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971.
Recent challenges to Chomsky's poverty of the stimulus thesis for language acquisition suggest that children's primary data may carry "indirect evidence" about linguistic constructions despite containing no instances of them. Indirect evidence is claimed to suffice for grammar acquisition, without need for innate knowledge. This article reports experiments based on those of Reali and Christiansen (2005) , who demonstrated that a simple bigram language model can induce the correct form of auxiliary inversion in certain complex questions. This article investigates the nature of the indirect evidence that supports this learning, and assesses how reliably it is available. Results confirm the original finding for one specific sentence type but show that the model's success is highly circumscribed. It performs poorly on inversion in related constructions in English and Dutch. Because other, more powerful statistical models have so far been shown to succeed only on the same limited subset of cases as the bigram model, it remains to be seen whether stimulus richness can be substantiated more generally. 相似文献
972.
K. Helmut Reich 《Zygon》2008,43(3):705-718
In recent years the science‐and‐religion/spirituality/theology dialogue has flourished, but the impact on the minds of the general public, on society as a whole, has been less impressive. Also, religious believers and outspoken atheists face each other without progressing toward a common understanding. The view taken here is that achieving a more marked impact of the dialogue would be beneficial for a peaceful survival of humanity. I aim to argue the why and how of that task by analyzing three possible purposes of the dialogue and their logical interdependence, suggest conceivable improvements of the quality and extent of the current efforts toward a negotiated action plan, and consider an enlargement of the circle of the actors involved. The dialogue that has been carried on between science and religion/spirituality/theology could be expanded and usefully applied to some major problems in the present world. 相似文献
973.
Owen Anderson 《Sophia》2008,47(2):201-222
In ‘The Presuppositions of Religious Pluralism and the Need for Natural Theology’ I argue that there are four important presuppositions
behind John Hick’s form of religious pluralism that successfully support it against what I call fideistic exclusivism. These
are i) the ought/can principle, ii) the universality of religious experience, iii) the universality of redemptive change,
and iv) a view of how God (the Eternal) would do things. I then argue that if these are more fully developed they support
a different kind of exclusivism, what I call rational exclusivism, and become defeaters for pluralism. In order to explain
rational exclusivism and its dependence on these presuppositions I consider philosophers J.P. Moreland, William Lane Craig,
and Alvin Plantinga, who offer arguments for their forms of exclusivism but I maintain that they continue to rely on fideism
at important points. I then give an example of how knowledge of the Eternal can be achieved.
相似文献
Owen AndersonEmail: |
974.
Sarah Michaels Catherine O’Connor Lauren B. Resnick 《Studies in Philosophy and Education》2008,27(4):283-297
Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the
authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to
the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically
productive talk. These practices, termed Accountable TalkSM, emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They
have been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk
as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and
build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that
emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that
is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable
Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of
contexts in which discourse norms are not shared by all members of the classroom community.
相似文献
Lauren B. ResnickEmail: |
975.
The goal of this two-part series of papers is to show that constructive logic with strong negation N is definitionally equivalent to a certain axiomatic extension NFL
ew
of the substructural logic FL
ew
. The main result of Part I of this series [41] shows that the equivalent variety semantics of N (namely, the variety of Nelson algebras) and the equivalent variety semantics of NFL
ew
(namely, a certain variety of FL
ew
-algebras) are term equivalent. In this paper, the term equivalence result of Part I [41] is lifted to the setting of deductive
systems to establish the definitional equivalence of the logics N and NFL
ew
. It follows from the definitional equivalence of these systems that constructive logic with strong negation is a substructural
logic.
Presented by Heinrich Wansing 相似文献
976.
Robyn Carston 《Synthese》2008,165(3):321-345
Most people working on linguistic meaning or communication assume that semantics and pragmatics are distinct domains, yet
there is still little consensus on how the distinction is to be drawn. The position defended in this paper is that the semantics/pragmatics
distinction holds between (context-invariant) encoded linguistic meaning and speaker meaning. Two other ‘minimalist’ positions
on semantics are explored and found wanting: Kent Bach’s view that there is a narrow semantic notion of context which is responsible
for providing semantic values for a small number of indexicals, and Herman Cappelen and Ernie Lepore’s view that semantics
includes the provision of values for all indexicals, even though these depend on the speaker’s communicative intentions. Finally,
some implications are considered for the favoured semantics/pragmatics distinction of the fact that there are linguistic elements
(lexical and syntactic) which do not contribute to truth-conditional content but rather provide guidance on pragmatic inference. 相似文献
977.
This study focused on the personality characteristics associated with Attention-deficit/Hyperactivity disorder (ADHD) in a
longitudinal sample of youth, with a particular focus on differences between those with and without persisting ADHD symptoms.
Participants with ADHD (n = 90) were initially evaluated when they were 7–11 years old, and re-assessed at 16–22 years of age. Matched control subjects
(n = 80) were recruited at the time of the follow-up evaluation. At follow-up, the Kiddie-SADS-PL, a semi-structured psychiatric
interview, and the NEO-PI, a self-report personality inventory, were administered. Data were analyzed using multivariate analyses
of variance (MANOVA). Results indicate that childhood ADHD is associated with lower scores on the NEO Conscientiousness subscale
in adolescents/young adults—irrespective of the degree of ADHD persistence. In contrast, ratings of Neuroticism and Agreeableness
appear to be more closely linked to adolescent status; those with persisting symptoms only exhibited increased Neuroticism
and decreased Agreeableness. These results suggest that ADHD, and the degree to which symptoms persist into adolescence, may
be closely linked to personality structure. 相似文献
978.
Three kinds of rhymes: An ERP study 总被引:1,自引:0,他引:1
In a simple prime-target visual rhyming paradigm, pairs of words, nonwords, and single letters elicited similar event-related potential (ERP) rhyming effects in young adults. Within each condition, primes elicited contingent negative variation (CNV) while nonrhyming targets elicited more negative waveforms than rhyming targets within the 320-500ms (N400/N450) time window. The target rhyming effect, apparently primarily an index of phonological processing, was similar across conditions but tended to be smaller in mean amplitude for letters. One of the first reports of such a letter rhyming effect in the ERP literature, these findings could be important developmentally because letter rhyme tasks simultaneously index the two best predictors of ease of learning to read: letter name knowledge and phonological awareness. 相似文献
979.
This article investigates the usefulness of Reintegrative Shaming Theory (RST) in explaining the bullying of siblings in families and peers in schools. Questionnaires were completed by 182 children aged 11-12 years in ten primary schools in Nicosia, Cyprus, about sibling and peer bullying. A vignette-based methodology was used to investigate children's expectations of the type of shaming their parents would offer in response to their possible wrong doing. Children were also asked questions about the emotions they would have felt (i.e. shame, remorse, guilt or anger) if they were in the position of the child in the vignette. The level of bonding toward each parent was also examined. In agreement with the theory, a path analysis showed that mother bonding influenced children's expectations of the type of shaming offered by parents. Disintegrative shaming (i.e. shaming offered in a stigmatizing or rejecting way) had a direct effect on the way children managed their shame. Shame management directly influenced sibling and peer bullying. Father bonding had no direct or indirect effects in the model. Against the theory, reintegrative shaming (i.e. shaming offered in the context of approving the wrongdoer while rejecting the wrongdoing) did not have a direct effect on shame management. Beyond the postulates of RST, mother bonding-a plausible indicator of family functioning-had a direct effect on sibling and peer bullying. Mother bonding had a stronger effect for boys than for girls. It is concluded that RST is useful in explaining the link between family factors and bullying, and that RST has cross-cultural applicability. 相似文献
980.
使用ERPs技术, 探讨跨领域项目间联结记忆中项目提取和关系提取的差异。学习阶段, 系列呈现面孔-事件动词材料, 让被试识记面孔、事件动词以及两者之间的关系; 测验阶段, 要求被试对成对刺激进行“相同”、“重组”或“新”判断。结果发现:提取阶段, 刺激呈现后约200 ms, “相同”、“重组”和“新”3种条件下的ERPs开始出现分离, 存在“相同/新”、“重组/新”和“相同/重组”三类新旧效应。在200~300 ms, “相同/新”和“重组/新”两类新旧效应表现在前额和额区皮层; 在300~500 ms, 这两类新旧效应广泛地分布在从前到后各个脑区皮层; 在500~700 ms, “相同/新”新旧效应出现在额-顶区皮层, 而无“重组/新”新旧效应; 在700~1400 ms, 这两类新旧效应发生在前额和额区皮层; 在上述4个时段, “相同/重组”关系新旧效应都发生在额中-中央-顶区皮层。从这些结果可以推知:跨领域项目间联结再认中, 项目新旧效应和关系新旧效应同时出现, 但是关系提取比项目提取较晚完成; 额中-中央-顶区皮层关系新旧效应反映了对项目间关系的回忆加工; 而700 ms以后, 前额、额区皮层新旧效应可能反映了项目之间关系提取过程的执行加工功能。 相似文献