An Arithmetically Complete Predicate Modal Logic

This paper investigates a first-order extension of GL called \(\textup{ML}^3\). We outline briefly the history that led to \(\textup{ML}^3\), its key properties and some of its toolbox: the \emph{conservation theorem}, its cut-free Gentzenisation, the ``formulators'' tool. Its semantic completeness (with respect to finite reverse well-founded Kripke models) is fully stated in the current paper and the proof is retold here. Applying the Solovay technique to those models the present paper establishes its main result, namely, that \(\textup{ML}^3\) is arithmetically complete. As expanded below, \(\textup{ML}^3\) is a first-order modal logic that along with its built-in ability to simulate general classical first-order provability―"\(\Box\)" simulating the the informal classical "\(\vdash\)"―is also arithmetically complete in the Solovay sense.

Psychological conditions for the formation of self-regulation in primary school

Проблема выявления психологических условий развития саморегуляции является одной из ведущих проблем в психологии младшего школьника. В качестве условия развития саморегуляции рассматривается упорядочивание коммуникации в учебной деятельности. Обосновывается, что в процессе коммуникации и общения происходит организация совместной деятельности, связанная с уровнем саморегуляции. В работе представлена методика диагностики саморегуляции. Разработаны нормативы, и выявлены уровни выполнения предложенной методики второклассниками. Установлено наличие корреляции между смысловой полнотой рассказа и уровнем продуктивности в предложенной методике. Полученные результаты позволили подтвердить связь саморегуляции и коммуникации. В дальнейшем предложенный подход может быть использован для разработки программы, направленной на развитие саморегуляции. The problem of identifying psychological conditions for the development of self-regulation is one of the leading problems in the psychology at a primary- school student. The ordering of communication in educational activity is considered as a condition for the development of self-regulation. It is proved that in the process of intercourse and communication, there is an organization of joint activity associated with the level of self-regulation. The paper presents a methodic for diagnosing self-regulation. There were developed standards and identified levels of implementation of the proposed methodology by second graders. A correlation between the semantic completeness of the story and the level of productivity in the proposed method was found. The obtained results confirmed the inter-connection between self-regulation and communication. The proposed approach can be used to create a program aimed at developing self-regulation.

Logical Conventionalism

This chapter argues that logical truth, validity, and necessity in any language can be fully explained in terms of the language’s linguistic conventions. More particularly, it is demonstrated that unrestricted logical inferentialism is a version of logical conventionalism by arguing for conventionalism in detail and answering various objections involving the role of metasemantic principles and semantic completeness in the conventionalist argument. The chapter then discusses how this account relates to the deflationist accounts offered by Field and others, before turning to the metaphysics and normativity of logic, which it discusses on conventionalist grounds. Overall, this chapter shows that conventionalism leads to a naturalistically acceptable and philosophically plausible theory of logic.

Completeness, Categoricity and Imaginary Numbers: The Debate on Husserl

Husserl's two notions of "definiteness" enabled him to clarify the problem of imaginary numbers. The exact meaning of these notions is a topic of much controversy. A "definite" axiom system has been interpreted as a syntactically complete theory, and also as a categorical one. I discuss whether and how far these readings manage to capture Husserl's goal of elucidating the problem of imaginary numbers, raising objections to both positions. Then, I suggest an interpretation of "absolute definiteness" as semantic completeness and argue that this notion does not suffice to explain Husserl's solution to the problem of imaginary numbers.

Anagram as an Enigmatic Genre

This article studies structural-semantic and compositional aspects of the poetic anagram, which reflects the cognitive and linguistic picture of the world, as well as the national conceptual sphere. It is noted that the anagram genre originated in Russian poetry in the 1820s on the pages of the magazine “Blagonamerenny”. It published the first theoretical justification of such enigmatic genres as a riddle, a logogriff, a charade and a homonym. Its author was the famous statesman N. F. Ostolopov. It was he, as well as other poets, who actively collaborated with “Blagonamerenny”, who tested and introduced into the everyday life the genre varieties of the anagram: homonymanagram, charade-anagram, anagram-logogriff. They were not only a part of the poetic experiment, but also reflected the literary life of the era and had a polemical orientation. In order to decipher the coding part of these enigmatic texts, the addressee had to have a common with the addressee level of cognitive and linguistic thinking. At the same time, a distinctive feature of the anagram genre is its dialogical structure (subject-addressing system). Besides, the compelling (imperative) formulations are integral compositional elements, which serve as an appeal to the reader, where the author gives the necessary recommendations for the correct conversion of the encoded description. The author proposes first classifications of anagrams based on the ways of representing enigmatics (encrypted words) and on the methods of creating the coding part (interpretation field). There is a conclusion that the anagram is a culturally marked type of the text, characterized by stereotypical nature, associativity, precedence, semantic completeness, direct transformation of the encrypted meaning.

The Relationship of Emotions Comprehension and Pragmatic Aspects of the Narrative in Preschool Age

This investigation is devoted to the study of the relationship of emotions comprehension and pragmatic aspects of the narrative in preschool age. The study involved 269 children aged 5–6 years (133 boys and 136 girls) attending the senior group of kindergarten in Moscow. The study reveals the connections between the results of emotions comprehension assessment tests and the pragmatic aspects of the narratives on a series of pictures or retelling the text by preschoolers (semantic completeness, adequacy, completeness of the narrative, understanding the actions of the characters). In addition, the study shows that children with a higher level of emotion comprehension cope better with the semantic aspects when constructing the narratives, answers to questions and a pragmatic understanding of both images and text.

The Relationship of Executive Functions and Speech Production in Senior Preschool Children: Working Memory and Storytelling

The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.

CONDITIONAL BELIEFS: FROM NEIGHBOURHOOD SEMANTICS TO SEQUENT CALCULUS

The logic of Conditional Beliefs (CDL) has been introduced by Board, Baltag, and Smets to reason about knowledge and revisable beliefs in a multi-agent setting. In this article both the semantics and the proof theory for this logic are studied. First, a natural semantics forCDLis defined in terms of neighbourhood models, a multi-agent generalisation of Lewis’ spheres models, and it is shown that the axiomatization ofCDLis sound and complete with respect to this semantics. Second, it is shown that the neighbourhood semantics is equivalent to the original one defined in terms of plausibility models, by means of a direct correspondence between the two types of models. On the basis of neighbourhood semantics, a labelled sequent calculus forCDLis obtained. The calculus has strong proof-theoretic properties, in particular admissibility of contraction and cut, and it provides a decision procedure for the logic. Furthermore, its semantic completeness is used to obtain a constructive proof of the finite model property of the logic. Finally, it is shown that other doxastic operators can be easily captured within neighbourhood semantics. This fact provides further evidence of the naturalness of neighbourhood semantics for the analysis of epistemic/doxastic notions.

Quotation as a Text-Forming Element

Text (either literary or scientific) is one of the greatest units which is formed through the relationship of formal and semantic factors. It also denotes completeness of texts which forms systems of semantics, logic, pragmatic aspects. Each of the factors which is used to form the completeness of the texts has a very crucial role as well as the quotation. Quotations are considered to be main means which provide the formal-structural and logical-semantic completeness of the texts. The textforming functions of the quotations as well as its functionalism have been investigated in the article.