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Talking About Thinking
Our ability to attribute mental states to others ("to mentalize") has been the subject of philosophical and psychological studies for a very long time, yet the role of language acquisition in the development of our mentalizing abilities has been largely understudied. This book addresses this gap in the philosophical literature. The book presents an account of how false belief reasoning is impacted by language acquisition, and it does so by placing it in the larger context of the issue, how language impacts cognition in general. The work provides the reader with detailed and critical literature reviews, and draws on them to argue that language acquisition helps false belief reasoning by boosting the ability to create schemata that facilitate processing of information in some social contexts. According to this framework, it is a combination of syntactic clues and cultural narratives that helps the child to solve the classic false belief task. The book provides a novel, original account of how language helps false belief reasoning, while also giving the reader a broad, precise and well-documented picture of the debate around some of the most fundamental issues in social cognition.
Abstract Concepts and the Embodied Mind
Our thoughts depend on knowledge about objects, people, properties, and events. To think about where we left our keys, what we are going to make for dinner, when we last fed the dogs, and how we are going to survive our next visit with our family, we need to know something about locations, keys, cooking, dogs, survival, families, and so on. As researchers have sought to explain how our brains can store and access such general knowledge, a growing body of evidence suggests that many of our concepts are grounded in action, emotion, and perception systems. We appear to think about the world by means of the same mechanisms that we use to experience it. Yet, abstract concepts like 'democracy,' 'f...
Modeling and Using Context
This book constitutes the proceedings of the 10th International and Interdisciplinary Conference on Modeling and Using Context, CONTEXT 2017, held in Paris, France, in June 2017. The 26 full papers and 15 short papers presented were carefully reviewed and selected from 88 submissions. The papers feature research in a wide range of disciplines related to issues of context and contextual knowledge and discuss commonalities across and differences between the disciplines' approaches to the study of context. They are organized in the following topical sections: context in representation; context modeling of human activities; context in communication; context awareness; and various specific topics.
At the Intersection of Language, Logic, and Information
The European Summer School in Logic, Language and Information (ESSLLI) is organized every year by the Association for Logic, Language and Information (FoLLI) in different sites around Europe. The papers cover vastly dierent topics, but each fall in the intersection of the three primary topics of ESSLLI: Logic, Language and Computation. The 14 papers presented in this volume have been selected among 24 papers presented by talks or posters at the Student Sessions of the 30th edition of ESSLLI, held in 2018 in Sofia, Bulgaria.The Student Session is a forum for PhD and Master students to present their research at the interfaces of logic, language and computation. It features three tracks: Logic and Computation (LoCo), Logic and Language (LoLa), and Language and Computation (LaCo)./div
Concepts, Frames and Cascades in Semantics, Cognition and Ontology
This open access book presents novel theoretical, empirical and experimental work exploring the nature of mental representations that support natural language production and understanding, and other manifestations of cognition. One fundamental question raised in the text is whether requisite knowledge structures can be adequately modeled by means of a uniform representational format, and if so, what exactly is its nature. Frames are a key topic covered which have had a strong impact on the exploration of knowledge representations in artificial intelligence, psychology and linguistics; cascades are a novel development in frame theory. Other key subject areas explored are: concepts and categorization, the experimental investigation of mental representation, as well as cognitive analysis in semantics. This book is of interest to students, researchers, and professionals working on cognition in the fields of linguistics, philosophy, and psychology.
The Cambridge Handbook of Role and Reference Grammar
Role and Reference Grammar (RRG) is a theory of language in which linguistic structures are accounted for in terms of the interplay of discourse, semantics and syntax. With contributions from a team of leading scholars, this Handbook provides a field-defining overview of RRG. Assuming no prior knowledge, it introduces the framework step-by-step, and includes a pedagogical guide for instructors. It features in-depth discussions of syntax, morphology, and lexical semantics, including treatments of lexical and grammatical categories, the syntax of simple clauses and complex sentences, and how the linking of syntax with semantics and discourse works in each of these domains. It illustrates RRG's contribution to the study of language acquisition, language change and processing, computational linguistics, and neurolinguistics, and also contains five grammatical sketches which show how RRG analyses work in practice. Comprehensive yet accessible, it is essential reading for anyone who is interested in how grammar interfaces with meaning.
The Paradox of False Belief Understanding
Our ability to understand others is one of the most central parts of human life, but explaining how this ability develops remains a controversial issue, exercising psychologists and philosophers alike. Within this literature the Paradox of False Belief Understanding remains one of the main open challenges. Based on an up to date overview of the empirical and theoretical literature, this book highlights the significance of this paradox for our understanding of the development of social cognition and provides a new explanation of it in the form of the Situational Mental File Account. Central features of the account are, firstly, identitfying three distinct stages in the development of belief understanding and, secondly, elaborating the role of both cognitive and situational factors as well as their interaction in the development of belief understanding. This account is also applied to the related phenomenon of pretend play, demonstrating the potential for a wider application of the account. This account generates both new empirical predications and a framework for further theoretical work, thereby providing a fruitful ground for further interdisciplinary research in this area.
Reference
This volume provides an innovative approach to the referential process thanks to its focus on the relationship between conventions and discourse pragmatics. It brings together a cross-section of current research on referential conventions and pragmatic strategies, in a number of different fields (formal and theoretical linguistics, semantics, discourse analysis, psycholinguistics, interactional linguistics, natural language processing), in a variety of verbal and non-verbal languages (English, German, different varieties of French, Indonesian, French Belgian Sign Language) and in a diversity of contexts (the coining of names, language acquisition, second language learning, and various genres such as news articles, narratives, satire or game playing). The volume is meant as a series of thought-provoking studies which place speakers and addressees at the core of the referential act, thus providing evidence on how they negotiate and adjust, depending on the context.
Talking About Thinking
Our ability to attribute mental states to others ("to mentalize") has been the subject of philosophical and psychological studies for a very long time, yet the role of language acquisition in the development of our mentalizing abilities has been largely understudied. This book addresses this gap in the philosophical literature. The book presents an account of how false belief reasoning is impacted by language acquisition, and it does so by placing it in the larger context of the issue, how language impacts cognition in general. The work provides the reader with detailed and critical literature reviews, and draws on them to argue that language acquisition helps false belief reasoning by boosting the ability to create schemata that facilitate processing of information in some social contexts. According to this framework, it is a combination of syntactic clues and cultural narratives that helps the child to solve the classic false belief task. The book provides a novel, original account of how language helps false belief reasoning, while also giving the reader a broad, precise and well-documented picture of the debate around some of the most fundamental issues in social cognition.
