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  1. Gilles Fauconnier and the meaning of a sentence.Cristóbal Pagán Cánovas - forthcoming - Corela. Cognition, Représentation, Langage.
    Cet article passe en revue les principaux points à retenir des travaux de Gilles Fauconnier, en particulier de son travail collaboratif avec Mark Turner sur la théorie du _blending_, pour les lecteurs qui ne sont pas familiers avec ce cadre théorique ou qui pourraient bénéficier d'un regard extérieur. Je souligne les leçons globales à tirer des notions d'espaces mentaux et de leurs connexions ou _mappings_, les avantages d'utiliser de petits packages au lieu de grands domaines pour analyser l’activité conceptuelle, comment (...)
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  • Language Reflects “Core” Cognition: A New Theory About the Origin of Cross-Linguistic Regularities.Brent Strickland - 2017 - Cognitive Science 41 (1):70-101.
    The underlying structures that are common to the world's languages bear an intriguing connection with early emerging forms of “core knowledge” (Spelke & Kinzler, 2007), which are frequently studied by infant researchers. In particular, grammatical systems often incorporate distinctions (e.g., the mass/count distinction) that reflect those made in core knowledge (e.g., the non-verbal distinction between an object and a substance). Here, I argue that this connection occurs because non-verbal core knowledge systematically biases processes of language evolution. This account potentially explains (...)
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  • (1 other version)Language-at all times.Iris Nomikou, Malte Schilling, Vivien Heller & Katharina J. Rohlfing - 2016 - Interaction Studies 17 (1):128-153.
    This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience (i.e., synchrony, sequentiality, and prediction), the (...)
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  • (1 other version)Perceptual influence of elementary three-dimensional geometry: (2) fundamental object parts.Minija Tamosiunaite, Rahel M. Sutterlütti, Simon C. Stein & Florentin Wörgötter - 2015 - Frontiers in Psychology 6.
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  • Out of my real body: cognitive neuroscience meets eating disorders.Giuseppe Riva - 2014 - Frontiers in Human Neuroscience 8.
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  • An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.Katharina J. Rohlfing, Britta Wrede, Anna-Lisa Vollmer & Pierre-Yves Oudeyer - 2016 - Frontiers in Psychology 7.
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  • Infant single words for dynamic events predict early verb meanings.Lorraine McCune & Ellen Herr-Israel - 2019 - Cognitive Linguistics 30 (4):629-653.
    Do children’s single words related to motion and change also encode aspects of environmental events highlighted by Talmy’s motion event analysis? If so, these meanings may predict children’s early verb meanings. Analyzing the kinds of meanings expressed in single “dynamic event words” through motion event semantics yields links between early true verbs in sentences and the semantics encoded in these single words. Dynamic event words reflect the sense of temporal and spatial reversibility established in the late sensorimotor period. We propose (...)
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  • (1 other version)Language-at all times: Action and interaction as contexts for enriching representations.Iris Nomikou, Malte Schilling, Vivien Heller & Katharina J. Rohlfing - 2016 - Interaction Studies 17 (1):128-153.
    This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience (i.e., synchrony, sequentiality, and prediction), the (...)
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  • Narrative Constructions for the Organization of Self Experience: Proof of Concept via Embodied Robotics.Anne-Laure Mealier, Gregoire Pointeau, Solène Mirliaz, Kenji Ogawa, Mark Finlayson & Peter F. Dominey - 2017 - Frontiers in Psychology 8.
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  • Toward a Unified Sub-symbolic Computational Theory of Cognition.Martin V. Butz - 2016 - Frontiers in Psychology 7:171252.
    This paper proposes how various disciplinary theories of cognition may be combined into a unifying, sub-symbolic, computational theory of cognition. The following theories are considered for integration: psychological theories, including the theory of event coding, event segmentation theory, the theory of anticipatory behavioral control, and concept development; artificial intelligence and machine learning theories, including reinforcement learning and generative artificial neural networks; and theories from theoretical and computational neuroscience, including predictive coding and free energy-based inference. In the light of such a (...)
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  • The work of Peirce’s Dicisign in representationalizing early deictic events.Donna E. West - 2018 - Semiotica 2018 (225):19-38.
    Name der Zeitschrift: Semiotica Jahrgang: 2018 Heft: 225 Seiten: 19-38.
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  • Dynamic schematic complexes.Mihailo Antović, Vladimir Ž Jovanović & Vladimir Figar - 2023 - Pragmatics and Cognition 30 (2):258-295.
    The article focuses on meaning generation in music and language cognition based on complexes of image schemas. We hypothesize that schemas are involved in dynamic interactions fostering online complex conceptual construction found both in language and elsewhere in various cognitive code expressions. Expanding on recent work, we propose that an account of image-schema interaction should include the notion of scalarity, a higher-order parameter which captures the intensity with which schemas occur and/or interact with one another. In that sense, schemas are (...)
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  • Social cognitive abilities in infancy: Is mindreading the best explanation?Marco Fenici - 2015 - Philosophical Psychology 28 (3):387-411.
    I discuss three arguments that have been advanced in support of the epistemic mentalist view, i.e., the view that infants' social cognitive abilities manifest a capacity to attribute beliefs. The argument from implicitness holds that SCAs already reflect the possession of an “implicit” and “rudimentary” capacity to attribute representational states. Against it, I note that SCAs are significantly limited, and have likely evolved to respond to contextual information in situated interaction with others. I challenge the argument from parsimony by claiming (...)
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  • The relationship between pre-verbal event representations and semantic structures: The case of goal and source paths.Laura Lakusta, Danielle Spinelli & Kathryn Garcia - 2017 - Cognition 164:174-187.
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  • An Embodied Tutoring System for Literal vs. Metaphorical Concepts.Marietta Sionti, Thomas Schack & Yiannis Aloimonos - 2018 - Frontiers in Psychology 9:365590.
    • In this paper we combine motion captured data with linguistic notions in a game-like intelligent tutoring system, in order to help elementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied information. In addition to the thematic goal, we intend to improve young students’ attention and spatiotemporal memory, by presenting sensorimotor data experimentally collected from thirty two participants in our motion capturing labs. Furthermore, we examine the accomplishment of game’s goals and compare them (...)
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  • Infants’ perceptions of constraints on object motion as a function of object shape.Gelareh Jowkar-Baniani, Angelina Paolozza, Anishka Greene, Cho Kin Cheng & Mark A. Schmuckler - 2017 - Cognition 165 (C):126-136.
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