Paulina Sliwa (2015) argues that knowing why p is necessary and sufficient for understanding why p. She tries to rebut recent attacks against the necessity and sufficiency claims, and explains the gradability of understanding why in terms of knowledge. I argue that her attempts do not succeed, but I indicate more promising ways to defend reductionism about understanding why throughout the discussion.

This thesis considers the practice of Bible translation from the perspective of contemporary translation studies and provides a fresh translation and accompanying commentary of aspects of Paul's Letter to the Romans. The emergence of functionalism, particularly skopos theory, in the latter part of the 20th century is seen as a key moment in the development of translation theory. The thesis argues that it has significant advantages over source text orientated approaches which have traditionally dominated Bible translation practice. An essential history (...) documents this evolution of theoretical developments in translation study. The advantages of skopos theory over equivalence-based approaches are discussed with particular reference to Bible translation theory and the work of E. A. Nida. The functionalist approach increases the range of possible translations, with this thesis adopting a foreignising purpose in a new translation of Romans 1:1-15, 15:14-16:27. The foreignising approach owes its origins to F. Schleiermacher and involves rendering a text so as to preserve or heighten the sense of otherness of the source text, thereby retaining something of the foreignness of the original. An accompanying commentary is provided to explain the translator's choices. (shrink)

Thinking is special. There is nothing quite like it. Thinking.

This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign (...) language instruction. By applying three sets of principles based on these premises, the thesis goes on to outline such a framework. After providing a background to the study, the first consideration is the nature of cultural and communicative performance. The study turns to sociological concepts regarding cultural organization and production, in order to better conceptualize how 'culture' can be understood in the context of foreign language learning. The second part of this area focuses on meaning and communication in order to undermine current treatments of 'language' in foreign language pedagogy. The second area of interest is that of learning and thus considers a number of theories of how people learn. The focus here is on learning-in-general rather than learning languages specifically. What emerges from this are a number of principles that should be borne in mind when creating conditions favorable to language learning. Finally, one largely overlooked area in foreign language learning and applied linguistics more broadly, is how the field of foreign language pedagogy constructs and legitimizes its practices, as well as suppresses its foundational theoretical assumptions in its activities (including research, methodology and teaching). A chapter is therefore devoted to this issue, and a set of principles is formulated in order to ensure that the design of any instructional framework is honest and ethical. Thus furnished with the triangulation of principles, an attempt is made to outline how a learner-focused, ethical pedagogical framework that stresses culture might look. This thesis is theoretical in nature and relies on arguments and positions from diverse and less commonly considered academic fields in foreign language instruction. Its main theoretical inspiration comes from concepts and claims generally considered 'poststructural' or 'postmodern'. However, there is no exclusive devotion to any particular author or theory. It is hoped that this thesis can make a genuine, if not controversial, contribution to the field of foreign language teaching by initiating a dialogue concerning the (lack of) philosophical and epistemological reflexivity in the field. (shrink)

Mainstream research on reading and writing is based on the assumption, common in modern linguistics, that spoken language is primary to written language in most important respects. Unfortunately, the conceptual framework for the study of language and 'literacy' is built around this assumption. This is problematic with regard to the philosophy of science, since this framework lacks sufficient empirical support. It is claimed in the present thesis that a view of spoken and written language as distinct - but not isolated (...) - sets of codes with potential for meaning is the best working hypothesis in the search for true empirical findings about the relationship between spoken- and written-language skills. This position calls for critical reflection on the conceptual framework used in research on reading and writing. Article I examines the notion of 'phonology' in dyslexia research, particularly within the paradigm of cognitive psychology. Focusing on the problem of vague and non-falsifiable hypotheses involving phonology, it calls for a more 'vulnerable' theory. Article II discusses the status of the concept of 'phoneme' in psycholinguistics with regard to the purposes of understanding, explanation and description in science. It is argued that the phoneme relates primarily to the domain of description and that its adequacy for explanation of written-language skills is marginal. Article III discusses the role of the concept of 'frequency' versus phonological descriptions in the study of written-language acquisition, and a model for maintaining dynamic perspectives on acquisition is suggested. Article IV investigates a widespread definition of 'reading' in cognitive psychology, suggesting an alternative definition. Article V examines the notion of 'lexicon' in research on written-language skills. An alternative conception of 'lexicon' is proposed within the context of connectionism and functional linguistics. Article VI focuses on sensitivity to prosody and the doubling of consonants in writing. A nuanced model of 'skill' is applied to enable sensivity to quantity to be captured according to commonly accepted standards of empirical science. Article VII suggests an alternative model of writing with a special focus on how to conceive of the relationship between end-product and on-line measures. (shrink)

The purpose of this thesis is to demonstrate that metaphysics is a necessary discipline -- necessary in the sense that all areas of philosophy, all areas of science, and in fact any type of rational activity at all would be impossible without a metaphysical background or metaphysical presuppositions. Because of the extremely strong nature of this claim, it is not possible to put forward a very simple argument, although I will attempt to construct one. A crucial issue here is what (...) metaphysics in fact is -- the nature of metaphysics. The conception of metaphysics which I support could be called Aristotelian, as opposed to Kantian: metaphysics is the first philosophy and the basis of all other philosophical and scientific inquiry. I will argue that this is indeed the most plausible conception of metaphysics. (shrink)

One of the great successes of the application of generalized quantifiers to natural language has been the ability to formulate robust semantic universals. When such a universal is attested, the question arises as to the source of the universal. In this paper, we explore the hypothesis that many semantic universals arise because expressions satisfying the universal are easier to learn than those that do not. While the idea that learnability explains universals is not new, explicit accounts of learning that can (...) make good on this hypothesis are few and far between. We propose a model of learning — back-propagation through a recurrent neural network — which can make good on this promise. In particular, we discuss the universals of monotonicity, quantity, and conservativity and perform computational experiments of training such a network to learn to verify quantifiers. Our results are able to explain monotonicity and quantity quite well. We suggest that conservativity may have a different source than the other universals. (shrink)

Words have meaning. Sentences also have meaning, but their meaning is different in kind from any collection of the meanings of the words they contain. I discuss two puzzles related to this difference. The first is how the meanings of the parts of a sentence combine to give rise to a unified sentential meaning, as opposed to a mere collection of disparate meanings (UP1). The second is why the formal ontology of linguistic meaning changes when grammatical structure is built up (...) (UP2). For example, the meaning of a sentence is a proposition evaluable for truth and falsity. In contrast, a collection of the meanings of its parts does not constitute a proposition and is not evaluable for truth. These two puzzles are closely related, since change in formal ontology is the clearest sign of the unity of meaning. The most popular strategy for answering them is taking the meanings of the parts as abstractions from primitive sentence meanings. However, I argue that, given plausible psychological constraints, sentence meanings cannot be taken as explanatory primitives. Drawing on recent work in Generative Grammar and its philosophy, I suggest that the key to both unity questions is to distinguish strictly between lexical and grammatical meaning. The latter is irreducible and determines how lexical content is used in referential acts. I argue that these referential properties determine a formal ontology, which explains why and how formal ontology changes when grammatical structure is built up (UP2). As for UP1, I suggest that, strictly speaking, lexical meanings never combine. Instead, whenever grammar specifies a formal ontology for the lexical meanings entering a grammatical derivation, further lexical (or phrasal) meanings can only specify aspects of this recursive grammatical process. In this way, contemporary grammatical theory can be used to address old philosophical problems. (shrink)

In some languages, such as French and Austrian German, the perfect construction is the standard tense/aspect form used to report past-time events. In many other languages, including English, the perfect construction alternates with other past tense forms, such as the preterit past (English) or the imperfect (French and many other languages), and there is considerable crosslinguistic variation on the precise usage conditions and semantics associated with each type of past tense form. Many of these languages exhibit the have/be alternation in (...) the formation of the perfect, using have with transitive and unergative verbs, and be with unaccusative verbs. Many other languages, including English, use have uniformly. In this article I will seek to identify the syntactic source of the past tense meaning associated with the perfect construction. Because of the problem posed by the cross-linguistic variation in perfect semantics mentioned above, it is perhaps foolhardy to seek a single answer to this question for all languages, and a comprehensive treatment would require a dissertationlength study. For this reason I will focus on the English perfect construction, though I will occasionally rely on comparative evidence, especially with regard to the have/be alternation, and I will suggest the possibility of parametric variation. Even by focusing on the English perfect, we cannot fully avoid the problem of semantic variation, since the perfect construction does not have a uniform semantics in all its uses; according to many accounts, there are at least two, and perhaps as many as five, different uses of the perfect, each with a different tense semantics. For example, Brugger and D’Angelo (1994) have argued that the so-called universal perfect does not convey past tense; this claim is based on a particular set of syntactic/semantic diagnostics for past that they use, and is supported by the fact that many other languages convey the semantics of the universal perfect by means of the present tense.. (shrink)

“Everyone knows that language is variable.” This is the bald sentence with which Sapir (1921:147) begins his chapter on language as an historical product. He goes on to emphasize how two speakers’ usage is bound to differ “in choice of words, in sentence structure, in the relative frequency with which particular forms or combinations of words are used”. I should add that much sociolinguistic and historical linguistic research has shown that the same speaker’s usage is also variable (Labov 1966, Kroch (...) 2001:722). However, the tradition of most syntacticians has been to ignore this thing that everyone knows. (shrink)

Theories of cognition and theories of social practices and institutions have often each separately acknowledged the relevance of the other; but seldom have there been consistent and sustained attempts to synthesize these two areas within one explanatory framework. This is precisely what my dissertation aims to remedy. I propose that certain recent developments and themes in philosophy of mind and cognitive science, when understood in the right way, can explain the emergence and dynamics of social practices and institutions. Likewise, the (...) view I construct explains how social practices and institutions shape the character of cognition of their constituent agents. Moreover, I explain both cognitive and social agency under the single explanatory framework provided by Dynamic Systems Theory. Drawing upon the phenomenological tradition, "embodied, "extended", "embedded", "enactive", and "ecological" approaches to cognition, as well as the conceptual resources of Dynamic Systems Theory, I construct a theory of agency that sees cognitive and social agents as far-from-equilibrium, open, recursively self-maintenant dynamic systems. Depending on the specifics of concrete circumstances, such systems, which I call "Dynamic Embodied Agents", may develop and possess emergent capacities for error-detection, flexible learning, normative behavior, representation, self-reflection, various modes of pattern-recognition, a temporal sense of self, and even moral responsibility. Some such systems are also sensitive to perceived social influences ; while reciprocally constituting and causally affecting them. (shrink)

Chomsky’s (1995, 2000a) Minimalist Program (MP) invites a perspective on semantics that is distinctive and attractive. In section one, I discuss a general idea that many theorists should find congenial: the spoken or signed languages that human children naturally acquire and use— henceforth, human languages—are biologically implemented procedures that generate expressions, whose meanings are recursively combinable instructions to build concepts that reflect a minimal interface between the Human Faculty of Language (HFL) and other cognitive systems. In sections two and three, (...) I develop this picture in the spirit of MP, in part by asking how much of the standard Frege-Tarski apparatus is needed in order to provide adequate and illuminating descriptions of the “concept assembly instructions” that human languages can generate. I’ll suggest that we can make do with relatively little, by treating all phrasal meanings as instructions to assemble number-neutral concepts that are monadic and conjunctive. But the goal is not to legislate what counts as minimal in semantics. Rather, by pursuing one line of Minimalist thought, I hope to show how such thinking can be fruitful. (shrink)

What are some metaphysical fundamentals which constitute the reality? This question has occupied philosophers for a long time. The western tradition once dealt with conceptions of earth, air, water, fire, ether whereas the eastern tradition has studied notions like yin-yang(陰陽), taiji(太極), lichi(理氣). The question is now being researched under the name of physicalism or naturalism, and yet what is not yet clarified is the relationship between electromagnetic force as the fundamental of the physical and consciousness as the fundamental of the (...) mental. What is puzzling is that most philosophers insist on the overcoming of the traditional dualism while they tend to accept the distinction between electromagnetic force and consciousness. If they decide that the metaphysical paradigm of the duality is plausible then they should first present the grammar of functions of those concepts like individual, identity, causation. If they can see that the prospect of that traditional metaphysical paradigms are not hopeful, then they better start to look for an alternative metaphysical picture where the world can be understood more holistically. There have been alternative paradigms such as metaphysics of process and integration. It’s time to take a look at one of these. This paper tries to interpret the latter. -/- The notion of integration(誠) has been the subject studied for a long time as a teaching of Zhongyong, one of the key Confucian texts. Many has taken the word “誠” of Zhongyong to mean sincerity or faithfulness. Certainly there are anthropological or ethical dimension to the meaning of the word. But the whole text seems to direct a reader to see how the world is, the metaphysical dimension of the world. I will interpret the major thrust of Zhongyong to say that integration is a metaphysical fundamental. If one is to accept the evolution thesis of the body of human being then she is also to concede the evolution thesis of the mind of human being. If one is positive toward the evolutionary theory of the human mind then she is more likely open-minded toward the powers of the mind of physical things. This may allow to proceed to a thesis that integration is an information consciousness(chapter 1). Suppose that physical things of the world are integrational. Then the integration is not to be given from the outside but from within. Then when things are integrational they become integrators. Integrators are bound to possess some sort of power. I will discuss the thesis that integration is a dispositional power(chapter 2). If all things are bundles of informations then information is ubiquitous(chapter 3) and things may be passive in certain contexts but are active toward their informations, processing them in their own ways. If these three hypotheses are reasonable then my thesis of integration as a metaphysical fundamental would be plausible. (shrink)

Cet article constitue une réflexion sur la notion de contexte, qui est l'une des plus importantes de l'analyse linguistique, dans la mesure où presque tous les prédicats sont polysémiques et que seule la distribution permet de déterminer la lecture adéquate. Mais le contexte ne peut pas être réduit à l'environnement immédiat de gauche et de droite de l'élément à analyser : seule la détermination des relations argumentales permet de définir un opérateur avec précision. Or, un texte n'est pas constitué d'une (...) suite de phrases simples dans leur ordre canonique. Aussi est-il nécessaire d'éliminer les contextes immédiats qui ne participent à cette reconnaissance. Il peut s'agir d'incises, de structures figées, etc. Il faut donc être en mesure de trouver les relations prédicat-arguments qui caractérisent les phrases simples. Cette recherche repose sur l'utilisation de dictionnaires électroniques qui comprennent ces informations. Ces dictionnaires sont fondés sur les classes d'objets. Celles-ci permettent, entre autres, de montrer que dans la reconnaissance des emplois les compléments sont plus discriminants que les sujets. La détection de la relation prédicats-arguments est encore facilitée si on a recensé, pour chaque emploi, toutes les restructurations qu'un schéma d'arguments est en mesure de subir. La notion de contexte ne constitue donc pas une délimitation mécanique que l'on peut effectuer en sélectionnant un nombre déterminé de mots à gauche et à droite mais relève d'une analyse qui met en jeu la totalité des informations syntaxiques. (shrink)

Over the past few decades, reasoning and rationality have been the focus of enormous interdisciplinary attention, attracting interest from philosophers, psychologists, economists, statisticians and anthropologists, among others. The widespread interest in the topic reflects the central status of reasoning in human affairs. But it also suggests that there are many different though related projects and tasks which need to be addressed if we are to attain a comprehensive understanding of reasoning.

This paper aims to explore two objections raised against Bulygin’s second approach to the definition of the nature of legal power-conferring rules. According to the first objection, such an account is vague about what is defined by legal power-conferring rules qua constitutive rules. I maintain that this vagueness is rooted in the lack of a suitable definition of legal power. I shall be arguing for the reduction of the complexity of the definientia by defining legal power as a species of (...) competence. According to the second objection, this non-reductive approach cannot explain the normativity of this kind of rules. Against this approach, it argues that legal powerconferring rules perform a deontic and a definitional function as constitutive rules of legal practice. (shrink)

Una de las dimensiones de la formación integral es la formación en valores, necesaria, además, por las situaciones de injusticia, exclusión, ausencia de valores democráticos y violación de los Derechos Humanos, tanto en el contexto internacional como en el nacional. Para contribuir a superar estas situaciones, se requiere una educación que contemple la formación en valores. Una de las opciones de formación en valores es la incorporación de programas de educación en ciudadanía democrática o su inclusión como eje transversal en (...) las distintas disciplinas. Aquí hacemos énfasis en la docencia en inglés, destacando la importancia del lenguaje en el manejo de las relaciones interpersonales, a través de la comunicación. Primero revisamos el cambio de paradigma de una Educación Cívica con énfasis en el gobierno y sus instituciones a una educación centrada en el logro de competencias ciudadanas, describimos dichas competencias y algunos enfoques pedagógicos utilizados actualmente en América Latina, así como la vinculación de la formación en ciudadanía democrática con otros saberes. Posteriormente, mencionamos algunas reflexiones con relación a los factores que influyen en la formación en ciudadanía democrática en la docencia en inglés y señalamos algunas estrategias de enseñanza-aprendizaje y de evaluación en dicha área. (shrink)

In this paper, I propose a novel theory of sacred values, which are a recently proposed type of conative attitude meant to account for religious and political actions that are incomprehensible using theories of rational choice. Sacred values are unique mental states because they encode unconditional preferences for certain privileged outcomes. I develop Isolated Sacred Value Theory by formulating two decision principles that reflect behavior in morally-relevant circumstances: the inviolability principle and the unrankability principle. Having formulated my proposal, I consider (...) the impact of my proposal on extant theories of rational choice. Lastly, I apply ISVT to problems regarding the typical extension of sacred values and the possibility of immoral actions. (shrink)

This project provides a detailed examination and critique of current philosophical, linguistic, and cognitive accounts of first language acquisition. In particular, I focus on the concept of "innate" and how it is embraced, marginally utilized, or abandoned altogether in efforts to describe the way that a child comes to be a competent user of a language. A central question that naturally falls out of this general inquiry is therefore what exactly is supposed to be "innate," according to various theories? Philosophically, (...) the theory of innate ideas put forth to explain human learning has existed for centuries and hence, this thesis as it relates to language is discussed. The revival of nativism by linguists like Chomsky is thus a central theme of the first chapter. Universal Grammar and the various arguments for it are closely scrutinized, and I close this chapter with what I take to be the commitments of linguistic nativism, how its proponents conceive of "innate," and several possible objections to the arguments they put forth. Just as the theory of innate ideas has had its contesters throughout the history of philosophy, so too have linguists and cognitive scientists rejected Universal Grammar and other forms of linguistic nativism. Thus, the second chapter presents several of these alternative explanations of language acquisition. Namely, I divide the chapter into three sections, Usage-Based Linguistics, Emergentism, and Sociolinguistic Acquisition, as it is my suggestion that most of the anti-UG attacks are levied from one of these three fields. In discussing the details of each, two distinctions become of particular concern: first, a large part of the differing conceptions of "innate" seem to hinge on what is meant by "learning" and "acquiring," and therefore second, a fine line between UBL and Emergentism can be drawn, a relationship that is otherwise conflated in the literature. Because chapter two involves a brief account of the way in which connectionist simulations are often utilized to model or represent language acquisition, particularly from an Emergentist perspective, chapter three begins by examining this feature of Emergentism in more detail. Due to its explanatory power, ability to be effectively modeled, and the evidentiary support found in neuroscience, Emergentism would appear to be the most tenable position to maintain regarding language acquisition. This possibility seems further strengthened when we take into account the neuroscientific data often used to bolster anti-nativist claims. Nevertheless, reflecting on the overarching concern of the project, regarding what is really meant by "innate," it is shown that this attack on nativism might stand on shakier ground than was originally assumed. Finally, based on these considerations, a case is made for an intermediary position, a theory of "Minimally Innate Ideas.". (shrink)

The question is whether Urmson's account depicts Austin's method needs a qualified answer. Roughly, the answer is that what it presents is not Austin's method because it is not the whole of Austin's method. Urmson confines his attention to aspects of the inner structure of the method and leaves out the question of its motivation and possible aims.

This work presents to dance and music scholarship the concept of competence, developed and deployed by Greimas, together with the semiotic concepts of counterpoint and harmony. I emphasize competence as a temporal process that requires sanction by an external entity and which corresponds to the level of surface narrative syntax within Greimas’s method of ‘generative trajectory’. To exemplify the application of the generative trajectory to dance, I present the case of the contrapunto de zapateo from Peru. In this step dance, (...) two or more dancers take turns and perform for an audience who claps and cheers for them and upon whom depends the appreciation of their competence. To better account for the complex relations between all actors of the contrapunto, I resort to the concept of semiotic counterpoint, which is first explained by means of input–output boxes, inspired by black box modeling in engineering. Counterpoint is also represented using equations, especially to address memory/retention and prediction/protention, with a subsequent discussion of its relevance and articulation to Greimas’s semiotics. Finally, I complement counterpoint with Leibniz’s definition of harmony and Spinoza’s principle of maximization of action, in order to account for different kinds of fluent interactions between dancers, arguing for its application not only to the contrapunto de zapateo, but also to dances such as Capoeira, breakdancing, and contact improvisation. (shrink)

As much as assumptions about mechanisms and mechanistic explanation have deeply affected psychology, they have received disproportionately little analysis in philosophy. After a historical survey of the influences of mechanistic approaches to explanation of psychological phenomena, we specify the nature of mechanisms and mechanistic explanation. Contrary to some treatments of mechanistic explanation, we maintain that explanation is an epistemic activity that involves representing and reasoning about mechanisms. We discuss the manner in which mechanistic approaches serve to bridge levels rather than (...) reduce them, as well as the different ways in which mechanisms are discovered. Finally, we offer a more detailed example of an important psychological phenomenon for which mechanistic explanation has provided the main source of scientific understanding. (shrink)

The term ‘ellipsis’ can be used to refer to a variety of phenomena: syntactic, semantic, and pragmatic. In this article, I discuss the recent comprehensive survey by Stainton 2006 of these kinds of ellipsis with respect to the analysis of nonsententials and try to show that despite his trenchant criticisms and insightful proposal, some of the criticisms can be evaded and the insights incorporated into a semantic ellipsis analysis, making a ‘divide-and-conquer’ strategy to the properties of nonsententials feasible after all. (...) -/- Editor's comment: To find the contribution, please go to item 16 of the URL, which contains the full text. Professor Merchant has permitted this. (shrink)

The article considers descriptive statements about languages and language phenomena and seeks to determine how such statements can be “true”. Descriptive statements about languages are considered from the points of view of the correspondence and coherence theories of truth and from the point of view of hypothetico-deductive testing. It is argued that descriptive statements about languages are rationally discussable interpretations disciplined by what we can observe within a given paradigm, and that issues of truth and issues of empirical testing should (...) be distinguished. (shrink)

This dissertation examines the implications of seeing moral beliefs and moral behaviour as evolutionary adaptations. In particular, it discusses whether or not an evolutionary explanation of human moral behaviour should lead us to reject the idea of objective moral facts. I agree with Michael Ruse that moral behaviour can be explained in naturalistic terms. However Ruse believes that this should not lead us to reject some forms of moral realism, as morality is a shared adaptation. My arguments against this are (...) twofold. Firstly I believe that if morality is a product of natural forces then there will be variation between individuals’ moral sense; which should give us cause to reject all forms of moral realism. My second argument is that Ruse is internally inconsistent, and he is trying to ‘sneak’ moral facts back into the picture, having previously rejected them. (shrink)

Although many philosophers of science have recognized the importance of modeling in contemporary science, relatively little work has been done in developing a general account of models. The most widely accepted account, put forth by advocates of the semantic conception of theories, misleadingly identifies scientific models with the models of mathematical logic. I present an alternative theory of scientific models in which models are defined by their representational relation to a physical system. I explore in some detail a particular sort (...) of model called a ‘mechanical model’ I illustrate the applicability of my approach by applying it to a problem in contemporary speech perception research. The model of models is used to analyze how competing models of the mechanisms of vowel normalization are constructed, tested, and revised. (shrink)

In the origin of syntax, primitive, holophrastic signs had to be weakened and to lose their previous status of whole message. The original syntax was probably thema/rhema syntax. The earliest themas repeat the hearer’s message: the speaker embeds the hearer’s message in his own message. In this way a holophrase could be weakened, and turn into a part of a syntactic combination. This pregrammatical, interpersonal ‘recursive embedding’ is embodied in sensorimotor processes. The upper level is embodied in the intonation; the (...) lower level, in the articulatory-phonetic word. This decoupling of intonation and articulatory pattern—i.e. the emergence of intonation capable of comprising more than one word—facilitated the weakening of previous holophrases and the genesis of syntax. In time, that facilitation determined the preeminence of voice over gesture, regardless of whether or not that preeminence existed before syntax. (shrink)

The class of true modal verbs in English is usually understood to include auxiliary verbs conveying possibility and necessity (including predictive future) that lack non-finite morphological forms; from a syntactic perspective, these verbs occur only in finite clauses (as opposed to infinitives or gerunds). Nevertheless the true modals do not inflect for third-person singular agreement, unlike normal present-tense verbs. When they are negated, true modals always precede the negative particle not, regardless of their understood scope relative to negation, and never (...) give rise to do-support. (shrink)

assumptions latent in a vanilla treebank grammar. Indeed, its performance of 86.36% (LP/LR F1) is..

I argue for three central theses: ‘intuition’ is ambiguous, in material object metaphysics ‘intuition’ refers to pre-theoretical beliefs, and these pre-theoretical beliefs are generated by an innate physical reasoning system. I begin by outlining the relevant background discussions on the nature of intuitions and their role in philosophy to motivate the need for a more careful investigation of the meaning of ‘intuition’ and the role of intuitions in specific sub-disciplines of philosophy. In chapters one and two I argue that ‘intuition’ (...) is ambiguous between an inflationary and deflationary sense. In the inflationary sense, ‘intuition’ refers to a priori intellectual seemings with a special phenomenology, conceptual etiology, and modal content. In the deflationary sense, ‘intuition’ refers to beliefs or inclinations to believe. In chapter three I specifically examine the use of intuitions in material object metaphysics and conclude that in this sub-community ‘intuition’ is used in the deflationary sense to refer to pre-theoretical beliefs. Drawing from research on infant cognition, in the final chapter I argue that intuitions regarding material object metaphysics are those judgments that arise from an innate physical reasoning system. Based on this empirical observation, I argue that metaphysicians ought to give preference to abstract intuitions over intuitions regarding concrete cases because these abstract intuitions reflect the innate structure of our physical reasoning mechanisms. (shrink)

Durante la edad escolar, los sujetos van logrando una madurez sintáctica, evidenciada en el incremento de lacomplejidad estructural de los textos que producen. Diversas teorías han dado cuenta de dicha complejidad(Hunt, 1970; Katzenberger, 2004; Nir & Berman, 2010), sosteniendo que la misma está vinculada con eltipo de relaciones interclausulares dentro del texto. Asimismo, corroboran que dicha complejidad no sólo seincrementa con el nivel educativo, sino también está guiada por la modalidad discursiva. A partir de estapropuesta, el proyecto FONDECYT 1100600, se (...) planteó el objetivo de describir el desarrollo de la sintaxisoral, considerando otra perspectiva de la complejidad: la diversidad interclausular. Para ello, se aplicarondos tareas de elicitación (narración y explicación), a 250 estudiantes de kinder, 3º y 6º básico, Iº y IVº mediode Valparaíso y Santiago. Luego de ser transcritos y analizados, se reconocieron en los textos las relacionesinterclausulares y se estableció un índice de diversidad clausular, en el entendido de que a medida que seusaban más formas para relacionar las cláusulas, mayor sería la complejidad sintáctica de los mismos. Losresultados muestran un incremento de la diversidad clausular a medida que aumenta el nivel educativo, sinembargo, su significatividad se da sólo entre algunos niveles. Además, entre ambos tipos de textos no semanifiestan grandes diferencias, salvo en Kínder y en IVº Medio. Estos hallazgos permiten vislumbrar que lamadurez sintáctica implica tener mayor cantidad de estructuras gramaticales y utilizarlas estratégicamentepara construir un determinado texto. (shrink)