Opacity in the Attitudes

1978 ◽  
Vol 8 (4) ◽  
pp. 725-752
Author(s):  
Evan Fales
Keyword(s):  
Propositional Attitudes ◽  
Linguistic Analysis ◽  
Theoretical Framework ◽  
Central Problem ◽  
Philosophical Logic ◽  
Leibniz’S Law ◽  
Cognitive Agents ◽  
Quantification Theory ◽  
Cognitive Activities ◽  
Referential Expressions

Philosophical logic has its problem-children; and among these the Principle of Substitutivity of codesignating expressions — the linguistic spawn of Leibniz's law—has achieved a place of prominence. It has become increasingly apparent that a certain style of linguistic analysis, which seeks to impose formal regimentation ruled by the constraints of classical quantification theory, does not yield results with the kind of uniformity and elegance one should hope for from a satisfyi.ng theory. The root of the difficulty, I believe, bears upon the answers to fundamental questions concerning the nature of cognitive agents and the purposes which their use of language is designed to further. If this is the case, one might expect to find some of the trouble surfacing at precisely those points where the language is used to convey information about the cognitive activities associated with the use of language by such agents. So it is.The central problem of this essay is the interpretation of referential expressions in statements involving propositional attitudes, with the focus on belief contexts. But I shall begin by placing the discussion within a broader theoretical framework.

Propositional attitudes in written and spoken language

2002 ◽  
Vol 5 (2) ◽  
pp. 183-218 ◽  
Author(s):  
Judy Reilly ◽  
Elisheva Baruch ◽  
Harriet Jisa ◽  
Ruth A. Berman
Keyword(s):  
Propositional Attitudes ◽  
Linguistic Analysis ◽  
Spoken Language

This study considers the use of modal expressions (auxiliaries like should , can), semi-modals (e.g. have to, be likely to), and adverbials and complement-taking expressions (maybe, it is possible that ) to convey the attitudes and feelings of speaker/writers about the events they describe and the ideas they express. The topic of “propositional attitudes” thus overlaps with the domains of linguistic analysis known as “mood and modality.” This paper considers selected facets of linguistic modality in developmental and cross-linguistic perspective.

scholarly journals The Functions And Linguistic Analysis Of Metaphor In The Holy Qur’an

2016 ◽  
Vol 12 (14) ◽  
pp. 164 ◽  
Author(s):  
Ali Al-Ali ◽  
Ahmad El-Sharif ◽  
Mohamad Sayel Alzyoud
Keyword(s):  
Cognitive Theory ◽  
Linguistic Analysis ◽  
Theoretical Framework ◽  
Theoretical Background ◽  
Religious Discourse ◽  
Semantic Approach ◽  
Metaphorical Language ◽  
Cognitive Semantic ◽  
Lexical Items ◽  
And Function

The paper aims to tackle the function of metaphor in the Qur’an within the theoretical framework put forward by Lakoff & Turner (1989). This theory is known as the Cognitive Theory of Metaphor. It shows how the Qur’an is structured around the idea of the variety of meaning of lexical items, and how every correspondence between the two domains of “literal” and “non-literal” can fit into it. However, such an application of cognitive semantic approach can provide valuable insights. These insights enhance the overall aim of this paper which is to prove the linguistic creativity of the Qur'an through applying the cognitive theory of metaphor. This paper outlines the basis from which the Qur'an should be considered not only as a book of religious teachings, but also as a linguistic miracle for Arabs (Elsharif, 2011). The structure of this paper is presented as follows. First, we introduce the theoretical background and arguments of this study. Afterwards, we underline the significance of this study and its contribution to the field. In the following section, we present the definition and function of metaphor. Next, we embark on the linguistic analysis of metaphor in the holy Qur’an, metaphorical language and its use in discourse, and metaphor and Islamic religious discourse. Finally, we end the essay with a concluding paragraph.

scholarly journals Intentionality and the Logico-Linguistic Commitment

2020 ◽  
Vol 8 (2) ◽  
pp. 119-138
Author(s):  
Luis Niel
Keyword(s):  
Propositional Attitudes ◽  
Intentional Object ◽  
Semantic Concept ◽  
True Meaning ◽  
Semantic Concepts ◽  
Cognitive Activities ◽  
Linguistic Commitment ◽  
Point Of Departure ◽  
Conceptual Confusion ◽  
Indirect Reference

The aim of this article is to analyze and criticize Roderick Chisholm’s conception of intentionality, which has, historically, served as the point of departure for most accounts of intentionality in analytic philosophy. My goal is to highlight the problematic ‘logico-linguistic commitment’ presupposed by Chisholm, according to which mental concepts should be interpreted by means of semantic concepts. After addressing Chisholm’s differentiation between the ontological thesis (the idea that the intentional object might not exist) and the psychological thesis (the conception that only mental phenomena are intentional), as well as his defining criteria for intentionality (non-existential implication, independency of truth-value, and indirect reference), I focus on the manifold problems presented by his theory. First, the two initial criteria entail a conceptual confusion between the semantic concept of ‘intensionality’ and the mental concept of ‘intentionality’. Second, according to these criteria””and against Chisholm’s explicit intention””perception and other cognitive activities should not be considered intentional. Third, there are no grounds for the artificial conflation of intentionality and the concept of ‘propositional attitudes’””an equation which is an explicit tenet of the logico-linguistic commitment. In general, I argue that an interpretation of intentionality based on this commitment obscures the true meaning of the concept of intentionality, as it is presented, for instance, by phenomenology.

Economy and society: from Parsons through Habermas to semiotic institutionalism

2007 ◽  
Vol 46 (2) ◽  
pp. 243-272 ◽  
Author(s):  
Risto Heiskala
Keyword(s):  
Social Theory ◽  
Theoretical Framework ◽  
Point Of View ◽  
The Other ◽  
Central Problem ◽  
Théorie Sociale ◽  
The Social ◽  
Great Transformation ◽  
The One ◽  
Cette Question

English The great transformation to modernity made the economy the major organizing factor of the social synthesis, thus bringing forth the issue of the economy/society relationship as the central problem of modern social theory. This article deals with two broad approaches to this problem: Parsons's and Habermas's variants of structural-functionalism, on the one hand, and various currents of (neo)institutionalism, on the other. An attempt to synthesize the benefits of these conflicting approaches is made from the point of view of semiotic institutionalism. What emerges is a general theoretical framework, which is better equipped than the original structural-functionalist and institutionalist conceptions for the analysis of the economy/society relationship. French Les grandes transformations vers la modernité ont fait de l'économie le principal facteur organisateur de la synthèse sociale, portant sur le devant de la scène la question de la relation économie/société en tant que question centrale de la théorie sociale moderne. L'article s'intéresse à deux grandes approches de cette question: les variantes structuro-fonctionnalistes de Parsons et Habermas d'une part, et divers courants du (néo)institutionnalisme de l'autre. L'auteur s'efforce de faire la synthèse des points forts de ces deux approches conflictuelles du point de vue de l'institutionnalisme sémiotique. Il en émerge un cadre théorique général plus adapté que les conceptions structurofonctionnalistes et institutionnalistes à l'analyse de la relation économie/société.

Text from a functional communicative perspective: a linguistic analysis of Chekhov’s humoresque “My ‘her’”

2017 ◽  
Vol 37 (5) ◽  
Author(s):  
Alena F. Kolyaseva
Keyword(s):  
Linguistic Analysis ◽  
Theoretical Framework ◽  
Time And Space ◽  
Linguistic Level ◽  
The Creation ◽  
Time Subject

AbstractThe article presents a theoretical framework for linguistic analysis of a text – Functional Communicative Grammar (FCG). Based on the assumption that any text is generated by the communicative intentions of the speaker, this approach focuses on the speaker’s time and space perspective in relation to the depicted situation, the plurality of subjects involved and the different statuses of these subjects within an utterance. The methodology allows the analyst to reveal the author’s tactics and strategy in the creation of a text and to point out the linguistic tools that help them achieve the desired effect on the reader. To demonstrate the framework’s potential, I perform a linguistic analysis of a short humoresque by Chekhov, using specific categories developed within FCG. Analyzing the semantics of predicative and non-predicative units, I generalize over the organization of the textual time, subject perspective and registers understood as communicative types of speech, and demonstrate how Chekhov creates the effect of deceived expectation at the linguistic level.

The Rules of Phonology

2019 ◽  
pp. 325-360
Author(s):  
Charles X. Li
Keyword(s):  
North American ◽  
Classroom Practice ◽  
American English ◽  
Universal Grammar ◽  
Linguistic Analysis ◽  
Theoretical Framework ◽  
Language Transfer ◽  
Distinctive Features ◽  
Feature Based ◽  
Phonological Rules

This chapter focuses on formulating North American English (NAE) phonological rules and discussing their pedagogical implications. It begins with a brief account of NAE phonology as a rule-governed system and then outlines feature-based phonology as a theoretical framework in which phonological rules operate. The chapter further defines an inventory of distinctive features for characterizing the NAE phonological system. After discussing rule components and matrix underspecification, the chapter presents phonological rules subsumed under seven categories: deletion, epenthesis, metathesis, reduction, assimilation, dissimilation, and morphophonology. Most rules are couched in three expressions—prose, semi-formal, formal—to meet different needs of readers. Pedagogical implications of phonological rules, discussed in the last section, are explicated in the framework of language transfer and universal grammar. The same section also emphasizes the importance of balancing linguistic analysis and classroom practice.

Top-down influences on saccade generation in cognitive tasks

1999 ◽  
Vol 22 (4) ◽  
pp. 697-698 ◽  
Author(s):  
Ralph Radach
Keyword(s):  
Theoretical Framework ◽  
Cognitive Tasks ◽  
Top Down ◽  
Cognitive Activities ◽  
Walker’S Model ◽  
Saccade Generation

The theoretical framework laid out by Findlay & Walker has direct implications for central topics in research on saccades in reading and other cognitive activities and these in turn may also have implications to be considered in the context of Findlay & Walker's model. The present commentary focuses on the problem of selecting a target for a saccade. It is argued that there are indirect and direct top-down influences on this process and that direct influences are not adequately represented in Findlay & Walker's theory.

scholarly journals Quantitative change of meta-cognitive activities of students effected by problem-solving teaching

2006 ◽  
Vol 38 (2) ◽  
pp. 371-384
Author(s):  
Gordana Miscevic
Keyword(s):  
Problem Solving ◽  
Monitoring And Evaluation ◽  
Theoretical Framework ◽  
Quantitative Change ◽  
Traditional Teaching ◽  
Thinking Aloud ◽  
Subsequent Research ◽  
Cognitive Activities ◽  
The Subject ◽  
Student Age

Based on Fleivel?s theoretical framework, the subject of this paper is the study of changes in frequency of meta-cognitive activities affected by a two-month implementation of problem solving teaching in the subject of natural studies. The sample was made up of ten-year-old students. The instrument used was adapted to the student age; they were asked to state the frequency of meta-cognitive activities which they believe they applied before, during and after problem solving. The presence of meta-cognitive activities was following up in the phase of planning, monitoring and evaluation. The results show that problem solving teaching contributes to a larger presence of meta-cognitive activities in the process of planning compared to traditional teaching. In order to have a more comprehensive identification of potential meta-cognitive activities subsequent research should be directed at the use of not only this and similar instruments but also "thinking aloud" protocol. .

Co-operative transport by molecular motors

2011 ◽  
Vol 39 (5) ◽  
pp. 1211-1215 ◽  
Author(s):  
Florian Berger ◽  
Corina Keller ◽  
Melanie J.I. Müller ◽  
Stefan Klumpp ◽  
Reinhard Lipowsky
Keyword(s):  
Transport Properties ◽  
Molecular Motors ◽  
Intracellular Transport ◽  
Theoretical Framework ◽  
Theoretical Description ◽  
Transport Processes ◽  
Experimental Results ◽  
Central Problem ◽  
Recent Advances

Intracellular transport is often driven co-operatively by several molecular motors, which may belong to one or several motor species. Understanding how these motors interact and what co-ordinates and regulates their movements is a central problem in studies of intracellular transport. A general theoretical framework for the analysis of such transport processes is described, which enables us to explain the behaviour of intracellular cargos by the transport properties of individual motors and their interactions. We review recent advances in the theoretical description of motor co-operativity and discuss related experimental results.

The Orchestra as Acting Area in Greek Tragedy

Ramus ◽  
1985 ◽  
Vol 14 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Graham Ley ◽  
Michael Ewans
Keyword(s):  
Greek Tragedy ◽  
Close Relation ◽  
Central Problem ◽  
Classical Drama ◽  
Considerable Experience

For some years past there has been a welcome change of emphasis towards the consideration of staging in books published on Greek tragedy; and yet with that change also a curious failure to be explicit about the central problem connected with all stagecraft, namely that of the acting-area. In this study two scholars with considerable experience of teaching classical drama in performance consider this problem of the acting-area in close relation to major scenes from two Greek tragedies, and suggest some general conclusions. The article must stand to some extent as a critique of the succession of books that has followed the apparently pioneering study of Oliver Taplin, none of which has made any substantial or sustained attempt to indicate where actors might have acted in the performance of Greek tragedy, though most, if not all, have been prepared to discard the concept of a raised ‘stage’ behind the orchestra. Hippolytus (428 BC) is the earliest of the surviving plays of Euripides to involve three speaking actors in one scene. Both Alcestis (438 BC and Medea (431 BC almost certainly require three actors to be performed with any fluency, but surprisingly present their action largely through dialogue and confrontation — surprisingly, perhaps, because at least since 458 BC and the performance of the Oresteia it is clear that three actors were available to any playwright.

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