Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

BERNARD MELAND ON THE NEW FORMATIVE IMAGERY OF OUR TIME

Abstract. One of the key influences on radical empiricist theology, the thought of Bernard Meland is a challenge to overemphasis on precision and rigor of proof. This article (1) provides an introduction to Meland, (2) summarizes his view of the significance of post-Newtonian physics and of Darwin for religion, (3) discusses his relationship to Henry Nelson Wieman, and (4) assesses his contribution to current discussion in science and theology.     

Occupational change in mid-career: An exploratory investigation

Twenty-five people who had made voluntary, radical occupational changes in mid-career were interviewed and compared and contrasted with people remaining in matched occupations. Four categories of factors emerged from the data as being important to mid-career occupational change: factors associated with the first occupation, factors associated with the second occupation, obstacles to change, and personal factors. Dissatisfaction with the first occupation and attraction to a second occupation are both necessary for change to occur but do not in all cases cause change. Dissatisfaction results from a lack of congruence between a person's work orientations and the rewards of an occupation, and attraction results from a perceived congruence between the two. Obstacles to change are most financial in nature and can deter or delay change even when dissatisfaction and attraction exist. Differing personal beliefs about the control one has over one's life and one's ability to succeed in new areas in large part determine whether obstacles deter change or not.     

Structure and pragmatics of a self-theory of memory

Eight hundred ninety-three students completed statements from a questionnaire concerning their perceptions of their memory abilities. Twenty-nine memory domains and experiences, such as memory for smells or memory for names, were distributed across 60 statements in the questionnaire. A factor analysis yielded three meaningful factors: (1) a verbal memory factor, which included memory for names, trivia, and words; (2)a personal past memory factor, which included memory for childhood, dreams, painful experiences, and smells; and (3) an appointments factor, which included memory for appointments, personal articles, anniversaries, and so on. Factor scores from the first factor were used in two subsequent experiments: In one, factor scores correlated with performance on a trivia questionnaire; in the other, factor scores correlated with the amount of play money wagered in a twocontestant trivia quiz. Results of both studies suggested that attempts to validate the factors with behavioral measures would succeed. The framework of self-theory of memory was used in discussing the results and in suggesting directions for future inquiry.     

Sex differences in social memory among preschool children

Preschool children, 17 boys and 18 girls, attending a day-care center, were presented with photographs of all 37 children in the center and required to supply the name of each pictured child. Girls made significantly fewer errors in identification than boys (p<.05), although boys spent more time in the day-care program (p<.025). Girls were, on the average, 4 months older than boys (p<.01), but age was not significantly correlated with number of identification errors. No sex differences were obtained on the Peabody Picture Vocabulary Test, memory, or perceptual-performance scales of the McCarthy Scales of Children's Abilities. Results were consistent with previous findings for college students and were interpreted in terms of differential child-rearing practices and observational learning.This research was supported by Grant 216-15-36 from the Cooperative State Research Service, U. S. Department of Agriculture, to the University of Maryland, Eastern Shore.