Passives Noema und die analytische Interpretation

Ohne Zusammenfassung     

The role of stress on the language-independence and code-switching phenomena

this investigation studies the extent to which stress affects the assumed functional separation of coordinate bilingual's linguistic organization. Spanish/English bilinguals were subjects in a GSR linguistic conditioning experiment using two intensities of buzzer sounds (stressful conditions) and two lists of words. One word for each list functioned as the conditioned stimulus. Generalization to semantically, phonemically, and unrelated words occurred in both languages and buzzer conditions. We found a differential impact of the buzzer on the functional separation of the languages, although not in the direction predicted. We concluded that stress produced code-switching, and hence, a primitivization of the subject's cognitive and linguistic functioning is assumed to have occurred. These findings are important in understanding the way stress affects the bilingual's languages at the linguistic and cognitive levels. They are also important in understanding the role of stress in language development and in the transfer of linguistic information.Different portions of this paper were presented at several scientific meetings, including the conference on Treating Hispanic Clients: Cultural, Ethnic and Linguistic Considerations, Long Island University, May 1986, and the Annual Convention of the New York State Psychological Association, April 1987     

Braille literacy as a human right: A challenge to the “inefficiency” argument against braille instruction

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) affirms a right to education for disabled persons and aims to ensure braille instruction for blind individuals. However, there is evidence that braille instruction is often circumvented or abandoned early in CRPD nations because it is perceived as an inefficient learning medium for blind students. This perception persists despite insufficient empirical evidence and a lack of understanding of the efficiency of reading versus listening for learning in sighted individuals. We therefore investigated the efficiency of learning written versus spoken words in blind and sighted samples. Participants (23 blind, 20 sighted) studied the written definitions of 70 rare English words in successive rounds, presented in conjunction with written or spoken wordforms. Blind participants learned with equal efficiency across modalities, whereas sighted participants learned spoken words more efficiently. The findings indicate the inefficiency argument against teaching braille is groundless, both because braille word learning is not less efficient than auditory word learning for blind individuals, and because reading is valued in the education of sighted individuals despite its apparent inefficiency in that population.     

A Nelsonian Response to ‘the Most Embarrassing of All Twelfth-century Arguments’

Alberic of Paris put forward an argument, ‘the most embarrassing of all twelfth-century arguments’ according to Christopher Martin, which shows that the connexive principles contradict some other logical principles that have become deeply entrenched in our most widely accepted logical theories. Building upon some of Everett Nelson’s ideas, we will show that the steps in Alberic of Paris’ argument that should be rejected are precisely the ones that presuppose the validity of schemas that are nowadays taken as some of the most trivial logical truths: (A∧B) →_AB A and (A∧B) →_AB B, i.e. Simplification.