Online research in philosophy

Five-year-old children categorized as skilled versus unskilled counters were given verbal estimation and number word comprehension tasks with numerosities 20 – 120. Skilled counters showed a linear relation between number words and nonsymbolic numerosities. Unskilled counters showed the same linear relation for smaller numbers to which they could count, but not for larger number words. Further tasks indicated that unskilled counters failed even to correctly order large number words differing by a 2 : 1 ratio, whereas they performed well on this task with smaller numbers, and performed well on a nonsymbolic ordering task with the same numerosities. These findings provide evidence that large, approximate numerosity representations become linked to number words around the time that children learn to count to those words reliably.

59 words Main Text: 1108 words References: 114 words Total Text: 1281 words.

Five-year-old children categorized as skilled versus unskilled counters were given verbal estimation and number word comprehension tasks with numerosities 20 – 120. Skilled counters showed a linear relation between number words and nonsymbolic numerosities. Unskilled counters showed the same linear relation for smaller numbers to which they could count, but not for larger number words. Further tasks indicated that unskilled counters failed even to correctly order large number words differing by a 2 : 1 ratio, whereas they performed well on this task with smaller numbers, and performed well on a nonsymbolic ordering task with the same numerosities. These findings provide evidence that large, approximate numerosity representations become linked to number words around the time that children learn to count to those words reliably.

In Yizhuan ’s interpretation of The Book of Changes , the book’s fundamental concepts, xiang 象 (images) and ci 辞 (words), play different roles. Concepts, including yin and yang, firmness and gentleness, sancai 三才 (three fundamentals), and the wuxing 五行 (five active elements), are used to interpret The Book of Changes through the interpretation of images, while the core Confucian values, such as benevolence and righteousness, are used to interpret The Book of Changes because of their connection with words of gua and yao . In order to expand the meaning of the words of gua and yao , Yizhuan sometimes connects words with images; in other occasions, however, it simply takes these words as independent guides. The Confucian scholars who wrote Yizhuan , therefore, not only revered the classic, but also used it to send their own message. Out of reverence, they “ shu 述 (recited)”; in using it, they “ zuo 作 (created)”. The combination of recitation and creation made the words of gua and yao very flexible in the process of interpretation, while the interpretation changed the meaning of the classic to a great extent.

Almost all words are the names of categories. We can learn most of our words (and hence our categories) from dictionary definitions, but not all of them. Some have to be learned from direct experience. To understand a word from its definition we need to already understand the words used in the definition. This is the “Symbol Grounding Problem” [1]. How many words (and which ones) do we need to ground directly in sensorimotor experience in order to be able to learn all other words via definition alone? The answer may shed some light both on the developmental origin of word meanings and on the evolutionary origin and adaptive value of language. We used an algorithm to reduce each of our dictionaries (Longmans LDOCE, Cambridge CIDE and WordNet) to its “grounding kernel” (“Kernel”) (which turned out to be about 10% of the dictionary) by systematically eliminating..

68 words Main Text: 1256 words References: 192 words Total Text: 1516 words.

“Choose your words wisely,” my mother used to say, “because you never know who’s listening.” Oddly, this is something about which my dear mother and Mark Richard apparently would agree. They both seem to think that the words you use say something about who you are, and if you use bad words, then you are a bad person. About this, I have no doubt that they are right - those who use slurs, at least in the context of many assertive utterances, are surely racists, anti-Semites or whatever. But MR in his paper points out that matters go further than this, for our conversational interactions with slur words can show us to be of such dubious moral status even if we don’t utter them; just our normal practices of accepting the utterances of others would be sufficient for this result. But something is surely amiss here; no doubt we can know the meaning of slur-words, and so comprehend the utterances of others, without impugning our moral stature in any way.

What words mean plays a role in determining when they would be true; but not an exhaustive one. For that role leaves room for variation in truth conditions, with meanings fixed, from one speaking of words to another. What role meaning plays depends on what truth is; on what words, by virtue of meaning what they do are requied to have done (as spoken) in order to have said what is true. There is a deflationist position on what truth is: the notion is exhausted by a given, specified, mass of 'platitudes', each to the effect that if words said (say) things to be thus, things must be that way. (The thought that thus-and-so is true iff thus-and-so.) These platitudes, and so deflationism, miss that aspect of truth that determines meaning's role. Truth requires words to have the uses which, given what they mean, they should have in the circumstances of their speaking. Through this link with use, when words would be true is a factor fixing what it is they said.