Search results for 'PAST-TENSE' (try it on Scholar)

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  1.  9
    Mark S. Seidenberg & David C. Plaut (2014). Quasiregularity and Its Discontents: The Legacy of the Past Tense Debate. Cognitive Science 38 (6):1190-1228.
    Rumelhart and McClelland's chapter about learning the past tense created a degree of controversy extraordinary even in the adversarial culture of modern science. It also stimulated a vast amount of research that advanced the understanding of the past tense, inflectional morphology in English and other languages, the nature of linguistic representations, relations between language and other phenomena such as reading and object recognition, the properties of artificial neural networks, and other topics. We examine the impact of the Rumelhart and McClelland (...)
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  2.  99
    Anita Mittwoch (2008). The English Resultative Perfect and its Relationship to the Experiential Perfect and the Simple Past Tense. Linguistics and Philosophy 31 (3):323-351.
    A sentence in the Resultative perfect licenses two inferences: (a) the occurrence of an event (b) the state caused by this event obtains at evaluation time. In this paper I show that this use of the perfect is subject to a large number of distributional restrictions that all serve to highlight the result inference at the expense of the event inference. Nevertheless, only the event inference determines the truth conditions of this use of the perfect, the result inference being a (...)
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  3.  14
    Steven Pinker & Michael Ullman (2002). The Past and Future of the Past Tense. Trends in Cognitive Sciences 6 (11):456-463.
    What is the interaction between storage and computation in language processing? What is the psychological status of grammatical rules? What are the relative strengths of connectionist and symbolic models of cognition? How are the components of language implemented in the brain? The English past tense has served as an arena for debates on these issues. We defend the theory that irregular past-tense forms are stored in the lexicon, a division of declarative memory, whereas regular forms can be computed by (...)
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  4.  9
    Kim Plunkett & Patrick Juola (1999). A Connectionist Model of English Past Tense and Plural Morphology. Cognitive Science 23 (4):463-490.
    The acquisition of English noun and verb morphology is modeled using a single-system connectionist network. The network is trained to produce the plurals and past tense forms of a large corpus of monosyllabic English nouns and verbs. The developmental trajectory of network performance is analyzed in detail and is shown to mimic a number of important features of the acquisition of English noun and verb morphology in young children. These include an initial error-free period of performance on both nouns and (...)
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  5. J. L. Bermudez (2013). Immunity to Error Through Misidentification and Past-Tense Memory Judgements. Analysis 73 (2):211-220.
    Autobiographical memories typically give rise either to memory reports (“I remember going swimming”) or to first person past-tense judgements (“I went swimming”). This article focuses on first person past-tense judgements that are (epistemically) based on autobiographical memories. Some of these judgements have the IEM property of being immune to error through misidentification. This article offers an account of when and why first person past-tense judgements have the IEM property.
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  6.  8
    Steven Pinker & Michael T. Ullman (2002). The Past-Tense Debate The Past and Future of the Past Tense. Trends in Cognitive Sciences 6 (11):456-463.
    What is the interaction between storage and computation in language processing? What is the psychological status of grammatical rules? What are the relative strengths of connectionist and symbolic models of cognition? How are the components of language implemented in the brain? The English past tense has served as an arena for debates on these issues. We defend the theory that irregular past-tense forms are stored in the lexicon, a division of declarative memory, whereas regular forms can be computed by (...)
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  7.  1
    G. F. Marcus (1995). The Acquisition of the English Past Tense in Children and Multilayered Connectionist Networks. Cognition 56 (3):271-279.
    The apparent very close similarity between the learning of the past tense by Adam and the Plunkett and Marchman model is exaggerated by several misleading comparisons--including arbitrary, unexplained changes in how graphs were plotted. The model's development differs from Adam's in three important ways: Children show a U-shaped sequence of development which does not depend on abrupt changes in input; U-shaped development in the simulation occurs only after an abrupt change in training regimen. Children overregularize vowel-change verbs more than no-change (...)
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  8.  39
    R. M. Hare (1979). Universal and Past-Tense Prescriptions: A Reply to Mr. Ibberson. Analysis 39 (4):161 - 165.
    Properly universal prescriptions (necessary in analysis of value-judgments) entail past-tense imperatives. does the unusability of the latter rule out the former? no, because there are many usable rules which entail past-tense imperatives. else we could not point to past breaches when teaching the rule, which remains the same throughout the teaching process, or punish for past breaches of the same rule which is still in force. similar problem about imperatives in other than the second person succumbs to kenny's (...)
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  9.  1
    K. Plunkett & V. A. Marchman (1996). Learning From a Connectionist Model of the Acquisition of the English Past Tense. Cognition 61 (3):299-308.
    Comments on G. Marcus' criticisms (see record 1996-24670-001) of K. Plunkett's and V. Marcham's (see record 1994-35650-001) connectionist account of the acquisition of the English past tense (verb morphology). The original model is reviewed. Graphing, overregularization, and other criticisms are addressed (PsycINFO Database Record (c) 2000 APA, all rights reserved).
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  10.  46
    William Child (2006). Memory, Expression, and Past-Tense Self-Knowledge. Philosophy and Phenomenological Research 73 (1):54–76.
    How should we understand our capacity to remember our past intentional states? And what can we learn from Wittgenstein's treatment of this topic? Three questions are considered. First, what is the relation between our past attitudes and our present beliefs about them? Realism about past attitudes is defended. Second, how should we understand Wittgenstein's view that self-ascriptions of past attitudes are a kind of "response" and that the "language-game" of reporting past attitudes is "the primary thing"? The epistemology and metaphysics (...)
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  11.  2
    S. Pinker & M. T. Ullman (2002). The Past-Tense Debate. Trends in Cognitive Sciences 6 (11):456-463.
    What is the interaction between storage and computation in language processing? What is the psychological status of grammatical rules? What are the relative strengths of connectionist and symbolic models of cognition? How are the components of language implemented in the brain? The English past tense has served as an arena for debates on these issues. We defend the theory that irregular past-tense forms are stored in the lexicon, a division of declarative memory, whereas regular forms can be computed by (...)
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  12.  4
    Steven Pinker & Michael T. Ullman (2002). The Past and Future of the Past Tense Debate. Trends in Cognitive Sciences 6 (11):456-463.
    What is the interaction between storage and computation in language processing? What is the psychological status of grammatical rules? What are the relative strengths of connectionist and symbolic models of cognition? How are the components of language implemented in the brain? The English past tense has served as an arena for debates on these issues. We defend the theory that irregular past-tense forms are stored in the lexicon, a division of declarative memory, whereas regular forms can be computed by (...)
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  13.  3
    Virginia A. Marchman (1997). Children's Frequency , Productivity Phonology, in the and English Past Tense : The Role of Neighborhood Structure. Cognitive Science 21 (3):283-304.
    The productive use of English past tense morphology in school-aged children (N= 74; 3 years, 8 months to 13 years, 5 months) is explored using on elicited production task. Errors represented 20% of the responses overall. Virtually all of the children demonstrated productivity with regular (e.g., good) and irregular patterns (zero-marking, e.g., sit + sit; vowel-change, e.g., ride -+ rid). Overall frequency of errors decreased with age, yet the tendency for certain types of irregularizations increased in the older groups. Analyses (...)
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  14.  43
    Seth Cable (2013). Beyond the Past, Present, and Future: Towards the Semantics of ‘Graded Tense’ in Gĩkũyũ. [REVIEW] Natural Language Semantics 21 (3):219-276.
    In recent years, our understanding of how tense systems vary across languages has been greatly advanced by formal semantic study of languages exhibiting fewer tense categories than the three commonly found in European languages. However, it has also often been reported that languages can sometimes distinguish more than three tenses. Such languages appear to have ‘graded tense’ systems, where the tense morphology serves to track how far into the past or future a reported event occurs. This paper presents a formal (...)
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  15.  59
    Corien Bary & Emar Maier (2009). The Dynamics of Tense Under Attitudes: Anaphoricity and de Se Interpretation in the Backward Shifted Past. In Hattori et al (ed.), New Frontiers in Artificial Intelligence. Springer 146--160.
    Shows that both anaphoricity and egocentric de se binding play a crucial role in the interpretation of tense in discourse. Uses the English backwards shifted reading of the past tense in a mistaken time scenario to bring out the tension between these two features. Provides a suitable representational framework for the observed clash in the form of an extension of DRT in which updates of the common ground are accompanied by updates of each relevant agent's complex attitudinal state.
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  16.  20
    James L. McClelland & Karalyn Patterson (2002). Rules or Connections in Past-Tense Inflections: What Does the Evidence Rule Out? Trends in Cognitive Sciences 6 (11):465-472.
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  17.  2
    Niels A. Taatgen & John R. Anderson (2002). Why Do Children Learn to Say “Broke”? A Model of Learning the Past Tense Without Feedback. Cognition 86 (2):123-155.
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  18.  83
    Virginia A. Marchman (1997). Children's Productivity in the English Past Tense: The Role of Frequency, Phonology, and Neighborhood Structure. Cognitive Science 21 (3):283-304.
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  19.  19
    William Marslen-Wilson & Lorraine K. Tyler (1998). Rules, Representations, and the English Past Tense. Trends in Cognitive Sciences 2 (11):428-435.
  20.  21
    Chloe R. Marshall & Heather K. J. van der Lely (2006). A Challenge to Current Models of Past Tense Inflection: The Impact of Phonotactics. Cognition 100 (2):302-320.
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  21.  2
    Emily R. Cohen-Shikora & David A. Balota (2013). Past Tense Route Priming. Cognition 126 (3):397-404.
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  22. Mark S. Seidenberg & Maggie Bruck (1990). Consistency Effects in the Generation of Past Tense Morphology. Bulletin of the Psychonomic Society 28 (6):522-522.
     
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  23.  1
    M. Ryan Bochnak (2016). Past Time Reference in a Language with Optional Tense. Linguistics and Philosophy 39 (4):247-294.
    In this paper, I analyze the verbal suffix -uŋil in Washo as an optional past tense. It is optional in the sense that it is not part of a paradigm of tenses, and morphologically tenseless clauses are also compatible with past time reference. Specifically, I claim that -uŋil is the morphological exponent of a tense feature [past], which presupposes that the reference time of the clause, denoted by a temporal pronoun, precedes the evaluation time. Meanwhile, morphologically tenseless clauses lack a (...)
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  24.  12
    Amit Almor (2002). Past Tense Learning. In M. Arbib (ed.), The Handbook of Brain Theory and Neural Networks. MIT Press 848--851.
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  25.  11
    Gert Westermann & Nicolas Ruh (2009). Synthetic Brain Imaging of English Past Tense Inflection. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. 1364--1369.
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  26.  4
    Michael Ramscar (2003). The Past-Tense Debate: Exocentric Form Versus the Evidence. Trends in Cognitive Sciences 7 (3):107-108.
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  27.  3
    Danielle E. Matthews & Anna L. Theakston (2006). Errors of Omission in English‐Speaking Children's Production of Plurals and the Past Tense: The Effects of Frequency, Phonology, and Competition. Cognitive Science 30 (6):1027-1052.
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  28.  1
    Shoba Bandi-Rao & Gregory L. Murphy (2007). The Role of Meaning in Past-Tense Inflection: Evidence From Polysemy and Denominal Derivation. Cognition 104 (1):150-162.
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  29.  1
    Dan Jackson Rodger M. Constandse & Garrison W. Cottrell (1996). Selective Attention in the Acquisition of the Past Tense. In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum 183.
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  30.  1
    John C. Street (2008). ""Middle Mongolian Past-Tense-" BA" in the" Secret History". Journal of the American Oriental Society 128 (3):399-422.
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  31. V. Merlin, M. Tataru, F. Valognes, K. Plunkett & P. Juola (1999). A Connectionist Model of English Past Tense and Plural Morphology-Acquiring Verb Morphology in Children and Connectionist Nets. Cognitive Science 23 (4):463-490.
     
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  32. Steve Chandler (2010). The English Past Tense: Analogy Redux. Cognitive Linguistics 21 (3).
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  33. Minna Kirjavainen, Alexandre Nikolaev & Evan Kidd (2012). The Effect of Frequency and Phonological Neighbourhood Density on the Acquisition of Past Tense Verbs by Finnish Children. Cognitive Linguistics 23 (2).
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  34. Bart Pattyn (2006). Knowledge in the Past Tense. Ethical Perspectives 13 (2):191-219.
    The traditional concern universities have had with public, universal knowledge seems to be waning, with an ever-greater stress upon privatised knowledge. Nevertheless, this is an old quarrel. Since Plato saw knowledge as in service of society, he scorned the Sophists for commercialising knowledge. For the mediaeval university, which continued and developed certain strands of Plato’s thinking, the privatisation of knowledge was also unthinkable, since all knowledge ultimately belonged to God.The success of the mediaeval university lay in its autonomy, and its (...)
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  35. Christopher Peacocke (2001). Understanding the Past Tense. In Christoph Hoerl & Teresa McCormark (eds.), Time and Memory. Oxford University Press
     
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  36. L. Tasmowskideryck (1985). Past Tense, Logic and Pedagogy. Revue Internationale de Philosophie 39 (155):375-387.
     
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  37. Gert Westermann & Nicolas Ruh (2012). A Neuroconstructivist Model of Past Tense Development and Processing. Psychological Review 119 (3):649-667.
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  38. G. Westermann, V. Kovic & N. Ruh (2008). English Past Tense Inflection: Regular Vs. Irregular or Easy Vs. Hard. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society 739--744.
     
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  39. Robin Le Poidevin (2002). The Past, Present, and Future of the Debate About Tense. In Questions of Time and Tense. Clarendon Press
     
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  40.  48
    William Lane Craig (2010). Taking Tense Seriously in Differentiating Past and Future. Faith and Philosophy 27 (4):451-456.
    Wes Morriston argues that even if we take an endless series of events to be merely potentially, rather than actually, infinite, still no distinction between a beginningless and an endless series of events has been established which is relevant to arguments against the metaphysical possibility of an actually infinite number of things: if a beginningless series is impossible, so is an endless series. The success of Morriston’s argument, however, comes to depend on rejecting the characterization of an endless series of (...)
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  41.  86
    Mark Bernstein (1989). Fatalism, Tense, and Changing the Past. Philosophical Studies 56 (2):175 - 186.
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  42.  9
    Michael J. White (1984). The Necessity of the Past and Modal-Tense Logic Incompleteness. Notre Dame Journal of Formal Logic 25 (1):59-71.
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  43. William Lane Craig (2010). Taking Tense Seriously in Differentiating Past and Future: A Response to Wes Morriston. Faith and Philosophy 27 (4):451.
     
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  44. Andrea Iacona (2016). On the Puzzle of the Changing Past. Philosophia:1-6.
    In the intriguing article 'The puzzle of the changing past', Barlassina and Del Prete argue that, if one grants a platitude about truth and accepts a simple story that they tell, one is forced to conclude that the past has changed. I will suggest that there is a coherent way to resist that conclusion. The platitude about truth is in fact a platitude, but the story is not exactly as they tell it.
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  45. L. Barlassina & F. Del Prete (2015). The Puzzle of the Changing Past. Analysis 75 (1):59-67.
    If you utter sentence ‘Obama was born in 1961’ now, you say something true about the past. Since the past will always be such that the year 1961 has the property of being a time in which Obama was born, it seems impossible that could ever be false in a future context of utterance. We shall consider the case of a sentence about the past exactly like , but which was true when uttered a few years ago and is no (...)
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  46.  73
    Barlassina Luca & Del Prete Fabio (forthcoming). The Puzzle of the Changing Past. Analysis.
    If you utter sentence (1) ‘Obama was born in 1961’ now, you say something true about the past. Since the past will always be such that the year 1961 has the property of being a time in which Obama was born, it seems impossible that (1) could ever be false in a future context of utterance. We shall consider the case of a sentence about the past exactly like (1), but which was true when uttered a few years ago and (...)
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  47.  9
    Andrea Iacona (2016). On the Puzzle of the Changing Past. Philosophia 44 (1):137-142.
    In the intriguing article The puzzle of the changing past, Barlassina and Del Prete argue that, if one grants a platitude about truth and accepts a simple story that they tell, one is forced to conclude that the past has changed. I will suggest that there is a coherent way to resist that conclusion. The platitude about truth is in fact a platitude, but the story is not exactly as they tell it.
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  48.  21
    Michael Thomas & Annette Karmiloff-Smith (2002). Are Developmental Disorders Like Cases of Adult Brain Damage? Implications From Connectionist Modelling. Behavioral and Brain Sciences 25 (6):727-750.
    It is often assumed that similar domain-specific behavioural impairments found in cases of adult brain damage and developmental disorders correspond to similar underlying causes, and can serve as convergent evidence for the modular structure of the normal adult cognitive system. We argue that this correspondence is contingent on an unsupported assumption that atypical development can produce selective deficits while the rest of the system develops normally (Residual Normality), and that this assumption tends to bias data collection in the field. Based (...)
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  49.  7
    Gert Westermann (2016). Experience‐Dependent Brain Development as a Key to Understanding the Language System. Topics in Cognitive Science 8 (2):446-458.
    An influential view of the nature of the language system is that of an evolved biological system in which a set of rules is combined with a lexicon that contains the words of the language together with a representation of their context. Alternative views, usually based on connectionist modeling, attempt to explain the structure of language on the basis of complex associative processes. Here, I put forward a third view that stresses experience-dependent structural development of the brain circuits supporting language (...)
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  50.  8
    Kyung-Sook Chung (2007). Spatial Deictic Tense and Evidentials in Korean. Natural Language Semantics 15 (3):187-219.
    This paper focuses on the Korean suffix -te, which has been variously analyzed as a marker of tense, aspect, tense–aspect, mood, mood–tense, or evidentiality. I argue against all of these approaches and propose instead that -te is a spatial deictic past tense, which triggers an evidential environment. It refers to a certain past time when the speaker either observed an event or some evidence of the event within his (her) perceptual field. Thus, the denotation of -te is ‘overlap’, not between (...)
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