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11.
Ana Fl Perrine Brusini Francesco Macagno Marina Nespor Jacques Mehler Alissa L. Ferry 《Developmental science》2019,22(4)
Before infants can learn words, they must identify those words in continuous speech. Yet, the speech signal lacks obvious boundary markers, which poses a potential problem for language acquisition (Swingley, Philos Trans R Soc Lond. Series B, Biol Sci 364 (1536), 3617–3632, 2009). By the middle of the first year, infants seem to have solved this problem (Bergelson & Swingley, Proc Natl Acad Sci 109 (9), 3253–3258, 2012; Jusczyk & Aslin, Cogn Psychol 29 , 1–23, 1995), but it is unknown if segmentation abilities are present from birth, or if they only emerge after sufficient language exposure and/or brain maturation. Here, in two independent experiments, we looked at two cues known to be crucial for the segmentation of human speech: the computation of statistical co‐occurrences between syllables and the use of the language's prosody. After a brief familiarization of about 3 min with continuous speech, using functional near‐infrared spectroscopy, neonates showed differential brain responses on a recognition test to words that violated either the statistical (Experiment 1) or prosodic (Experiment 2) boundaries of the familiarization, compared to words that conformed to those boundaries. Importantly, word recognition in Experiment 2 occurred even in the absence of prosodic information at test, meaning that newborns encoded the phonological content independently of its prosody. These data indicate that humans are born with operational language processing and memory capacities and can use at least two types of cues to segment otherwise continuous speech, a key first step in language acquisition. 相似文献
12.
In this paper we analyze the uses and misuses of argumentation schemes from verbal classification, and show how argument from
definition supports argumentation based on argument from verbal classification. The inquiry has inevitably included the broader
study of the concept of definition. The paper presents the schemes for argument from classification and for argument from
definition, and shows how the latter type of argument so typically supports the former. The problem of analyzing arguments
based on classification is framed in a structure that reveals the crucial role it plays in the persuasion process. The survey
of the literature includes the work of Hastings, Perelman, Kienpointner and Schiappa, but still finds much of value in Aristotle.
Lessons drawn from Aristotle’s Topics are shown to be useful for developing new tools for assessing definitions and arguments
from definition.
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Fabrizio MacagnoEmail: |
13.
In this paper we present an analysis of persuasive definition based on argumentation schemes. Using the medieval notion of
differentia and the traditional approach to topics, we explain the persuasiveness of emotive terms in persuasive definitions by applying
the argumentation schemes for argument from classification and argument from values. Persuasive definitions, we hold, are
persuasive because their goal is to modify the emotive meaning denotation of a persuasive term in a way that contains an implicit
argument from values. However, our theory is different from Stevenson’s, a positivistic view that sees emotive meaning as
subjective, and defines it as a behavioral effect. Our proposal is to treat the persuasiveness produced by the use of emotive
words and persuasive definitions as due to implicit arguments that an interlocutor may not be aware of. We use congruence
theory to provide the linguistic framework for connecting a term with the function it is supposed to play in a text. Our account
allows us to distinguish between conflicts of values and conflicts of classifications.
相似文献
Douglas Walton (Corresponding author)Email: URL: www.uwinnipeg.ca/~walton |
14.
Robert Kimball, in “What’s Wrong with Argumentum Ad Baculum?” (Argumentation, 2006) argues that dialogue-based models of rational argumentation do not satisfactorily account for what is objectionable about more malicious uses of threats encountered in some ad baculum arguments. We review the dialogue-based approach to argumentum ad baculum, and show how it can offer more than Kimball thinks for analyzing such threat arguments and ad baculum fallacies. 相似文献
15.
The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative reasoning and retrieving the background beliefs that are the basis of their arguments. On this perspective, the process of premise reconstruction is followed by a heuristic reasoning process aimed at discovering the students’ previous intuitions that can explain the premises and concepts that are left unexpressed in their arguments. The theoretical insights advanced in this paper are illustrated through selected examples taken from activities concerning predictive claims on scientific issues. 相似文献