基于语义的词汇判断的计算模型

词汇判断是一种在字词认知研究中广泛使用的实验范式。本文提出了一个基于分布式语义表征的计算模型,用来解释某些在词汇判断作业中出现的实验现象。模型是一个包括词形层、隐层、语义层、词典层和判断层的前传网络。词形层、隐层和语义层之间的连接权重在学习过程中被不断调整,使用反传算法进行学习。语义层、词典层和判断层之间的连接权重在学习前就已被固定,在学习过程中不进行调整。模型模拟了在词汇判断作业中出现的四种实验现象：（１）频率效应;（２）语义启动效应;（３）频率与语境的交互作用;（４）重复启动效应。模型所表现出的行为特性由模型的框架和学习算法所决定。     

涵义语义与关于概称句推理的词项逻辑

概称句推理具有以词项为单位的特征并且词项的涵义在其中起到了重要的作用。已有的处理用A一表达式表达涵义,不够简洁和自然。亚里斯多德三段论是一种词项逻辑,但它是外延的和单调的。这两方面的情况使得有必要考虑新的词项逻辑。涵义语义的基本观点是：语词首先表达的是涵义,通过涵义的作用,语词有了指称,表达概念。概称句三段论是更为常用的推理,有两个基本形式GAG和Gaa。在涵义语义的基础上建立的系统GAG和Gaa是关于这两种推理的公理系统。     

Anti-Normativism Evaluated

Abstract

I argue that recent attempts to show that meaning and content are not normative fail. The two most important arguments anti-normativists have presented are what I call the ‘argument from constitution’ and the ‘argument from guidance’. Both of these arguments suffer from the same basic problem: they overlook the possibility of focusing on assessability by norms, rather than compliance with norms or guidance by norms. Moreover, I argue that the anti-normativists arguments fail even if we ignore this basic problem. Thus, we have not been given good reasons to think that normativism is false.     

Conceptual Factors Influence Children's Distributivity Bias

Sentences such as “The girls read a book” can lead to multiple interpretations: They could be reading the same book (collective) or they could each be reading their own book (distributive). In ambiguous contexts, adults prefer the collective interpretation, and preschool children show a slight bias for a distributive interpretation. The current research investigated whether conceptual factors (number of actors) influences interpretations of these kinds of predicates. The data with children show a stronger collective bias when there are four actors compared to two actors. This may be because children are more likely to conceptualize groups of four (vs. two) as sets rather than collections of individuals. These data are discussed with reference to research on visual and conceptual integration abilities, showing that children lag behind in their ability to combine components into a whole in comparison to parsing objects into their component parts.     

Completeness and Decidability Results for Some Propositional Modal Logics Containing “Actually” Operators

The addition of actually operators to modal languages allows us to capture important inferential behaviours which cannot be adequately captured in logics formulated in simpler languages. Previous work on modal logics containing actually operators has concentrated entirely upon extensions of KT5 and has employed a particular model-theoretic treatment of them. This paper proves completeness and decidability results for a range of normal and nonnormal but quasi-normal propositional modal logics containing actually operators, the weakest of which are conservative extensions of K, using a novel generalisation of the standard semantics.     

A Semantics for Means-end Relations

There has been considerable work on practical reasoning in artificial intelligence and also in philosophy. Typically, such reasoning includes premises regarding means–end relations. A clear semantics for such relations is needed in order to evaluate proposed syllogisms. In this paper, we provide a formal semantics for means–end relations, in particular for necessary and sufficient means–end relations. Our semantics includes a non-monotonic conditional operator, so that related practical reasoning is naturally defeasible. This work is primarily an exercise in conceptual analysis, aimed at clarifying and eventually evaluating existing theories of practical reasoning (pending a similar analysis regarding desires, intentions and other relevant concepts). “They were in conversation without speaking. They didn’t need to speak. They just changed reality so that they had spoken.” Terry Pratchett, Reaper Man     

An evaluation of interdependent and independent group contingencies during the good behavior game

The Good Behavior Game (GBG) uses an interdependent group contingency to improve classroom behavior. Despite the wealth of research on the effectiveness of the GBG, some teachers may have concerns about their students’ abilities to work in teams, particularly if they have a history of poor social skills. We used an alternating treatments design to compare the relative effectiveness of the GBG with interdependent and independent group contingencies in a classroom for children with emotional and behavioral disorders. Our results showed that both versions of the GBG reduced verbal disruptions, inappropriate sitting, and off‐task behaviors for all children. However, the majority of children preferred the interdependent arrangement. We discuss how these results may promote more widespread use of the GBG with children with substantial behavioral challenges.     

An argument game for stable semantics

In this paper, we present a discussion game for argumentationunder stable semantics. Our work is inspired by Vreeswijk andPrakken, who have defined a similar game for preferred semantics.In the current paper, we restate Vreeswijk and Prakken's workusing the approach of argument labellings and then show howit can be adjusted for stable semantics. The nature of the resultingargument game is somewhat unusual, since stable semantics doesnot satisfy the property of relevance.