This paper is both systematic and historical in nature. From a historical viewpoint, I aim to show that to establish Wittgenstein’s claim that “an ‘inner process’ stands in need of outward criteria” (PI §580) there is an enthymeme in Wittgenstein’s private language argument (henceforth PLA) overlooked in the literature, namely Wittgenstein’s suggestion that both perceptual and bodily experiences are transparent in the relevant sense that one cannot point to a mental state and wonder “What is that?” From a (...) systematic viewpoint, I aim to show that Wittgenstein’s PLA teaches us that the prevailing picture of the nature of phenomenal concepts (henceforth PCs) is upside down: we can only introspectively know what is going on inside our heads after we learn of what is going on outside (PI §580). In this regard, I aim to defend two associate claims against the prevailing view of PCs on the basis of PLA. First, by means of transparency, I aim to show that there is no de re awareness of our private sensation that could determine the meaning of sensation words; for example, I am never aware of the phenomenal blueness of my experience of something blue. The second associated claim is that introspective self-knowledge of our private sensations is always de dicto. We can only know introspectively that phenomenal blueness is the phenomenal character of the experience we are undergoing after we have learned that (de dicto knowledge) blue is the color that usually causes us that kind of experience. Likewise, we can only introspectively know that pain is the phenomenal character of the experience we are undergoing after we have learned that pain is what usually causes some typical pain behavior. (shrink)

This paper is both systematic and historical in nature. From a historical viewpoint, I aim to show that to establish Wittgenstein’s claim that “an ‘inner process’ stands in need of outward criteria” there is an enthymeme in Wittgenstein’s private language argument overlooked in the literature, namely Wittgenstein’s suggestion that both perceptual and bodily experiences are _transparent_ in the relevant sense that one cannot point to a mental state and wonder “What is that?” From a systematic viewpoint, I aim (...) to show that Wittgenstein’s PLA teaches us that the prevailing picture of the nature of phenomenal concepts is upside down: we can only introspectively know what is going on inside our heads, after we learn of what is going on outside. In this regard, I aim to defend two associate claims against the prevailing view of PCs on the basis of PLA. First, by means of transparency, I aim to show that there is no _de re_ awareness of our private sensation that could determine the meaning of sensation-words; for example, I am never aware _of _the phenomenal blueness of my experience of something blue. The second associated claim is that introspective self-knowledge of our private sensation is always _de dicto_. We can only know introspectively that phenomenal blueness is the phenomenal character of the experience we are undergoing after we have learned _that _ blue is the color that usually causes in us that kind of experience. Likewise, we can only introspectively know that pain is the phenomenal character of the experience we are undergoing after we have learned that pain is what usually causes some typical pain behavior. (shrink)

In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by (...) investigating what characteristically happens to our view of language learning when we do philosophy. The focus throughout is on the relation between the individual (the learning child) and the community (usually represented by the parents), and how that relation is deformed when we operate with a certain philosophical notion of ground. (shrink)

This takes a closer look at the actual semantic behavior of apparent truth predicates in English and re-evaluates the way they could motivate particular philosophical views regarding the formal status of 'truth predicates' and their semantics. The paper distinguishes two types of 'truth predicates' and proposes semantic analyses that better reflect the linguistic facts. These analyses match particular independently motivated philosophical views.

We construct a framework of two-dimensional (2D) semantics for predicate-functor languages with operation symbols and free variables. We show how the satisfaction conditions (at a world) of predicates are determined by their meaning specifications (at the same world or at a different one).

Languages spoken in larger populations are relatively simple. A possible explanation for this is that languages with a greater number of speakers tend to also be those with higher proportions of non‐native speakers, who may simplify language during learning. We assess this explanation for the negative correlation between population size and linguistic complexity in three experiments, using artificial language learning techniques to investigate both the simplifications made by individual adult learners and the potential for such simplifications (...) to influence group‐level language characteristics. In Experiment 1, we show that individual adult learners trained on a morphologically complex miniature language simplify its morphology. In Experiment 2, we explore how these simplifications may then propagate through subsequent learning. We use the languages produced by the participants of Experiment 1 as the input for a second set of learners, manipulating (a) the proportion of their input which is simplified and (b) the number of speakers they receive their input from. We find, contrary to expectations, that mixing the input from multiple speakers nullifies the simplifications introduced by individuals in Experiment 1; simplifications at the individual level do not result in simplification of the population's language. In Experiment 3, we focus on language use as a mechanism for simplification, exploring the consequences of the interaction between individuals differing in their linguistic competence (as native and non‐native speakers might). We find that speakers who acquire a more complex language than their partner simplify their language during interaction. We ultimately conclude that adult learning can result in languages spoken by more people having simpler morphology, but that idiosyncratic simplifications by non‐natives do not offer a complete explanation in themselves; accommodation—by comparatively competent non‐natives to less competent speakers, or by native speakers to non‐natives—may be a key linking mechanism. (shrink)

In Pure Inductive Logic, the rational principle of Predicate Exchangeability states that permuting the predicates in a given language L and replacing each occurrence of a predicate in an L-sentence phi according to this permutation should not change our belief in the truth of phi. In this paper we study when a prior probability function w on a purely unary language L satisfying Predicate Exchangeability also satisfies the principle of Unary Language Invariance.

Children with developmental language disorder (DLD) served as a test case for determining the role of extant vocabulary knowledge, endogenous attention, and phonological working memory abilities in cross-situational word learning. First-graders (Mage = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross-situational word-learning task comprised six cycles, followed by retention tests and independent assessments of attention, memory, and vocabulary. Children with DLD scored lower than those with TD on all measures (...) of learning and retention, a performance gap that emerged in the first cycle of the cross-situational protocol and that we attribute to weaknesses in initial encoding. Over cycles, children with DLD learned words at a similar rate as their TD peers but they were less flexible in their strategy use, demonstrating a propose-but-verify approach but never a statistical aggregation approach. Also, they drew upon different mechanisms to support their learning. Attention played a greater role for the children with DLD, whereas extant vocabulary size played a greater role for the children with TD. Children navigate the problem space of cross-situational learning via varied routes. This conclusion is offered as motivation for theorists to capture all learners, not just the most typical ones. (shrink)

In this paper, I discuss language learning in Wittgenstein and Davidson. Starting from a remark by Bakhurst, I hold that both Wittgenstein and Davidson’s philosophies of language contain responses to the problem of language learning, albeit of a different form. Following Williams, I hold that the concept of language learning can explain Wittgenstein’s approach to the normativity of meaning in the Philosophical Investigations. Turning to Davidson, I hold that language learning can, (...) equally, explain Davidson’s theory of triangulation. I sketch an account of triangulation as Davidson’s response to the problem of the normativity of meaning and explain the role that language learning plays in this account. (shrink)

Storytellers and their audiences over many millennia have thought that we can learn from fiction. Philosopher Gregory Currie challenges that supposition. He doubts knowing can be founded on imagining, and claims that what we think we learn from fiction is not reli­able in the way science or philosophy is, because not tested through peerreview, experi­ment, and argument. He underrates the role of the imagination in understanding all hu­man language, in fictionality outside formal fictions, and in science. Science is (...) not “reliabilist” as Currie assumes: it aims at bold imaginative discoveries that often overturn what had previously been thought secure and may well be displaced by still newer discov­eries. Fiction may not have peer review, but it is tested on the highly developed intuitions of audiences, on the expertise of critics, and through the corrective competition and inno­vations of other storytellers, as Joyce challenges Homer, or David Sloan Wilson’s recent Atlas Hugged challenges Ayn Rand’s Atlas Shrugged. There are strong reasons for predicting that fiction has a prosocial bias from which humans over many millennia have learned to expand their sociality. That does not mean that all exposure to fiction is beneficial. (shrink)

This paper takes up an underdeveloped argument of Charles Taylor that linguisticality is constitutive of moral agency. Taylor’s position is part of a set of contemporary arguments that language, especially as dialogue or discourse, is the normative framework which grounds or validates fundamental norms or values. Taylor’s contribution to this “dialogical turn” is substantial and innovative, but it is not without weakness. Rather than deal with all the issues involved in this dialogical turn, I argue just that language (...) does ground morality as a distinctively human way of creating meaning, that is, as Taylor argues, constitutive of the self and self-understanding. Self-understanding, or the appropriation of moral self-consciousness, is what is meant by the authenticity and autonomy which constitute moral authority. I argue in essence that language provides a necessary and constitutive link between private and public spheres of meaning in a way that renders moral discourse meaningful and constitutively human. (shrink)

In 2006, Perruchet and Pacton (2006) asked whether implicit learning and statistical learning represent two approaches to the same phenomenon. This article represents an important follow‐up to their seminal review article. As in the previous paper, the focus is on the formation of elementary cognitive units. Both approaches favor different explanations on what these units consist of and how they are formed. Perruchet weighs up the evidence for different explanations and concludes with a helpful agenda for future (...) research. (shrink)

Debating on Second Language Acquisition is not merely in terms of concept but also the real phenomena which postulate each research result. It needs more investigation on SLA due to the various realities on how children and adults acquire and learn any language. This research aims to describe how children and adults acquire and learn their first and second language. Participants consisted of children and adults whose ages determined by the researcher based on the purposive sampling technique. (...) They were all six persons and chosen based on certain characteristics. Content analysis technique was applied in order to analyze all data gained. The result showed that since human alive inside mother’s womb especially at up to the age of three months, a fetus has tried to acquire sounds subconsciously. Language proficiency is really determined by three factors of Phased Process Approach namely Subconscious Acquisition, Conscious Acquisition, and Learning. The ideal time for learning something is begun from the age of 2 or 3 years old, by the fact that children have had the ability to bear a meaning on any input that they catch. The learning process has been begun within the process of acquisition. Based on the findings, it is clear that the children acquire the language step by step based on the development of the brain. Children acquire language is just the same as adult in acquiring the language although there will be some constraints faced by adult concern with the first language because adult has had the strong basis of the first language just than children. (shrink)

This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. A recurring theme is that language learning involves the acquisition of certain competencies and the formation of a system of beliefs which are significantly underdetermined by the linguistic and nonlinguistic inputs available to the learner. Theories of language learning must confront (...) the epistemological problem of how it is possible to induce and fixate a belief-system on the basis of exposure to limited data. A typical strategy in dealing with this problem has been to specify various types of formal and empirical constraints on linguistic and conceptual development in terms of specific hypotheses about the character of what is learned and about the kinds of resources and strategies available to the learner. Most of the contributions in this volume are concerned with the specification and evaluation of such constraints. (shrink)

Bioassessment is the process of using living organisms to assess the ecological health of a particular ecosystem. It typically relies on identifying specific organisms that are sensitive to changes in environmental conditions. Benthic macroinvertebrates are widely used for examining the ecological status of freshwaters. However, a time-consuming process of species identification that requires high expertise represents one of the key obstacles to more precise bioassessment of aquatic ecosystems. Partial automation of this process using deep learning-based image classification is the (...) goal of an ongoing project AIAQUAMI we are participating in. One of the project goals is to develop software support for image classification with visualization and reporting. For that purpose, we developed desktop and web applications that we open-sourced as Imagelytics Suite. Both desktop and web applications rely on a convolutional neural network (CNN) to classify images and the Grad-CAM algorithm to produce heatmaps of the image areas that mostly influenced the network decision. Along with the source code of the applications, we also open-sourced scripts that can be used to train CNN on an arbitrary dataset and produce required metadata, so it can be used with Imagelytics applications. In this article, we presented technical details regarding the design of the applications and the training method that will enable their general use for image classification tasks. As a part of the evaluation, we will show a use case related to species identification of non-biting midges (Diptera: Chironomidae). (shrink)

Aesthetic non-cognitivists deny that aesthetic statements express genuinely aesthetic beliefs and instead hold that they work primarily to express something non-cognitive, such as attitudes of approval or disapproval, or desire. Non-cognitivists deny that aesthetic statements express aesthetic beliefs because they deny that there are aesthetic features in the world for aesthetic beliefs to represent. Their assumption, shared by scientists and theorists of mind alike, was that language-users possess cognitive mechanisms with which to objectively grasp abstract rules fixed independently of (...) human responses, and that cognizers are thereby capable of grasping rules for the correct application of aesthetic concepts without relying on evaluation or enculturation. However, in this article I use Wittgenstein’s rule-following considerations to argue that psychological theories grounded upon this so-called objective model of rule-following fail to adequately account for concept acquisition and mastery. I argue that this is because linguistic enculturation, and the perceptual learning that’s often involved, influences and enables the mastery of aesthetic concepts. I argue that part of what’s involved in speaking aesthetically is to belong to a cultural practice of making sense of things aesthetically, and that it’s within a socio-linguistic community, and that community’s practices, that such aesthetic sense can be made intelligible. (shrink)

Mathematical realism is the doctrine that mathematical objects really exist, that mathematical statements are either determinately true or determinately false, and that the accepted mathematical axioms are predominantly true. A realist understanding of set theory has it that when the sentences of the language of set theory are understood in their standard meaning, each sentence has a determinate truth value, so that there is a fact of the matter whether the cardinality of the continuum is א2 or whether there (...) are measurable cardinals, whether or not those facts are knowable by us. (shrink)

In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of Croatian (...) law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties. Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world. (shrink)

In this paper I present my thesis stated numerous times at APA and NACAP meetings, that the current shortage of online programs in philosophy presents adanger to the profession. I also show how this danger could be averted. I give a snapshot of what teaching philosophy online, and doing it well, looks like. I am a very partial spectator in this debate since the example I am referring to is the program at UIS which I designed and, with my (...) colleagues, led to successful implementation. Finally, I draw a broad brush picture of what an inter-campus, international online program in philosophy may look like (as well as some implications for online learning in Poland). (shrink)

While child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider (...) world in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle, Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history. (shrink)

Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system. However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning (...) difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style! (shrink)

This paper reconsiders and defends the view that Locke's theory of signification is a theory of meaning.

It is argued that suitably trained neural language models exhibit key properties of epistemic agency: they hold probabilistically coherent and logically consistent degrees of belief, which they can rationally revise in the face of novel evidence. To this purpose, we conduct computational experiments with rankers: T5 models [Raffel et al. 2020] that are pretrained on carefully designed synthetic corpora. Moreover, we introduce a procedure for eliciting a model’s degrees of belief, and define numerical metrics that measure the extent to (...) which given degrees of belief violate (probabilistic, logical, and Bayesian) rationality constraints. While pretrained rankers are found to suffer from global inconsistency (in agreement with, e.g., [Jang et al. 2021]), we observe that subsequent self-training on auto-generated texts allows rankers to gradually obtain a probabilistically coherent belief system that is aligned with logical constraints. In addition, such self-training is found to have a pivotal role in rational evidential learning, too, for it seems to enable rankers to propagate a novel evidence item through their belief systems, successively re-adjusting individual degrees of belief. All this, we conclude, confirms the Rationality Hypothesis, i.e., the claim that suitable trained NLMs may exhibit advanced rational skills. We suggest that this hypothesis has empirical, yet also normative and conceptual ramifications far beyond the practical linguistic problems NLMs have originally been designed to solve. (shrink)

Holistic theories of meaning have, at least since Dummett’s Frege: The Philosophy of language, been assumed to be problematic from the perspective of the incremental nature of natural language learning. In this essay I argue that the general relationship between holism and language learning is in fact the opposite of that claimed by Dummett. It is only given a particular form of language learning, and a particular form of holism, that there is a (...) problem at all; in general, for all forms of holism, and irrespective of how language learning is understood, semantic holism is conducive to language learning. The paper has three main parts. In the first, I demonstrate with the use of a simple formal system, that the form of holism that generates the problem that Dummett draws attention to is really decomposable into three distinct components, each of which is necessary for the problem to arise. In the second part, I demonstrate that even Dummett’s strong form of holism is compatible with one natural way in which to understand the incremental nature of language learning. In the third part, I outline the reasons why all forms of holism are conducive to language learning and offer two ways in which this general fact can be spelled out precisely. I end the paper by addressing some possible objections, and in doing so I draw attention to some affinities between semantic holism and the principle of compositionality, a semantic principle which has long been assumed to be conducive to language learning. (shrink)

In contrast to the empiricist view, which states how all learning involves general strategies that can be applied in various fields and learning from experience, the nativist view explains how the acquisition of some knowledge cannot be associated with the domain-neutral empiricist model. In 1960, Noam Chomsky made his claims regarding how human beings are innately bestowed of knowledge of natural languages. This chapter attempts to provide an overview of Chomsky's explanation of language acquisition and how this (...) has once again gained the attention of both American Structuralist linguistics and psychological behaviorism. Looking into such would allow the establishment of a taxonomic framework for a better examination of linguistic nativism. (shrink)

A judicious collection of old and new, these volumes include sixteen essays published in the 1980s and 1990s, nine published since 2000, and six new essays.

The book consists of 6 chapters. Chapter One explains the reason why SLA researchers should study the language learning environment in space: population movements associated with internal and external migration and social mobility such as the circuits of commodity production and distribution create much space, in which language learning environment become diverse and uneven. With the spatial perspective, we can fully understand the interactions between language learners and the world or environments.In Chapter Two, by introducing (...) the brief history of Critical Spatial Theory, the author wants to tell us one of the key ideas in the theory: the social production of space, which views space as the product of the social relations of its era. Based on it, the author adds that the production of languages is an integral aspect of the production of space on a global scale. It can help us to understand how social mobility shapes language learning environments. From this perspective, the local environments in which languages are learned are outcomes of the production of space under the influence of mobility. It reiterates the key view that the global mobilities of physical objects (people, goods and information) produce space.In Chapter Three, the author introduces the mainstream views held by modern linguistics: languages are conceptualized as objects in the space. They hold that the spatiality of language is given by providing correct writing systems and standardized rules for various languages. Influenced by mainstream conception of language from modern linguistics, SLA tends to regard languages as self-contained objects in space. However, this view neglects the relation between language and the learning environments. The author holds that the distribution and circulation of languages and their varieties in geographical space produce the spatiality of language, which clears the ground for an environment or object-as-space view of language in Chapter Four.In Chapter Four, the author develops an alternative "objects-as-space" view and introduces three concepts to illustrate spatiality of language: flat ontology, assemblage and mobilities. The concept of flat ontology helps explain what language is and how it comes into being in the world; From assemblage perspective, the author develops the idea that everything is an object, so are human beings and languages. Language (the non-physical object) interacts with various physical objects, forming the language-bearing assemblage. This assemblage is the form of spatiality of language. The mobilities theory explains how language-bearing assemblages develop or change on a global scale because of social mobility, emphasizing the importance of learning environment in SLA. All in all, the author outlines how language makes its way into physical space in the form of assemblages, or assemblages of assemblages.Chapter Five centers on language learning environment. First, the author explains the relation between language learners and their learning environment from an ecological view: the learner is a part of the language learning environment, and second language learning is a spatial interaction between the learners and the semiotic resources provided by environment. Then, the author discusses language environment from two different perspectives. From an 'individual' perspective, environments are assembled by individuals from the spatial resources available; from an 'areal' view, environments are shaped both by local circumstances and global circulations of language-bearing assemblages. Meanwhile, the author also discusses other language environments like the multilingual city and online resources. What the author hopes to develop in this chapter is an environment perspective that grounds the contexts of language learning in space, which helps the readers think about language learning from a spatial perspective.Chapter Six contains three parts. In the first part, it outlines the work of a number of researchers from sociolinguistics and the contribution they made to the spatial theory. In the second part, the author wants to tell us how the idea of language learning environment emerges from his own research. The last part discusses the four main researching routes (areal studies, studies of individuals learning in settings, studies of the construction of individual learning environment and design-based studies) that might influence SLA research on language learning environments and some research methods. The book is in alignment with several recent "turns" occurring in the field of SLA, such as "social turn" (Block, 2003) and "multilingual turn" (May, 2014), both of which bring to the fore the social aspects involved in language learning. While the first "turn" accentuates the role of social context in shaping and influencing learner cognition, the latter highlights how the physical multilingual world remold language learning experiences, and how the mental multilingual world helps raise learners' language awareness, and facilitates their successful construction of an identity of legitimate multi-language users. The book under review joins up the two "turns" in acknowledging that language learners are persons-in-context with organic interaction with social learning environment (Ushioda, 2021). This view has research and pedagogical implications. From the point of doing research, spatial perspectives, advocated in the book, afford huge research potentials for both language teachers and (instructed) SLA researchers to conduct situated investigations, exploring the complex and dynamic nexus between language learners and their surrounding environment (not restricted to people) that play a part in their learning experience, and thus gaining insightful understanding of how individuals and learning contexts are coupled with each other, how they evolve together, and how they constitute an ecosystem that generates affordances, facilitating or constraining language learning. Pedagogically speaking, the spatial perspectives encourage language teachers to hold an ecological view of language teaching and learning, directing their attention to the individuality of each language learner and their complex, dynamic and multifaceted relationality with other learners and the physical realities, rather than solely focusing on the abstract systems (e.g., the development of cognitive aspect). This holistic view allows language teachers to take measures to address concrete questions emerging in and out of the classrooms, and stimulates them to design and experiment with pedagogical interventions that help to create a favorable environment for language learning. This view also invites language teachers to take learner agency into account (Xu & Long, 2020) and to design pedagogical activities that enable learners to take agentive actions to adapt their environments as they actively create and seek their own language learning opportunities, making the world their own (Bronfenbrenner, 1979). In turn, teachers' agency-enabling activities will ultimately help learners to autonomously access a range of resources in this new affordance-rich era to improve their language skills, and thus become more independent in their pathway to life-long learning.Beside the above benefits, the book is also theoretically and methodologically friendly. In illustrating the role of space in SLA, the author invokes a plethora of theories from such disciplines as sociology, sociolinguistics, psychology, etc. This orientation helps readers to build a transdisciplinary framework to capture the multi-layered nature of SLA, and to acquire a nuanced understanding of how language learning is influenced by multiple scales of environmental factors. Methodologically, the author proposes several specific methods that are especially apt to investigate language learning environment. These methods, together with the theoretical foundation laid by the book, will definitely help researchers and language teaching practitioners to further delve into the complex interplay between context and language learners.Admittedly, the book is not without weaknesses. It spends most of its words on illustrating the importance of physical environment in SLA. Another essential component, the virtual environment is insufficiently referenced and discussed. This lacking is undoubtedly a regret the book leaves with us, especially in these years of pandemic, where language learning in virtual spaces is becoming a norm.All in all, the book is an invaluable contribution to the field of SLA, and is worthy of recommending to language teaching practitioners, researchers, and postgraduates in applied linguistics. (shrink)

Ordinary language contains groups of related predicates with different arities. Interpreting utterances that appear to contain an n-place predicate by using an n+m-place predicate to dissolve merely apparent disagreements and other misunderstandings is an established practice in everyday discourse. This paper aims to present hermeneutical maxims to guide and evaluate these interpretations through arity raising. In interpreting utterances by using a higher-place predicate, we should use only expressions that their authors themselves reasonably could have used and which would (...) have been suitable to achieve their supposed purposes. The goal is to achieve a charitable, accurate reading that also maximizes the text's transparency to improve our understanding of it. (shrink)

In her ‘Spracherwerb’(2012) Ruth Millikan gives a compelling account of language acquisition based on our ability to track objects. I argue that, and how, it is undermined by her insistence on equating understanding language utterances and sense perception, point to idealist hazards, and plead against propositionality and for imagism in order to safeguard the account’s important potential for giving a comprehensive explication of meaning.

The origins of these essays -- Introduction -- Presupposition -- A projection problem for speaker presupposition -- Language and linguistic competence -- Linguistics and psychology -- Semantics and psychology -- Semantics and semantic competence -- The necessity argument -- Truth, meaning, and understanding -- Truth and meaning in perspective -- Semantics and pragmatics -- Naming and asserting -- The gap between meaning and assertion : why what we literally say often differs from what our words literally (...) class='Hi'>mean -- Drawing the line between meaning and implicaturem and relating both to assertion -- Descriptions -- Incomplete definite descriptions -- Donnellan's referential/attributive distinction -- Why incomplete descriptions don't refute Russell's theory of descriptions -- Meaning and use : lessons for legal interpretation -- Interpreting legal texts : what is and what is not special about the law. (shrink)

This book attempts to marry truth-conditional semantics with cognitive linguistics in the church of computational neuroscience. To this end, it examines the truth-conditional meanings of coordinators, quantifiers, and collective predicates as neurophysiological phenomena that are amenable to a neurocomputational analysis. Drawing inspiration from work on visual processing, and especially the simple/complex cell distinction in early vision (V1), we claim that a similar two-layer architecture is sufficient to learn the truth-conditional meanings of the logical coordinators and logical quantifiers. As a (...) prerequisite, much discussion is given over to what a neurologically plausible representation of the meanings of these items would look like. We eventually settle on a representation in terms of correlation, so that, for instance, the semantic input to the universal operators (e.g. and, all)is represented as maximally correlated, while the semantic input to the universal negative operators (e.g. nor, no)is represented as maximally anticorrelated. On the basis this representation, the hypothesis can be offered that the function of the logical operators is to extract an invariant feature from natural situations, that of degree of correlation between parts of the situation. This result sets up an elegant formal analogy to recent models of visual processing, which argue that the function of early vision is to reduce the redundancy inherent in natural images. Computational simulations are designed in which the logical operators are learned by associating their phonological form with some degree of correlation in the inputs, so that the overall function of the system is as a simple kind of pattern recognition. Several learning rules are assayed, especially those of the Hebbian sort, which are the ones with the most neurological support. Learning vector quantization (LVQ) is shown to be a perspicuous and efficient means of learning the patterns that are of interest. We draw a formal parallelism between the initial, competitive layer of LVQ and the simple cell layer in V1, and between the final, linear layer of LVQ and the complex cell layer in V1, in that the initial layers are both selective, while the final layers both generalize. It is also shown how the representations argued for can be used to draw the traditionally-recognized inferences arising from coordination and quantification, and why the inference of subalternacy breaks down for collective predicates. Finally, the analogies between early vision and the logical operators allow us to advance the claim of cognitive linguistics that language is not processed by proprietary algorithms, but rather by algorithms that are general to the entire brain. Thus in the debate between objectivist and experiential metaphysics, this book falls squarely into the camp of the latter. Yet it does so by means of a rigorous formal, mathematical, and neurological exposition – in contradiction of the experiential claim that formal analysis has no place in the understanding of cognition. To make our own counter-claim as explicit as possible, we present a sketch of the LVQ structure in terms of mereotopology, in which the initial layer of the network performs topological operations, while the final layer performs mereological operations. The book is meant to be self-contained, in the sense that it does not assume any prior knowledge of any of the many areas that are touched upon. It therefore contains mini-summaries of biological visual processing, especially the retinocortical and ventral /what?/ parvocellular pathways computational models of neural signaling, and in particular the reduction of the Hodgkin-Huxley equations to the connectionist and integrate-and-fire neurons Hebbian learning rules and the elaboration of learning vector quantization the linguistic pathway in the left hemisphere memory and the hippocampus truth-conditional vs. image-schematic semantics objectivist vs. experiential metaphysics and mereotopology. All of the simulations are implemented in MATLAB, and the code is available from the book’s website. • The discovery of several algorithmic similarities between visison and semantics. • The support of all of this by means of simulations, and the packaging of all of this in a coherent theoretical framework. (shrink)

The evolutionary continuity between the prespeech functions of premotor cortex and its new linguistic functions, the main thesis of MacNeilage's target article, is confirmed by the recent discovery of “mirror” neurons in monkeys and a corresponding action-observation/action-execution matching system in humans. Physiological data (and other considerations) appear to indicate, however, that brachiomanual gestures played a greater role in language evolution than MacNeilage would like to admit.

Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders. The aim is achieved by analyzing language-related skills in a sample of bilingual and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children (...) without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD. (shrink)

Fundamental to spatial knowledge in all species are the representations underlying object recognition, object search, and navigation through space. But what sets humans apart from other species is our ability to express spatial experience through language. This target article explores the language ofobjectsandplaces, asking what geometric properties are preserved in the representations underlying object nouns and spatial prepositions in English. Evidence from these two aspects of language suggests there are significant differences in the geometric richness (...) with which objects and places are encoded. When an object is named (i.e., with count nouns), detailed geometric properties – principally the object's shape (axes, solid and hollow volumes, surfaces, and parts) – are represented. In contrast, when an object plays the role of either “figure” (located object) or “ground” (reference object) in a locational expression, only very coarse geometric object properties are represented, primarily the main axes. In addition, the spatial functions encoded by spatial prepositions tend to be nonmetric and relatively coarse, for example, “containment,” “contact,” “relative distance,” and “relative direction.” These properties are representative of other languages as well. The striking differences in the way language encodes objects versus places lead us to suggest two explanations: First, there is a tendency for languages to level out geometric detail from both object and place representations. Second, a nonlinguistic disparity between the representations of “what” and “where” underlies how language represents objects and places. The language of objects and places converges with and enriches our understanding of corresponding spatial representations. (shrink)

A popular book on semantics, illustrating and commenting on uses of symbols in the social and physical sciences. The author writes best when he deals with subtle uses of language in practical affairs and in politics, but in clarifying notions central to semantics he is too often imprecise and obscure. His selection of quotations and references suggests, furthermore, that he is unacquainted with much of the best recent work in semantics.--I. C. L.

An examination the development of Peter Abaelard's views on translation and figurative meaning. Mediaeval philosophers curiously do not connect the theory of translation implied by Aristotelian semantics with the multiplicity of tongues consequent upon the fall of Babel and do not seem to have much to offer to help in solving the problems of scriptural interpretation noted by Augustine. Indeed, on the Aristotelian account of meaning such problems do not arise. This paper shows that Abaelard is like others in this (...) respect in not in general finding translation problematic. Two particular cases, oppositio in adiecto and accidental predication, however, present problems for him and the paper examines and tries to explain the differences between the account given in the Dialectica and that given in the Logica 'Ingredientibus'. (shrink)

An important distinction between phonology and syntax has been overlooked. All phonological patterns belong to the regular region of the Chomsky Hierarchy, but not all syntactic patterns do. We argue that the hypothesis that humans employ distinct learning mechanisms for phonology and syntax currently offers the best explanation for this difference.

Introduction -- Collocations, units of meaning and formulaic language -- Collocations and second language learning -- Methodology -- The first and second reflective cycles -- The third and fourth reflective cycles -- Discussion and conclusion.

The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech (...) communities, interpersonal contexts, the classroom context, and the context provided by the linguistic code itself. The papers illustrate how the treatment of context varies across the disciplines of linguistics, historical stylistics, applied linguistics, and psycholinguistics. Each paper is prefaced by an editorial introduction to help the reader trace out common themes and points of conflict. (shrink)

The two-volume set LNCS 1842/1843 constitutes the refereed proceedings of the 6th European Conference on Computer Vision, ECCV 2000, held in Dublin, Ireland in June/July 2000. The 116 revised full papers presented were carefully selected from a total of 266 submissions. The two volumes offer topical sections on recognitions and modelling; stereoscopic vision; texture and shading; shape; structure from motion; image features; active, real-time, and robot vision; segmentation and grouping; vision systems engineering and evaluation; calibration; medical image understanding; and visual (...) motion. (shrink)

Deep learning techniques have revolutionised artificial systems’ performance on myriad tasks, from playing Go to medical diagnosis. Recent developments have extended such successes to natural language processing, an area once deemed beyond such systems’ reach. Despite their different goals, these successes have suggested that such systems may be pertinent to theoretical linguistics. The competence/performance distinction presents a fundamental barrier to such inferences. While DL systems are trained on linguistic performance, linguistic theories are aimed at competence. Such a barrier (...) has traditionally been sidestepped by assuming a fairly close correspondence: performance as competence plus noise. I argue this assumption is unmotivated. Competence and performance can differ arbitrarily. Thus, we should not expect DL models to illuminate linguistic theory. (shrink)