Topic of this paper is the way in which the structure of events features in discourse. We focus on the structure as introduced by verbs that express some sense of progress. First it is shown by means of examples that this structure is anaphorically available in discourse. Then we go on to discuss the different ways in which the same event may be structured within one discourse situation. We give formal representations of the crucial examples in many-sorted dynamic logic.

In this paper we discuss the treatment of variables in dynamic semantics. Referent systems are introduced as a flexible mechanism for working with variables. In a referent system we carefully distinguish the variables themselves both from the machinery by which we manipulate them - their names - and from the information that we store in them - their values. It is shown that the referent systems provide a natural basis for dynamic semantics. The semantics with referent systems is compared with (...) the familiar formalisms in dynamic semantics, DRT and DPL. (shrink)

We consider the variety of Dynamic Relation Algebras V(DRA). We show that the monoid of an algebra in this variety determines dynamic negation uniquely.

This chapter presents a new semantics for inductive empirical knowledge. The epistemic agent is represented concretely as a learner who processes new inputs through time and who forms new beliefs from those inputs by means of a concrete, computable learning program. The agent’s belief state is represented hyper-intensionally as a set of time-indexed sentences. Knowledge is interpreted as avoidance of error in the limit and as having converged to true belief from the present time onward. Familiar topics are re-examined within (...) the semantics, such as inductive skepticism, the logic of discovery, Duhem’s problem, the articulation of theories by auxiliary hypotheses, the role of serendipity in scientific knowledge, Fitch’s paradox, deductive closure of knowability, whether one can know inductively that one knows inductively, whether one can know inductively that one does not know inductively, and whether expert instruction can spread common inductive knowledge—as opposed to mere, true belief—through a community of gullible pupils. (shrink)