The history of writing reflects the effects of education on discourse structure: implications for literacy, orality, psychosis and the axial age

Pinheiro, Sylvia; Mota, Natália Bezerra; Sigman, Mariano; Fernández-Slezak, Diego; Guerreiro, Antonio; Tófoli, Luís Fernando; Cecchi, Guillermo; Copelli, Mauro; Ribeiro, Sidarta Tollendal Gomes

The history of writing reflects the effects of education on discourse structure: implications for literacy, orality, psychosis and the axial age

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dc.contributor.author	Pinheiro, Sylvia
dc.contributor.author	Mota, Natália Bezerra
dc.contributor.author	Sigman, Mariano
dc.contributor.author	Fernández-Slezak, Diego
dc.contributor.author	Guerreiro, Antonio
dc.contributor.author	Tófoli, Luís Fernando
dc.contributor.author	Cecchi, Guillermo
dc.contributor.author	Copelli, Mauro
dc.contributor.author	Ribeiro, Sidarta Tollendal Gomes
dc.date.accessioned	2020-10-02T12:53:36Z
dc.date.available	2020-10-02T12:53:36Z
dc.date.issued	2020-10-01
dc.description.resumo	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	pt_BR
dc.identifier.citation	PINHEIRO, Sylvia; MOTA, Natália Bezerra; SIGMAN, Mariano; FERNÁNDEZ-SLEZAK, Diego; GUERREIRO, Antonio; TÓFOLI, Luís Fernando; CECCHI, Guillermo; COPELLI, Mauro; RIBEIRO, Sidarta. The history of writing reflects the effects of education on discourse structure: implications for literacy, orality, psychosis and the axial age. Trends In Neuroscience And Education, [S. l.], p. 100142, out. 2020. doi: 10.1016/j.tine.2020.100142. Disponível em: https://www.sciencedirect.com/science/article/pii/S2211949320300181. Acesso em: 2 out. 2020.	pt_BR
dc.identifier.doi	10.1016/j.tine.2020.100142
dc.identifier.uri	https://repositorio.ufrn.br/handle/123456789/30235
dc.language	en	pt_BR
dc.publisher	Elsevier	pt_BR
dc.rights	Attribution-NonCommercial-NoDerivs 3.0 Brazil	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/br/	*
dc.subject	Graph	pt_BR
dc.subject	Literature	pt_BR
dc.subject	Bronze age	pt_BR
dc.subject	Axial age	pt_BR
dc.subject	Indigenous	pt_BR
dc.subject	Language evolution	pt_BR
dc.title	The history of writing reflects the effects of education on discourse structure: implications for literacy, orality, psychosis and the axial age	pt_BR
dc.type	article	pt_BR