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  1. Consciousness Results When Communication Modifies the Form of Self-Estimated Fitness.J. H. van Hateren - manuscript
    The origin and development of consciousness is poorly understood. Although it is clearly a naturalistic phenomenon evolved through Darwinian evolution, explaining it in terms of physicochemical, neural, or symbolic mechanisms remains elusive. Here I propose that two steps had to be taken in its evolution. First, living systems evolved an intrinsic goal-directedness by internalizing Darwinian fitness as a self-estimated fitness. The self-estimated fitness participates in a feedback loop that effectively produces intrinsic meaning in the organism. Second, animals with advanced nervous (...)
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  2. Lindsay Norwood SLA May 5, 2009 Critical Review of Second Language Acquisition and the Critical Period Hypothesis Ed. David Birdsong (1999). [REVIEW]David Birdsong - forthcoming - Critical Review: A Journal of Politics and Society.
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  3. Color Categorization.Robert Briscoe - forthcoming - In Derek Brown & Fiona Macpherson (eds.), Routledge Handbook of the Philosophy of Colour. Routledge.
  4. Patterns in the Mind: Language And.R. Jackendoff - forthcoming - Human Nature.
  5. The New Testament Writers (Introduction to Book).Lascelles G. B. James - forthcoming - Self Published.
    The style, tone and tenor of the New Testament writers are unique and exceptional. Jesus of Nazareth, Hebraic roots, Old Testament literature, oral tradition, Hellenistic influence, Roman governance, 1st century socio-politics, and multifarious linguistic elements combined to immortalize their literary records and make them indelible in the minds of contemplative readers. This book acknowledges previous work and seeks to connect the thoughts gleaned from them to seminal ideas that have their locus in the inquiry of how language can influence thought (...)
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  6. When You Isn't You. The Attraction of Self­-Ascription in Children’s Interpretation of Pronouns in Reported Speech.Franziska Köder & Maier Emar - forthcoming - Glossa.
    In language comprehension, 'you' is a de se pronoun, which means that its interpretation is guided by a simple de se rule ('you' = self-ascription by addressee), while the interpretation of other pronouns requires more complicated reasoning. This predicts that 'you' should be easier to process than 'I' or 'he', especially for children. But not all occurrences of 'you' can be correctly interpreted via self-ascription. We consider two cases where 'you' does not indicate self-ascription: interpretation as an eavesdropper and 'you' (...)
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  7. Current Controversies in Philosophy of Cognitive Science.Adam Lerner, Simon Cullen & Sarah-Jane Leslie (eds.) - forthcoming - Routledge.
    Cognitive science poses a variety of philosophical questions. In this forthcoming volume, leading researchers debate five core questions in the Philosophy of Cognitive Science: Is Universal Grammar required to explain our linguistic capacities? Are some of our concepts innate or are they all learned? What role do our bodies play in cognition? Can neuroscience help us understand the mind? Can cognitive science help us understand human morality? The volume contains two accessible essays on each topic, each advocating for an opposing (...)
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  8. The Cultural Evolution of Mind-Modelling.Richard Moore - forthcoming - Synthese 1.
    I argue that uniquely human forms of ‘Theory of Mind’ (or ‘ToM’) are a product of cultural evolution. Specifically, propositional attitude psychology is a linguistically constructed folk model of the human mind, invented by our ancestors for a range of tasks and refined over successive generations of users. The construction of these folk models gave humans new tools for thinking and reasoning about mental states—and so imbued us with abilities not shared by non-linguistic species. I also argue that uniquely human (...)
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  9. Form and Function in the Imitative Learning of Language: Comment on “Replication and Emergence in Cultural Transmission” by Monica Tamariz.Richard Moore - forthcoming - Physics of Life Reviews.
  10. “Inflecting ‘Presence’ and ‘Absence’: On Sharing the Phenomenological Conversation.”.Chad Engelland - 2020 - In Language and Phenomenology. New York, NY, USA: pp. 273-295.
    This chapter introduces the difficulty of acquiring phenomenological terms by examining Carnap’s and Derrida’s criticisms of phenomenological speech; their criticisms show that any account of how phenomenological speech is acquired must clarify its distinction from ordinary speech about things while not falling prey to an esoteric separation. The chapter then reviews the way Husserl, Scheler, and Heidegger offer “indication” as the way to distinguish but not separate the one and the other, and it argues that indication, even with the support (...)
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  11. Language, Alienation, and World-Disclosure.Magnus Ferguson - 2020 - Research in Phenomenology 50 (2):283-289.
  12. Compositionality and Expressive Power: Comments on Pietroski.Elmar Unnsteinsson - 2020 - Croatian Journal of Philosophy 20 (3):295-310.
    Paul Pietroski has developed a powerful minimalist and internalist alternative to standard compositional semantics, where meanings are identified with instructions to fetch or assemble human concepts in specific ways. In particular, there appears to be no need for Fregean Function Application, as natural language composition only involves processes of combining monadic or dyadic concepts, and Pietroski’s theory can then, allegedly, avoid both singular reference and truth conditions. He also has a negative agenda, purporting to show, roughly, that the vocabulary of (...)
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  13. Proto-Phenomenology, Language Acquisition, Orality and Literacy: Dwelling in Speech Ii.Lawrence J. Hatab - 2019 - Rowman & Littlefield International.
    Through his innovative study of language, noted Heidegger scholar Lawrence Hatab offers a proto-phenomenological account of the lived world, the “first” world of factical life, where pre-reflective, immediate disclosiveness precedes and makes possible representational models of language. Common distinctions between mind and world, fact and value, cognition and affect miss the meaning-laden dimension of embodied, practical existence, where language and life are a matter of “dwelling in speech.” In this second volume, Hatab supplements and fortifies his initial analysis by offering (...)
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  14. Gricean Communication, Language Development, and Animal Minds.Richard Moore - 2018 - Philosophy Compass 13 (12):e12550.
    Humans alone acquire language. According to one influen- tial school of thought, we do this because we possess a uniquely human ability to act with and attribute “Gricean” communicative intentions. A challenge for this view is that attributing communicative intent seems to require cognitive abilities that infant language learners lack. After considering a range of responses to this challenge, I argue that infant language development can be explained, because Gricean communication is cognitively less demanding than many suppose. However, a consequence (...)
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  15. Role of Language in Identity Formation: An Analysis of Influence of Sanskrit on Identity Formation.Varanasi Ramabrahmam Varanasi - 2017 - In Omprakash (ed.), Linguistic Foundations of Identity. New Delhi, India: Aakar. pp. 289-303.
    The contents of Brahmajnaana, the Buddhism, the Jainism, the Sabdabrahma Siddhanta and Shaddarsanas will be discussed to present the true meaning of individual’s identity and I. The influence of spirituality contained in Upanishadic insight in the development of Sanskrit language structure, Indian culture, and individual identity formation will be developed. The cultural and psychological aspects of a civilization on the formation of its language structure and prominence given to various parts of speech and vice versa will be touched upon. These (...)
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  16. Deep Learning and Artificial Intelligence: X, XX, XXX.Ilexa Yardley - 2017 - Https://Medium.Com/the-Circular-Theory/.
  17. Три мови, одне воєводство: письменність подільської шляхти у середині XVI століття.Vitaliy Mykhaylovskiy - 2016 - Kyivan Academy 13:62-87.
    У пропонованій статті зроблено аналіз власноручних розписок шляхти Подільського воєводства у поборовому реєстрі з 1563 року і з’ясовано, який був рівень письменності та якими мовами користувалися шляхтичі у середині XVI століття. У XVI столітті шляхта поступово почала відходити від традиційного способу життя — військової служби. Набуття нових навичок, серед яких і вміння писати, сприяло новим напрямкам кар’єри — посіданню різноманітних урядів. Розвиток судочинства та потреба заможній шляхті вести облік своїх маєтків, створили попит на осіб, що вміють писати. Законодавча вимога особисто (...)
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  18. Empiricism and Language Learnability.Nick Chater, Alexander Clark, John A. Goldsmith & Amy Perfors - 2015 - Oxford University Press UK.
    This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability. The authors, from different backgrounds---linguistics, philosophy, computer science, psychology and cognitive science-explore the idea that language acquisition proceeds through general purpose learning mechanisms, an approach that is broadly empiricist both methodologically and psychologically. Written by four researchers in the full range of relevant fields: linguistics, psychology, computer science, and cognitive science, the book sheds light on the central problems of learnability and language, and traces their implications (...)
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  19. Ideologies of Language at Hippo Family Club.Chad Nilep - 2015 - Pragmatics 25 (2):205-227.
    Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways (...)
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  20. Learning a Generative Probabilistic Grammar of Experience: A Process‐Level Model of Language Acquisition.Oren Kolodny, Arnon Lotem & Shimon Edelman - 2014 - Cognitive Science 38 (4):227-267.
    We introduce a set of biologically and computationally motivated design choices for modeling the learning of language, or of other types of sequential, hierarchically structured experience and behavior, and describe an implemented system that conforms to these choices and is capable of unsupervised learning from raw natural-language corpora. Given a stream of linguistic input, our model incrementally learns a grammar that captures its statistical patterns, which can then be used to parse or generate new data. The grammar constructed in this (...)
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  21. The Diacritical Nature of Meaning. Merleau-Ponty with Saussure.Emmanuel Alloa - 2013 - Chiasmi International 15:167-181.
    “What we have learned from Saussure” affirms Merleau-Ponty “is that, taken singly, signs do not signify anything, and that each one of them does not so much express a meaning as mark a divergence of meaning between itself and other signs.” While it has often been stressed that Merleau-Ponty was arguably among the earliest philosophical readers of Saussure, the real impact of this reading on Merleau-Ponty’s thinking has rarely been assessed in detail. By focusing on the middle period – the (...)
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  22. Complexity in Language Acquisition.Alexander Clark & Shalom Lappin - 2013 - Topics in Cognitive Science 5 (1):89-110.
    Learning theory has frequently been applied to language acquisition, but discussion has largely focused on information theoretic problems—in particular on the absence of direct negative evidence. Such arguments typically neglect the probabilistic nature of cognition and learning in general. We argue first that these arguments, and analyses based on them, suffer from a major flaw: they systematically conflate the hypothesis class and the learnable concept class. As a result, they do not allow one to draw significant conclusions about the learner. (...)
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  23. Aesthetic Concepts, Perceptual Learning, and Linguistic Enculturation: Considerations From Wittgenstein, Language, and Music.Adam M. Croom - 2012 - Integrative Psychological and Behavioral Science 46:90-117.
    Aesthetic non-cognitivists deny that aesthetic statements express genuinely aesthetic beliefs and instead hold that they work primarily to express something non-cognitive, such as attitudes of approval or disapproval, or desire. Non-cognitivists deny that aesthetic statements express aesthetic beliefs because they deny that there are aesthetic features in the world for aesthetic beliefs to represent. Their assumption, shared by scientists and theorists of mind alike, was that language-users possess cognitive mechanisms with which to objectively grasp abstract rules fixed independently of human (...)
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  24. Age and Acquisition: The Critical Period Hypothesis Revisited.Guy A. Williams Jr - 2012 - In DWPL.
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  25. An Elaboration on Ausubel's Subsumption Theory: The Indispensability of Enjoyment to Meaningful Learning and Long-Term Retention of Linguistic Concepts.Guy A. Williams Jr - 2012 - In DWPL.
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  26. Communicative Competence: An Illustration of the Importance of Pragmatics in Language Acquisition Research.Guy A. Williams Jr - 2012 - In DWPL.
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  27. Cross-Linguistic Influence and Learner Language: The Superiority of CLI Over the CAH.Guy A. Williams Jr - 2012 - In DWPL.
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  28. Exclusion Constraints Facilitate Statistical Word Learning.Katherine Yoshida, Mijke Rhemtulla & Athena Vouloumanos - 2012 - Cognitive Science 36 (5):933-947.
    The roles of linguistic, cognitive, and social-pragmatic processes in word learning are well established. If statistical mechanisms also contribute to word learning, they must interact with these processes; however, there exists little evidence for such mechanistic synergy. Adults use co-occurrence statistics to encode speech–object pairings with detailed sensitivity in stochastic learning environments (Vouloumanos, 2008). Here, we replicate this statistical work with nonspeech sounds and compare the results with the previous speech studies to examine whether exclusion constraints contribute equally to the (...)
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  29. Children Use Verb Semantics to Retreat From Overgeneralization Errors: A Novel Verb Grammaticality Judgment Study.Ben Ambridge, Julian M. Pine & Caroline F. Rowland - 2011 - Cognitive Linguistics 22 (2).
  30. German Children's Productivity with Simple Transitive and Complement-Clause Constructions: Testing the Effects of Frequency and Variability.Silke Brandt, Arie Verhagen, Elena Lieven & Michael Tomasello - 2011 - Cognitive Linguistics 22 (2).
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  31. Pragmatic Tolerance: Implications for the Acquisition of Informativeness and Implicature.Napoleon Katsos & Dorothy V. M. Bishop - 2011 - Cognition 120 (1):67-81.
  32. Statistical Learning of Complex Questions.Hartmut Fitz - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2692--2698.
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  33. The Development of Perceptual Grouping Biases in Infancy: A Japanese-English Cross-Linguistic Study.Katherine A. Yoshida, John R. Iversen, Aniruddh D. Patel, Reiko Mazuka, Hiromi Nito, Judit Gervain & Janet F. Werker - 2010 - Cognition 115 (2):356-361.
    Perceptual grouping has traditionally been thought to be governed by innate, universal principles. However, recent work has found differences in Japanese and English speakers' non-linguistic perceptual grouping, implicating language in non-linguistic perceptual processes (Iversen, Patel, & Ohgushi, 2008). Two experiments test Japanese- and English-learning infants of 5-6 and 7-8 months of age to explore the development of grouping preferences. At 5-6 months, neither the Japanese nor the English infants revealed any systematic perceptual biases. However, by 7-8 months, the same age (...)
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  34. The Logical Syntax of Number Words: Theory, Acquisition and Processing.Julien Musolino - 2009 - Cognition 111 (1):24-45.
    Recent work on the acquisition of number words has emphasized the importance of integrating linguistic and developmental perspectives [Musolino, J. (2004). The semantics and acquisition of number words: Integrating linguistic and developmental perspectives. Cognition93, 1-41; Papafragou, A., Musolino, J. (2003). Scalar implicatures: Scalar implicatures: Experiments at the semantics-pragmatics interface. Cognition, 86, 253-282; Hurewitz, F., Papafragou, A., Gleitman, L., Gelman, R. (2006). Asymmetries in the acquisition of numbers and quantifiers. Language Learning and Development, 2, 76-97; Huang, Y. T., Snedeker, J., Spelke, (...)
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  35. Children's Acceptance of Underinformative Sentences: The Case of Some as a Determiner.Valentina Sala, Laura Macchi, Marco D'Addario & Maria Bagassi - 2009 - Thinking and Reasoning 15 (2):211-235.
    In recent literature there is unanimous agreement about children's pragmatic competence in drawing scalar implicatures about some , if the task is made easy enough. However, children accept infelicitous some sentences more often than adults do. In general their acceptance is assumed to be synonymous with a logical interpretation of some as a quantifier. But in our view an overlap with some as a determiner in under-informative sentences cannot be ruled out, given the ambiguity of the experimental instructions and the (...)
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  36. Phonological Constraints on Children's Use of the Plural.Marc Ettlinger & Jennifer A. Zapf - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 41--45.
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  37. A Probabilistic Incremental Model of Word Learning in the Presence of Referential Uncertainty.Afsaneh Fazly, Afra Alishahi & Suzanne Stevenson - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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  38. Applying Self-Directed Anticipative Learning to Science I: Agency, Error, and the Interactive Exploration of Possibility Space in Early Ape-Langugae Research.Robert P. Farrell & C. A. Hooker - 2007 - Perspectives on Science 15 (1):87-124.
    : The purpose of this paper and its sister paper (Farrell and Hooker, b) is to present, evaluate and elaborate a proposed new model for the process of scientific development: self-directed anticipative learning (SDAL). The vehicle for its evaluation is a new analysis of a well-known historical episode: the development of ape-language research. In this first paper we outline five prominent features of SDAL that will need to be realized in applying SDAL to science: 1) interactive exploration of possibility space; (...)
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  39. Probabilistic Models of Language Processing and Acquisition.Nick Chater & Christopher D. Manning - 2006 - Trends in Cognitive Sciences 10 (7):335-344.
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  40. Computational Approaches to Language Acquisition.Jeff Elman - 2006 - In Encyclopedia of Language and Linguistics. pp. 2--726.
  41. Gestural-Vocal Deixis and Representational Skills in Early Language Development.Elena Antinoro Pizzuto, Micaela Capobianco & Antonella Devescovi - 2005 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 6 (2):223-252.
    This study explores the use of deictic gestures, vocalizations and words compared to content-loaded, or representational gestures and words in children’s early one- and two-element utterances. We analyze the spontaneous production of four children, observed longitudinally from 10–12 to 24–25 months of age, focusing on the components of children’s utterances, the information encoded, and the temporal relationship between gestures and vocalizations or words that were produced in combination. Results indicate that while the gestural and vocal modalities are meaningfully and temporally (...)
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  42. Psychological Models Often Assume That Young Children Learn Words and Concepts Bymeansof Associative Learning Mechanisms, Without the Need to Posit Any Innate Predispositions. For Example, Smith, Jones, and Landau (1996) Propose That Children Learn Concepts by Hearing Specific Linguistic Frames While Viewing Specific Object Properties. The Environment Provides All the Information That Children Need; the Conjunction of Sights and Sounds is Proposed to Be Sufficient to Enable Children. [REVIEW]Susan A. Gelman - 2005 - In Peter Carruthers (ed.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York. pp. 1--198.
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  43. But Do We Need Universal Grammar? Comment on Lidz Et Al.Adele E. Goldberg - 2004 - Cognition 94 (1):77-84.
  44. The Relation of Children's Early Word Acquisition to Abduction.Lawrence D. Roberts - 2004 - Foundations of Science 9 (3):307-320.
    The paper discusses how abduction relates tochildren's early acquisition of words, and has three sections: (a) a brief description of Peirce's notion of abduction; (b) a developmentof a hypothesis for the content-related symbolic functioning of words; and (c)arguments that children's knowledge of such functioning involves two kinds of abduction. In (b), children's knowledge of the content-related symbolic functioning of words is argued to consist in practical knowledge ofhow to use words to direct attention to kindsof things. To acquire such knowledge, (...)
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  45. The Role of Talk Between Mothers and Children in Establishing Ways of Learning. The Formation of Person Impression From the Language of Everyday Talk Socio-Linguistic Variations in Structures of Reasoning in Everyday Talk.Colin Yallop - 2004 - In Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.), Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Creative Books. pp. 159.
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  46. Phonology and Phonetics, Acquisition Of.Peter W. Jusczyk - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group. pp. 3--645.
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  47. Sign Language.Diane C. Lillo‐Martin - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
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  48. Developing a Distributed Language Network.Timothy Justus - 2001 - Trends in Cognitive Sciences 5 (10):451-452.
    In this book review essay, Timothy Justus discusses Human Language and Our Reptilian Brain: The Subcortical Bases of Speech, Syntax, and Thought (2000) by Philip Lieberman. While the review agrees that a variety of cortical and subcortical regions (such as the basal ganglia) contribute to language, it also suggests that the book has confounded questions of brain localization with developmental constraint, domain specificity, and evolutionary adaptation, drawing upon works by Chomsky (1975), Fodor (1983), Pinker (1994), Bloom (2000), and Calvin and (...)
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  49. Stephen Crain & Rosalind Thornton, Investigations in Universal Gram-Mar: A Guide to Experiments on the Acquisition of Syntax and Semantics. [REVIEW]Bart Geurts - 2000 - Linguistics and Philosophy 23 (5):523-532.
  50. Observation Sentences and Joint Attention.Johan Modée - 2000 - Synthese 124 (2):221-238.
    The aim of this paper is to examine W. V.Quine's theory of infants' early acquisition oflanguage, with a narrow focus on Quine's theory ofobservation sentences. Intersubjectivity and sensoryexperiences, the two features that characterise thenotion, receive the most attention. It is argued,following a suggestion from Donald Davidson, thatQuine favours a proximal theory of languageacquisition, i.e., a theory which is focused onprivate experiences as ultimate sources ofstimulation, contrary to a distal theory, where thestimulus source is located in externally observableobjects and events. I (...)
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