Of words and tools 1

Further to Herman Tennessen's recent methodological criticisms of Linguistic philosophy, the present paper seeks to offer some theoretical criticisms. Two main claims of Linguistic philosophy are examined: (1) that the concept of ‘use’ satisfactorily explains how words and expressions are meaningful; and (2), that the correspondence theory of meaning has been successfully repudiated. After a brief exposition, the explanation is further specified as being analogical (words are like tools). Six objections (semantical, logical and psychological) are suggested. It is concluded that not only is the explanation not satisfactory, but that some of the same problems of the older theory may also be implicit in the ‘use’ theory.     

The meaning of ‘life’ and other abstract words: Insights from neuropsychology

There are a number of long‐standing theories on how the cognitive processing of abstract words, like ‘life’, differs from that of concrete words, like ‘knife’. This review considers current perspectives on this debate, focusing particularly on insights obtained from patients with language disorders and integrating these with evidence from functional neuroimaging studies. The evidence supports three distinct and mutually compatible hypotheses. (1) Concrete and abstract words differ in their representational substrates, with concrete words depending particularly on sensory experiences and abstract words on linguistic, emotional, and magnitude‐based information. Differential dependence on visual versus verbal experience is supported by the evidence for graded specialization in the anterior temporal lobes for concrete versus abstract words. In addition, concrete words have richer representations, in line with better processing of these words in most aphasic patients and, in particular, patients with semantic dementia. (2) Abstract words place greater demands on executive regulation processes because they have variable meanings that change with context. This theory explains abstract word impairments in patients with semantic‐executive deficits and is supported by neuroimaging studies showing greater response to abstract words in inferior prefrontal cortex. (3) The relationships between concrete words are governed primarily by conceptual similarity, while those of abstract words depend on association to a greater degree. This theory, based primarily on interference and priming effects in aphasic patients, is the most recent to emerge and the least well understood. I present analyses indicating that patterns of lexical co‐occurrence may be important in understanding these effects.     

Motor processing modulates word comprehension

We evaluated whether movement modulates the semantic processing of words. To this end, we used homograph words with two meanings, one associated with hand movements (e.g., ‘abanico’, ‘fan’ in Spanish) or foot movements (‘bota’, ‘boot’ in Spanish), and the other not associated with movement (‘abanico’, ‘range’ in Spanish; ‘bota’, ‘wineskin’ in Spanish). After the homograph, three words were presented, and participants were asked to choose the word related to one of the two homograph meanings. The words could be either related to the motor meaning of the homograph (‘fan-heat’), to the non-motor meaning of the homograph (‘range-possibility’) or unrelated (‘fan-phone’). The task was performed without movement (simple condition) or by performing hand (Experiment 1) and foot (Experiment 2) movements. Compared with the simple condition, the performance of movement oriented the preference towards the motor meaning of the homograph. This pattern of results confirms that movement modulates word comprehension.     

Being as Iconic: Aquinas on ‘He Who Is’ as the Name for God

Aquinas claims that ‘He Who Is’ is the most proper of the names we have for God. But this attempt to ‘describe’ God with a philosophical concept like ‘being’ can seem dangerously close to creating a false conception based on our limited understanding – an idol. A dominant criticism of Aquinas’ use of this term is that any attempt to use ‘being’ to describe God will inevitably make him merely some object in our ontology alongside other beings, unacceptably mitigating God's radical transcendence and otherness. I will argue that Aquinas has a very creative response to this charge: ‘being’ stands in a unique relationship as the only concept that can ensure we do not draw God under some particular creaturely limit and thus use divine names to create an ‘idol’. In other words, ‘being’ is a special paradigm concept/term which ensures that we preserve humility in our attempts to name God.     

Disembodied Souls or Soul-Less Bodies: Spirituality as Fragmentation

SUMMARY

‘Soul’ and ‘body’ are two linguistic expressions of one and the same reality, the human being. In pastoral care, aged care, and palliative care the stated aim is always to care for the whole person. An increasing focus on ‘spirituality’ has also led to objectifying and measuring what is ultimately beyond calculation. To care for each person as an ‘ensouled body’ and ‘embodied soul’ is to acknowledge we are in the service of one another. In entering one another's stories, words like impose, define, and manage are replaced by trust, love, and faithfulness. Measurable outcomes are then replaced by risk, ambiguity, and mystery: the heart and soul and body of human care.     

Attribute models and the effect of frequency and imagery values on word recognition

Recent explanations of the word frequency effect in recognition studies (Gregg 1976; Glanzer and Bowles 1976) state that this effect occurs because words of high and low frequency differ in encoding variability and number of associative relations. These models suggest that the different recognition scores of high and low frequency words are the result of both more hits and less false positives on words that have a low frequency of occurence. As Morris (1978) showed, these models can also be applied on the effect of word imagery values on recognition performance.In the first experiment to be reported here the differential effects of words of high and low frequency and imagery values on hit and false positive rates were examined. The predicted results concerning high and low imagery values were indeed found, but the predictions with respect to high and low frequency words were not completely substantiated. However, it was shown that this deviation can be explained by a response bias effect.In a second experiment an assumption concerning the underlying distributions of high and low imagery ‘old’ and ‘new’ items was tested. In accord with the expectation it was found that the distributions of ‘old’ high and low imagery words did not differ, but that there was a clear difference in the distributions of ‘new’ high and low imagery words.     

Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning (‘same modality’ condition: auditory test after auditory learning, visual test after visual learning) or in the other modality (‘cross‐modality’ condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words.     

The intention interference effect and aging: similar magnitude of effects for young and old adults

In young adults, intentions have been shown to be more accessible (e.g. faster reaction times and higher accuracy) compared to other sorts of to‐be‐remembered information, a result termed an ‘intention superiority effect’ (Goschke & Kuhl, 1993 ). In the current study, we assessed whether older adults also demonstrate this superiority of intention‐related material and we used a new interference paradigm to examine performance. On each trial, participants performed a Stroop‐like colour‐naming task on a short series of words, including words related to an intention that they encoded at the beginning of the trial. In Experiment 1, results revealed an ‘intention interference effect’ for both young and older adults in which performance was slower for words belonging to an intention that participants intended to carry out versus an intention that did not have to be executed. In Experiment 2, we tested the effect that completing an intention had on the representation of intentions. For both groups, completing an intention led to a decrease in interference in Stroop task performance. Copyright © 2005 John Wiley & Sons, Ltd.     

Misunderstanding standardized language in research interviews

Leaving the interpretation of words up to participants in standardized survey interviews, aptitude tests, and experiment instructions can lead to unintended interpretation; more collaborative interviewing methods can promote uniform understanding. In two laboratory studies (a factorial experiment and a more naturalistic investigation), respondents interpreted ordinary survey concepts like ‘household furniture’ and ‘living in a house’ quite differently than intended in strictly standardized interviews, when the interpretation was left entirely up to them. Comprehension was more accurate when interviewers responded to requests for clarification with non‐standardized paraphrased definitions, and most accurate when interviewers also provided clarification whenever they suspected respondents needed it. Copyright © 2004 John Wiley & Sons, Ltd.     

Children acquire the later‐greater principle after the cardinal principle

Many have proposed that the acquisition of the cardinal principle (CP) is a result of the discovery of the numerical significance of the order of the number words in the count list. However, this need not be the case. Indeed, the CP does not state anything about the numerical significance of the order of the number words. It only states that the last word of a correct count denotes the numerosity of the counted set. Here, we test whether the acquisition of the CP involves the discovery of the later‐greater principle – that is, that the order of the number words corresponds to the relative size of the numerosities they denote. Specifically, we tested knowledge of verbal numerical comparisons (e.g., Is ‘ten’ more than ‘six’?) in children who had recently learned the CP. We find that these children can compare number words between ‘six’ and ‘ten’ only if they have mapped them onto non‐verbal representations of numerosity. We suggest that this means that the acquisition of the CP does not involve the discovery of the correspondence between the order of the number words and the relative size of the numerosities they denote.     

Acoustic,semantic and phonetic influences in spoken warning signal words

Three experiments are reported which explore the relationship between semantic, acoustic and phonetic variables in the judgement of eight warning signal words. Experiment 1 shows that listeners can distinguish very clearly between urgent and non‐urgent versions of the words when spoken by real speakers, and that some signal words such as ‘deadly’ and ‘danger’ score more highly than words such as ‘attention’ and ‘don't’. It also shows that the three dimensions of perceived urgency, appropriateness and believability of these words are highly correlated. Experiment 2 replicates Experiment 1 using synthesized voices where acoustic variables are controlled. The semantic effects are replicated, and to some extent appropriateness and believability are found to function differently from that of perceived urgency. Experiment 3 compares the same set of eight signal words with a set of phonetically similar neutral words, showing that warning signal words are rated significantly higher, and largely maintain their previous rank ordering. Copyright © 2003 John Wiley & Sons, Ltd.     

Age-Related Changes in the use of Study Context to Increase Recollection

ABSTRACT

We examined how context presented at study affects recollection of words in younger and older adults. In Experiment 1, participants studied words presented with a picture of a face (context-rich condition) or a rectangle (context-weak condition), and subsequently made ‘Remember’, ‘Know’, or ‘New’ judgments to words presented alone. Younger, but not older, adults showed higher Remember accuracy following rich- than weak-context trials. In Experiment 2, we manipulated the type of processing engaged during the encoding of context–word pairs. Younger and older adults studied words presented with a picture of a face under a surface feature (gender) or binding feature (match) instruction condition. Both age groups showed higher Remember accuracy in the binding than surface instruction condition. Results suggest that providing rich contextual detail at encoding boosts later item recollection in younger adults. Older adults, however, do not spontaneously engage in the processes required to boost recollection, though instructional manipulation during encoding lessens this deficit.     

REALITY MONITORING,PSYCHOLOGICAL TOOLS,AND COGNITIVE FLEXIBILITY IN BILINGUALS: THEORETICAL SYNTHESIS AND PILOT EXPERIMENTAL INVESTIGATION*

An attempt was made to bring about a theoretical synthesis of such seemingly unrelated concepts as ‘reality monitoring’ (belonging to contemporary American cognitive psychology), ‘psychological tools’ (suggested by Russian psychologist, Lev Vygotsky in the 1930s), and ‘cognitive flexibility in bilinguals’ (developed by Canadian researchers in the 1970s). Psychological tools of symbolic character which-as Vygotsky and his followers suggested-mediate human actions and mental operations, were shown to improve reality monitoring, i.e., subject's ability to discriminate between memories of words that he/she either spoke or merely thought. The concept of cognitive flexibility was applied to reality monitoring in Russian-English bilinguals. It was shown that greater cognitive flexibility associated with balanced bilingualism enhances a subject's ability to discriminate memories of words said and words thought. Suggestions are made concerning further possible experimental investigations.     

Generics as instructions

Synthese - Generic claims like ‘women stay home and raise children’ and ‘boys don’t cry’ are normative generics: generic claims that express (and usually endorse) a...     

Moral Emotions,Awareness, and Spiritual Freedom in the Thought of Zhu Xi (1130–1200)

It is well known that the Neo-Confucian thinker Zhu Xi (1130–1200) particularly emphasizes the role of emotions in human life. This paper shows that the four ‘moral emotions’ (e.g. feelings like ‘compassion’ and ‘disdain’ as described in the Mencius) are central to Zhu's thinking, insofar as only their genuine actualization enables the individual to achieve spiritual freedom. Moreover, I discuss the crucial notions of ‘awareness’/‘perception’ (zhījué) and ‘knowledge’/‘wisdom’ (zhī), in order to reveal the complex dynamic that moral emotions are said to create in the moral agent. I also analyse two important passages from the Mencius (1A/7 and 2A/6) and examine how Zhu Xi, in his exegetical glosses, defines the conditions of virtuous agency as based on the moral emotions. Finally, I explain the reasons why Neo-Confucians like Zhu Xi have sometimes been described as Kantian thinkers avant la lettre.     

Names,identity, and predication

It is commonly accepted, after Frege, that identity statements like “Tully is Cicero” differ from statements like “Tully is Tully”. For the former, unlike the latter, are informative. One way to deal with the information problem is to postulate that the terms ‘Tully’ and ‘Cicero’ come equipped with different informative (or cognitive) values. Another approach is to claim that statements like these are of the subject/predicate form. As such, they should be analyzed along the way we treat “Tully walks”. Since proper names can appear in predicative position we could go as far as to dismiss the sign of identity altogether, some told us. I will try to discuss the advantages and/or disadvantages of this approach and investigate whether Frege’s view that the ‘is’ of identity must be distinguished from the ‘is’ of predication (copula) can be reconciled with the fact that names can appear in predicative position.