Estadual de Campinas; BrasilFil: Tófoli, Luís Fernando. Universidade Estadual de Campinas; BrasilFil: Cecchi, Guillermo. No especifíca;Fil: Copelli, Mauro. No especifíca;Fil: Ribeiro, Sidarta. Universidade Federal do Rio Grande do Norte; BrasilElsevier2020-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/140914Pinheiro, Sylvia; Mota, Natália Bezerra; Sigman, Mariano; Fernandez Slezak, Diego; Guerreiro, Antonio; et al.; The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age; Elsevier; Trends in Neuroscience and Education; 21; 12-2020; 1-122211-9493CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1016/j.tine.2020.100142info:eu-repo/semantics/altIdentifier/url/https://www.sciencedirect.com/science/article/pii/S2211949320300181info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T15:16:43Zoai:ri.conicet.gov.ar:11336/140914instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 15:16:43.927CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
title The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
spellingShingle The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
Pinheiro, Sylvia
AXIAL AGE
BRONZE AGE
GRAPH
INDIGENOUS
LANGUAGE EVOLUTION
LITERATURE
title_short The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
title_full The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
title_fullStr The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
title_full_unstemmed The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
title_sort The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age
dc.creator.none.fl_str_mv Pinheiro, Sylvia
Mota, Natália Bezerra
Sigman, Mariano
Fernandez Slezak, Diego
Guerreiro, Antonio
Tófoli, Luís Fernando
Cecchi, Guillermo
Copelli, Mauro
Ribeiro, Sidarta
author Pinheiro, Sylvia
author_facet Pinheiro, Sylvia
Mota, Natália Bezerra
Sigman, Mariano
Fernandez Slezak, Diego
Guerreiro, Antonio
Tófoli, Luís Fernando
Cecchi, Guillermo
Copelli, Mauro
Ribeiro, Sidarta
author_role author
author2 Mota, Natália Bezerra
Sigman, Mariano
Fernandez Slezak, Diego
Guerreiro, Antonio
Tófoli, Luís Fernando
Cecchi, Guillermo
Copelli, Mauro
Ribeiro, Sidarta
author2_role author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv AXIAL AGE
BRONZE AGE
GRAPH
INDIGENOUS
LANGUAGE EVOLUTION
LITERATURE
topic AXIAL AGE
BRONZE AGE
GRAPH
INDIGENOUS
LANGUAGE EVOLUTION
LITERATURE
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.2
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv Background: Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality. Method: Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time. Results: While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset. Conclusion: The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.
Fil: Pinheiro, Sylvia. Universidade Federal do Rio Grande do Norte; Brasil
Fil: Mota, Natália Bezerra. Universidade Federal de Pernambuco; Brasil. Universidade Federal do Rio Grande do Norte; Brasil
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Slezak, Diego. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Investigación en Ciencias de la Computación. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Investigación en Ciencias de la Computación; Argentina
Fil: Guerreiro, Antonio. Universidade Estadual de Campinas; Brasil
Fil: Tófoli, Luís Fernando. Universidade Estadual de Campinas; Brasil
Fil: Cecchi, Guillermo. No especifíca;
Fil: Copelli, Mauro. No especifíca;
Fil: Ribeiro, Sidarta. Universidade Federal do Rio Grande do Norte; Brasil
description Background: Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality. Method: Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time. Results: While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset. Conclusion: The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.
publishDate 2020
dc.date.none.fl_str_mv 2020-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/140914
Pinheiro, Sylvia; Mota, Natália Bezerra; Sigman, Mariano; Fernandez Slezak, Diego; Guerreiro, Antonio; et al.; The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age; Elsevier; Trends in Neuroscience and Education; 21; 12-2020; 1-12
2211-9493
CONICET Digital
CONICET
url http://hdl.handle.net/11336/140914
identifier_str_mv Pinheiro, Sylvia; Mota, Natália Bezerra; Sigman, Mariano; Fernandez Slezak, Diego; Guerreiro, Antonio; et al.; The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age; Elsevier; Trends in Neuroscience and Education; 21; 12-2020; 1-12
2211-9493
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1016/j.tine.2020.100142
info:eu-repo/semantics/altIdentifier/url/https://www.sciencedirect.com/science/article/pii/S2211949320300181
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.22299

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