Prosodic form and parsing commitments

This paper examines the question of whether there are effects of prosody on the syntactic parsing of temporarily ambiguous sentences containing complement verbs. It reports the results of five experiments employing cross-modal response tasks where the visually presented target word was either an appropriate or an inappropriate continuation in terms of the prosodic form of the preceeding auditory sentence fragment. Two experiments employing cross-modal naming only showed indications of sensitivity to syntactic and appropriateness manipulations when coupled with a simultaneous appropriateness judgment task. In contrast, the experiments employing cross-modal lexical decision showed greater sensitivity to syntactic and appropriateness effects. However, while the results from these studies replicated our earlier auditory parsing results and provided support for the suggestion that there are differences in visual and auditory parsing processes and for a constituent-based, minimal commitment type auditory parser, none of the studies demonstrated an effect of prosodic form on the parsing process.     

Proof-Theoretic Modal PA-Completeness I: A System-Sequent Metric

This paper is the first of a series of three articles that present the syntactic proof of the PA-completeness of the modal system G, by introducing suitable proof-theoretic objects, which also have an independent interest. We start from the syntactic PA-completeness of modal system GL-LIN, previously obtained in [7], [8], and so we assume to be working on modal sequents S which are GL-LIN-theorems. If S is not a G-theorem we define here a notion of syntactic metric d(S, G): we calculate a canonical characteristic fomula H of S (char(S)) so that _G H (S) and _GL-LIN H, and the complexity of H gives the distance d(S, G) of S from G. Then, in order to produce the whole completeness proof as an induction on this d(S, G), we introduce the tree-interpretation of a modal sequent Q into PA, that sends the letters of Q into PA-formulas describing the properties of a GL-LIN-proof P of Q: It is also a d(*, G)-metric linked interpretation, since it will be applied to a proof-tree T of H with H = char(S) and ( H) = d(S, G).     

Early German approaches to experimental reading research: The contributions of Wilhelm Wundt and Ernst Meumann

Summary Wundt looked at the reading process from a predominantly theoretical perspective. He opposed the total shape theory formulated by Erdmann and Dodge and insisted on the occurrence of attention shifts during word recognition. As an alternative to the total shape theory, he formulated a two-stage theory of word recognition. An initial, apperceptive phase of reading is concerned with the active analysis of visually salient local details, and a second, assimilative phase fills in the unanalyzed parts of words on the basis of a passive evocation of earlier experiences with graphemic input. Meumann looked at the reading process from the point of view of an educational psychologist. His review of experimental reading research presents most of the basic issues which are still controversial today. In his recommendations for the teaching of reading, he emphasized the importance of analyzing words into their constituent sounds and of articulatory awareness as a precondition for the firm establishment of connections between graphemes and speech sounds. The review discusses some of the reasons why the experimentally based approach to the psychology of reading failed to evoke the interest of German educators after World War I.     

Are numbers properties of objects?

Conclusion Part of Frege's concern about whether number words are properties of objects was that if they could be construed as such it would lend support to the view that truths of arithmetic were empirical truths. Such concern is ill-founded. Even if number words do apply to objects as predicates, this does not entail that numerical truths would be empirical, any more than the fact that bachelor and unmarried are predicates of objects entails that their relationship is an empirical one. The account of number words as predicates given here, consequently, should not be taken as supportive of any one particular theory concerning arithmetic truth rather than another.The view of number words that emerges above from the criticism of Frege's arguments is that sentences containing number words can and do say something about objects in a collective and syncategorematic way. That is, they say something about classes of objects, when it is clear what is to count as an object. Whether this view commits us to accepting certain ontological entities, classes of individuals, above and beyond individuals themselves, I am not prepared to say, and at any rate this question falls beyond the intended scope of this essay. To those who would eschew abstract entities, however, it may be noted that the ontological problems that arise are not peculiar to this view; they seem no more or less severe than those that arise in connection with other collective predicate statements, as, for example, Blue whales are becoming extinct.The view presented here also does not pretend to be a fatal criticism of the logicist program. Taking our cue from the above noted fact that syncategorematic predicates share in a common partial abstract sense, it seems reasonable to say that it is just the set of such partial senses of number words, and the relationships that hold between such senses, that the logicist and the pure number theorist investigate.     

Логистическая система, исходными связками которой являются эквивалентность и дизъюнкция

- Allatum est die 5 Martii 1970     

Lexical insertion,inflection, and derivation: Creative processes in word production

This study examines the distinction between creative and noncreative behavior as applied to the production of words and sentences. Under one hypothesis words such as governor and government are stored as independent units and produced by rote, but under another these nouns are not produced as fully integrated units but are generated by rules for combining stems (govern) and affixes (-ment and -or). Analyses of German and English speech errors supported the generation-by-rule thesis and indicated that word stems, prefixes, and suffixes must be separately stored in the internal lexicon and marked as to syntactic function in combining with other word components. The data also suggested a three-stage model of lexical processes in the production of speech: a lexical insertion stage whereby abstract lexical formatives are called on or introduced into sentences by means of abstract syntactic and semantic features; a rule application stage whereby feature agreement rules are applied to the formative and then inflectional, derivational, and phonological rules are applied to derive the phonetic string; finally a serial output stage whereby the phonetic string is translated into serially ordered motor commands.This research was supported by NIMH Grant RO 19964 to Donald Mackay.     

Paraconsistent logic and model theory

The object of this paper is to show how one is able to construct a paraconsistent theory of models that reflects much of the classical one. In other words the aim is to demonstrate that there is a very smooth and natural transition from the model theory of classical logic to that of certain categories of paraconsistent logic. To this end we take an extension of da Costa'sC ₁ ⁼ (obtained by adding the axiom A A) and prove for it results which correspond to many major classical model theories, taken from Shoenfield [5]. In particular we prove counterparts of the theorems of o-Tarski and Chang-o-Suszko, Craig-Robinson and the Beth definability theorem.     

Israel Scheffler on Religion,Reason and Education

Israel Scheffler has only recently written directly and about religion and education in religion, although these are matters in which he has a strong personal interest. Scheffler's views on these issues are outlined and critically appraised, with some reference to the views of R.S. Peters on similar questions. It is suggested that one of the major difficulties which arise in relation to Schelffer's position concern its account of the balance between acceptance and critical search for clarity needed on the part of students in their engagement with Jewish ritual. This difficulty brings into focus a numer of central questions which arise concerning the reinterpretive account of Jewish tradition which Scheffler offers.     

Happiness and virtue in Socrates' moral theory

Conclusion In Section IV above we start with texts whose prima facie import speaks so strongly for the Identity Thesis that any interpretation which stops short of it looks like a shabby, timorous, thesis-saving move. What else could Socrates mean when he declares with such conviction that no evil can come to a good man (T19), that his prosecutors could not harm him (T16(a)), that if a man has not been made more unjust he has not been harmed (T20), that all of happiness is in culture and justice (T16(a)), that living well is the same as living justly (T15)? But then doubts begin to creep in. Recalling that inflation of the quantifier is normal and innocuous in common speech (that job means everything to him, he'll do anything to get it, will stick at nothing) we ask if there is really no chance at all that no evil in T19, not harmed in T20 might be meant in the same way? The shift from no harm at T16(a) to no great harm at T16(b), once noticed, strengthens the doubt. It gets further impetus in T21(b) when to explain how all of happiness is in culture and justice he depicts a relation (that recurs more elaborately in T22) which, though still enormously strong, is not quite as strong as would be required by identity. The doubt seeps into T15 when we note that current usage did allow just that relation as a respectable use of the same.At that point we begin to wonder if resort to the Identity Thesis might not be just a first approximation to a subtler, more finely nuanced, doctrine which would give Socrates as sound a foundation for what we know he wants to maintain at all costs - the Sovereignty of Virtue - without obliterating the eudaemonic value of everything else in his world. We cast about for a credible model of such a relation of virtue to happiness and hit on that multicomponent pattern sketched on p. 9 above. We ascertain that this will afford a comprehensively coherent eudaemonist theory of rational action, while its rival would not, and will fit perfectly a flock of texts in Section V which the latter will not fit at all. Are we not entitled to conclude that this is our best guide to the true relation of virtue to happiness in Socrates' thought - the one for which he would have declared if he had formulated explicitly those two alternative theses and made a reasoned choice between them?The Socrates of this paper is the protagonist of Plato's earlier dialogues. I list these (by self-explanatory abbreviations), borrowed from T. Irwin, Plato's Moral Theory [1974] (hereafter PMT): Ap., Ch., Cr., Eud., Eu., G., HMa., HMi, Ion, La., Ly., Pr., R., I. I assume, but shall not argue here, that in this segment of his corpus, Plato aims to recreate the doctrines and arguments of his teacher in dramatic scenes, all of which (except for the Ap.) may be, and most of which undoubtedly are, fictional; I shall be referring these works, under this proviso, as Plato's Socratic dialogues. (I did not include the Menexenus in the above list, since the parody of a funeral oration in this dialogue is implicitly dissociated from Socrates.)     

Education for European citizenship: a philosophical critique

The European dimension of civic education can allow educators to promote many positive elements of internationalism. These include the promotion of general respect for the rule of law and for human rights and of commitment to democratic and egalitarian principles. This paper accepts these aspects of the European dimension in civic education. What it objects to is the attempt, through education, to change the focus of the political allegiance of young people by promoting the notion of European citizenship. Support for the valuable elements in the European dimension of civic education does not entail support for a contrived notion of citizenship for inhabitants of nations who have long civic traditions of their own. In the first section of the paper, the project of appropriating education to engineer political loyalty to the New Europe is criticized. The second part of the article draws attention to certain unacknowledged difficulties in conceptualizing the shared identity which would be required in order to animate and sustain a sense of European citizenship.     

Cooperation,Knowledge, and Time: Alternating-time Temporal Epistemic Logic and its Applications

Branching-time temporal logics have proved to be an extraordinarily successful tool in the formal specification and verification of distributed systems. Much of their success stems from the tractability of the model checking problem for the branching time logic CTL, which has made it possible to implement tools that allow designers to automatically verify that systems satisfy requirements expressed in CTL. Recently, CTL was generalised by Alur, Henzinger, and Kupferman in a logic known as Alternating-time Temporal Logic (ATL). The key insight in ATL is that the path quantifiers of CTL could be replaced by cooperation modalities, of the form , where is a set of agents. The intended interpretation of an ATL formula is that the agents can cooperate to ensure that holds (equivalently, that have a winning strategy for ). In this paper, we extend ATL with knowledge modalities, of the kind made popular in the work of Fagin, Halpern, Moses, Vardi and colleagues. Combining these knowledge modalities with ATL, it becomes possible to express such properties as group can cooperate to bring about iff it is common knowledge in that . The resulting logic — Alternating-time Temporal Epistemic Logic (ATEL) — shares the tractability of model checking with its ATL parent, and is a succinct and expressive language for reasoning about game-like multiagent systems.     

Stuffed Cabbage in the Old New School Cafeteria

The purpose of this lecture is to celebrate the memory of Aron Gurwitsch by examining and enlarging the domain of phenomenological clarification of some elements of what Gurwitsch called the logic of reality. Chief among those elements are the nature of the taken-for-grantedness of our existential belief, the difference between presentive and non-presentive indices of reality and the ground for the self-illumination of the world of working.     

Some notes on the nature of methodological indeterminacy

This paper is an attempt to extend the meaning of the concept of indeterminacy for the human sciences. The authors do this by coining the term methodological indeterminacy and arguing that indeterminacy is better understood when linked to specific methodological techniques. Paradoxically, while specific research techniques demonstrate that the issue of indeterminacy is complex, yielding the possibility of types and degrees, it does not eliminate the problem of translation first raised by Quine. However, the authors go on to argue that, from a research perspective, indeterminacy can and must be approached in such a way that it is possible to reduce cases of it, even though never completely eliminating it in the human sciences.     

Third Men: The Logic of the Sophisms at Arist. SE 22, 178b36–170a10

This article aims at elucidating the logic of Arist. SE 22, 178b36–179a10 and, in particular, of the sophism labelled "Third Man" discussed in it. I suggest that neither the sophistic Walking Man argument, proposed by ancient commentators, nor the Aristotelian Third Man of the , suggested by modern interpreters, can be identified with the fallacious argument Aristotle presents and solves in the passage. I propose an alternative reconstruction of the Third Man sophism and argue that an explanation of the lines regarding the identity of Coriscus and Coriscus the musician (178b39–179a3) is indispensable for its correct understanding, since they hint at another sophism in some important aspects analogous. Finally, I show that two contradictions concerning spotted by scholars in the passage are only apparent and can be dissolved once the assumption that the anti-Platonic Third Man argument is at stake here is discarded, and once the passage is read in the light of its agonistic context.     

On the logic of nonmonotonic conditionals and conditional probabilities

I will describe the logics of a range of conditionals that behave like conditional probabilities at various levels of probabilistic support. Families of these conditionals will be characterized in terms of the rules that their members obey. I will show that for each conditional, , in a given family, there is a probabilistic support level r and a conditional probability function P such that, for all sentences C and B, CB holds just in case P[B|C]r. Thus, each conditional in a given family behaves like conditional probability above some specific support level.Chris Swoyer provided very helpful comments on drafts of this paper.     

A modification of kendall's tau for measuring association in contingency tables

A coefficient of association is described for a contingency table containing data classified into two sets of ordered categories. Within each of the two sets the number of categories or the number of cases in each category need not be the same.=+1 for perfect positive association and has an expectation of 0 for chance association. In many cases also has –1 as a lower limit. The limitations of Kendall's _a and _b and Stuart's _c are discussed, as is the identity of these coefficients to' under certain conditions. Computational procedure for is given.     

The relevance of Habermas' communicative turn

This paper points out the way in which educational and communicative action (Habermas) are to be related. It is shown that earlier attempts to put Habermas ideas to use have led to a dead end because they do not realize clearly that the new basic notion introduced by Habermas, namely communicative action, is the expression of a communicative turn. It is argued that Habermas' concept expresses a radical new attempt to grasp the intersubjective character of social action. Next implications of this communicative turn for the concept of education as a social praxis are indicated. Education can be conceived of as a praxis responding to the vulnerability of a communicative self.     

Three theories of nominalized predicates

By the term nominalization I mean any process which transforms a predicate or predicate phrase into a noun or noun phrase, e.g. feminine is transformed into feminity. I call these derivative nouns abstract singular terms. Our aim is to provide a model-theoretic interpretation for a formal language which admits the occurrence of such abstract singular terms.     

The relationship between perceived surface-lightness and perceived illumination

Summary An attempt was made to specify the relationship between perceived surface lightness and perceived illumination under the stimulus conditions where different combinations of albedo and illuminance gave 10 approximately equal-luminance levels of a test field (TF) on three different (black-, gray- and white-appearing) backgrounds. Two types of category judgments for TF-lightness and overall illumination were made on the total of 94 TFs by 5 Ss. The results indicated that under the condition where achromatic surface colors appear, the perceptual scission which produces two different perceptual dimensions (lightness and perceived illumination) from one sort of stimulation (luminance) was clearly observed. The relation between the two judgments was consistent with the lightness-illumination invariance hypothesis: As lightness judgments (A) changed from darker to lighter, illumination judgments (I) shifted form brighter to dimmer, the sum of A and I being kept nearly invariant for a given luminance of the TF; the psychological relationship between lightness and illumination, A+I, changed as a linear function of the photometric combination of albedo and illuminance, log A+log I. It was also found that the albedo of the background was an important factor determining the extent of perceptual scission between lightness and illumination.     

Can Parts of Space Move? On Paragraph Six of Newton’s Scholium

Paragraph 6 of Newtons Scholium argues that the parts of space cannot move. A premise of the argument – that parts have individuality only through an order of position – has drawn distinguished modern support yet little agreement among interpretations of the paragraph. I argue that the paragraph offers an a priori, metaphysical argument for absolute motion, an argument which is invalid. That order of position is powerless to distinguish one part of Euclidean space from any other has gone virtually unremarked. It remains uncertain what the import of the paragraph is but it is not close to apparently similar arguments of Leibniz.