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  • 1985-1989  (15)
  • 1988  (15)
  • Dordrecht : Springer  (15)
  • Linguistics  (10)
  • Education  (5)
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Material
Language
Years
  • 1985-1989  (15)
Year
  • 1
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400927292
    Language: English
    Pages: Online-Ressource (428p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Psycholinguistics
    Abstract: The Internal Structure of the Syllable -- Reading Complex Words -- A Synthesis of Some Recent Work in Sentence Production -- The Isolability of Syntactic Processing -- Neuropsychological Evidence for Linguistic Modularity -- Parsing Complexity and a Theory of Parsing -- Comprehending Sentences with Long-Distance Dependencies -- Thematic Structures and Sentence Comprehension -- Integrating Information in Text Comprehension: The Interpretation of Anaphoric Noun Phrases -- Index of Names -- Index of Subjects.
    Abstract: The papers in this volume are intended to exemplify the state of experimental psycho linguistics in the middle to later 1980s. Our over­ riding impression is that the field has come a long way since the earlier work of the 1950s and 1960s, and that the field has emerged with a renewed strength from a difficult period in the 1970s. Not only are the theoretical issues more sharply defined and integrated with existing issues from other domains ("modularity" being one such example), but the experimental techniques employed are much more sophisticated, thanks to the work of numerous psychologists not necessarily interested in psycholinguistics, and thanks to improving technologies unavailable a few years ago (for instance, eye-trackers). We selected papers that provide a coherent, overall picture of existing techniques and issues. The volume is organized much as one might organize an introductory linguistics course - beginning with sound and working "up" to mean­ ing. Indeed, the first paper, Rebecca Treiman's, begins with considera­ tion of syllable structure, a phonological consideration, and the last, Alan Garnham's, exemplifies some work on the interpretation of pro­ nouns, a semantic matter. In between are found works concentrating on morphemes, lexical structures, and syntax. The cross-section represented in this volume is by necessity incom­ plete, since we focus only on experimental work directed at under­ standing how adults comprehend and produce language. We do not include any works on language acquisition, first or second.
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  • 2
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400927339
    Language: English
    Pages: Online-Ressource (458p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 8
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Psycholinguistics
    Abstract: A Theoretical and Historical Context for Second Language Acquisition -- Linguistic Theory: Generative Grammar -- The Ontogenesis of the Field of Second Language Learning Research -- B Parameters -- Parameterized Grammatical Theory and Language Acquisition: A Study of the Acquisition of Verb Placement and Inflection by Children and Adults -- Nature of Development in L2 Acquisition and Implications for Theories of Language Acquisition in General -- Linguistic Theory. Neurolinguistics and Second Language Acquisition -- Second Language Acquisition: A Biolinguistic Perspective -- Neurolinguistics and Parameter Setting -- C Markedness in Second Language Acquisition -- The Acquisition of Infinitive and Gerund Complements by Second Language Learners -- Island Effects in Second Language Acquisition -- On the Role of Linguistic Theory in Explanations of Second Language Developmental Grammars -- L2 Learnability: Delimiting the Domain of Core Grammar as Distinct from the Marked Periphery -- Kinds of Markedness -- D Additional Evidence for Universal Grammar -- The Categorial Status of Modals and L2 Acquisition -- UG-Generated Knowledge in Adult Second Language Acquisition -- Prosodic Phonology and the Acquisition of a Second Language -- Universal Grammar in Second Language Acquisition: Promises and Problems in Critically Relating Theory and Empirical Studies -- E Complementary Perspectives -- Pidginization as Language Acquisition -- All Paths Lead to the Mental Lexicon -- Intermorphology and Morphological Theory: A Plea for a Concession -- F Universal Grammar from a Traditional Perspective -- Second Language Acquisition and Linguistic Theory: The Role of Language Transfer -- Grammatical Theory and L2 Acquisition: A Brief Overview -- Typological and Parametric Views of Universals in Second Language Acquisition -- List of Contributors -- Index of Names -- Index of Subjects.
    Abstract: Suzanne Flynn and Wayne O'Neil Massachusetts Institute of Technology I. INTRODUCTION The theory of Universal Grammar (UG) as explicated e. g. in Chomsky, 1986, has led to explosive developments in the study of natural language as well as to significant advances in the study of first language (L I) acquisition. Most recently. the theory of UG has led to important theore­ tical and empirical advances in the field of adult second language (L2) acquisition as well. The principle impetus for this development can be traced to the work in linguistics which shifted the study "from behavior or the products of behavior to states of the mind/brain that enter into behavior" (Chomksy. 1986:3). Grammars within this framework are conceived of as theoretical accounts of "the state of the mind/brain of the person who knows a particular language" (Chomsky. 1986:3). Research within fields of language acquisition seeks to isolate and specify the properties of the underlying competence necessary for language learning. Full development of a theory of UG demands study and understanding of the nature of both the formal properties of language and of the language acquisition process itself. However. while there is a tradition of debate and dialogue established between theoretical linguistics and Ll acquisition research. relatively few connections have been made between linguistic theory and L2 acquisition research.
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  • 3
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400926578
    Language: English
    Pages: Online-Ressource (210p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Mathematics—Study and teaching .
    Abstract: 1/Towards a Way of Knowing -- 1.1. The conflict -- 1.2. My task -- 1.3. Preliminary thoughts on Mathematics education and culture -- 1.4. Technique-oriented curriculum -- 1.5. Impersonal learning -- 1.6. Text teaching -- 1.7. False assumptions -- 1.8. Mathematical education, a social process -- 1.9. What is mathematical about a mathematical education? -- 1.10. Overview -- 2/Environmental Activities and Mathematical Culture -- 2.1. Perspectives from cross-cultural studies -- 2.2. The search for mathematical similarities -- 2.3. Counting -- 2.4. Locating -- 2.5. Measuring -- 2.6. Designing -- 2.7. Playing -- 2.8. Explaining -- 2.9. From ‘universals’ to ‘particulars’ -- 2.10. Summary -- 3/The Values of Mathematical Culture -- 3.1. Values, ideals and theories of knowledge -- 3.2. Ideology — rationalism -- 3.3. Ideology — objectism -- 3.4. Sentiment — control -- 3.5. Sentiment — progress -- 3.6. Sociology — openness -- 3.7. Sociology — mystery -- 4/Mathematical Culture and the Child -- 4.1. Mathematical culture — symbolic technology and values -- 4.2. The culture of a people -- 4.3. The child in relation to the cultural group -- 4.4. Mathematical enculturation -- 5/Mathematical Enculturation — The Curriculum -- 5.1. The curriculum project -- 5.2. The cultural approach to the Mathematics curriculum — five principles -- 5.3. The three components of the enculturation curriculum -- 5.4. The symbolic component: concept-based -- 5.5. The societal component: project-based -- 5.6. The cultural component: investigation-based -- 5.7. Balance in this curriculum -- 5.8. Progress through this curriculum -- 6/Mathematical Enculturation — The Process -- 6.1. Conceptualising the enculturation process in action -- 6.2. An asymmetrical process -- 6.3. An intentional process -- 6.4. An ideational process -- 7/The Mathematical Enculturators -- 7.1. People are responsible for the process -- 7.2. The preparation of Mathematical enculturators — preliminary thoughts -- 7.3. The criteria for the selection of Mathematical enculturators -- 7.4. The principles of the education of Mathematical enculturators -- 7.5. Socialising the future enculturator into the Mathematics Education community -- Notes -- Index of Names.
    Abstract: Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe­ tence at doing it, and even to claim that one is mathophobic! So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol­ ogy in society.
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  • 4
    ISBN: 9789400913356
    Language: English
    Pages: Online-Ressource (194p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 34
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Logic.
    Abstract: I. Introduction -- 1. Prom linguistic form to situation schemata -- 2. Interpreting situation schemata -- 3. The logical point of view -- II. From Linguistic Form to Situation Schemata -- 1. Levels of linguistic form determining meaning -- 2. Motivation for the use of constraints -- 3. The modularization of the mapping from form to meaning -- 4. Situation schemata -- 5. The algorithm from linguistic form to situation schemata -- III. Interpreting Situation Schemata -- 1. The art of interpretation -- 2. The inductive definition of the meaning relation -- 3. A remark on the general format of situation schemata -- 4. Generalizing generalized quantifiers -- IV. A Logical Perspective -- 1. The mechanics of interpretation -- 2. A hierarchy of formal languages -- 3. Mathematical study of some formal languages -- 4. On the model theoretic interpretation of situation schemata -- V. Conclusions -- Appendices -- A. Prepositional Phrases in Situation Schemata -- by Erik Colban -- B. A Lyndon type interpretation theorem for many-sorted first-order logic -- C. Proof of the relative saturation lemma -- References.
    Abstract: This monograph grew out of research at Xerox PARC and the Center for the Study of Language and Information (CSLI) during the first year of CSLI's existence. The Center was created as a meeting place for people from many different research traditions and there was much interest in seeing how the various approaches could be joined in a common effort to understand the complexity of language and information. CSLI was thus an ideal environment for our group and our enterprise. Our original goal was to see how a well-developed linguistic the­ ory, such as lexical-functional grammar, could be joined with the ideas emerging from research in situation semantics in a manner which would measure up to the technical standards set by Montague grammar. The outcome was our notion of situation schemata and the extension of constraint-based grammar formalisms to deal with semantic as well as syntactic information. As our work progressed we widened our approach. We decided to also include a detailed study of the logic of situation theory, and to investigate how this logical theory is related to the relational theory of meaning developed in situation semantics.
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  • 5
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    Dordrecht : Springer
    ISBN: 9789400913370
    Language: English
    Pages: Online-Ressource (486p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 35
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Grammar, Comparative and general Syntax ; Linguistics ; Artificial intelligence ; Computational linguistics ; Grammar, Comparative and general—Syntax.
    Abstract: Seperating Linguistic Analyses from Linguistic Theories -- Applicability of Indexed Grammars to Natural Languages -- A Natural Language Toolkit: Reconciling Theory with Practice -- An Extension of LR-Parsing for Lexical Functional Grammar -- An Efficiency-Oriented LFG Parser -- Parsing with a GB-Grammar -- Combining Categorial Grammar and Unification -- A feature-Based Categorial Morpho-Syntax for Japanese -- The Treatment of the French adjectif détaché in Lexical Functional Grammar -- Some Problems of Coordination in German -- German Word Order and Universal Grammar -- Nonlocal-Dependencies and Infinitival Constructions in German -- GPSG and German Word Order -- Nested Cooper Storage: The Proper Treatment of Quantification in Ordinary Noun Phrases -- Compositional Semantics for LFG.
    Abstract: presupposition fails, we now give a short introduction into Unification Grammar. Since all implementations discussed in this volume use PROLOG (with the exception of BlockjHaugeneder), we felt that it would also be useful to explain the difference between unification in PROLOG and in UG. After the introduction to UG we briefly summarize the main arguments for using linguistic theories in natural language processing. We conclude with a short summary of the contributions to this volume. UNIFICATION GRAMMAR 3 Feature Structures or Complex Categories. Unification Grammar was developed by Martin Kay (Kay 1979). Martin Kay wanted to give a precise defmition (and implementation) of the notion of 'feature'. Linguists use features at nearly all levels of linguistic description. In phonetics, for instance, the phoneme b is usually described with the features 'bilabial', 'voiced' and 'nasal'. In the case of b the first two features get the value +, the third (nasal) gets the value -. Feature­ value pairs in phonology are normally represented as a matrix. bilabial: + voiced: + I nasal: - [Feature matrix for b.] In syntax features are used, for example, to distinguish different noun classes. The Latin noun 'murus' would be characterized by the following feature-value pairs: gender: masculin, number: singular, case: nominative, pred: murus. Besides a matrix representation one frequently fmds a graph representation for feature value pairs. The edges of the graph are labelled by features. The leaves denote the value of a feature.
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  • 6
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401722094
    Language: English
    Pages: Online-Ressource (III, 172 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Mathematics—Study and teaching . ; Sociology.
    Abstract: Mathematical Education and Aboriginal Children -- On Culture, Geometrical Thinking and Mathematics Education -- School Mathematics in Culture-Conflict Situations -- Mathematics Education in Its Cultural Context -- Values, Mathematics Education, and the Task of Developing Pupils’ Personalities: An Indonesian Perspective -- Outcomes of Schooling: Mathematics Achievement and Attitudes Towards Mathematics Learning in Hong Kong -- Institutional Issues in the Study of School Mathematics: Curriculum Research -- The Computer as a Cultural Influence in Mathematical Learning -- Book Reviews -- Erich Ch. Wittmann, ElementargeometrieundWirklichkeit -- C. C McKnight, F. J. Crosswhite, J. A. Dossey, E. Kifer, J. O. Swafford, K. J. Travers, and T. J. Cooney, The Underachieving Curriculum — Assessing US School Mathematics from an International Perspective -- Louise Lafortune (ed.), Women and Mathematics -- J. Dhombres, A. Dahan-Dalmedico, R. Bkouche, C. Houzel, and M. Guillemot, Mathématiquesau fil des âges.
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  • 7
    ISBN: 9789400927179
    Language: English
    Pages: Online-Ressource (232p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 13
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Grammar, Comparative and general Syntax ; Germanic languages ; Romance languages ; Grammar, Comparative and general—Syntax.
    Abstract: 1 The Principles-and-Parameters Model and the Verb Phrase -- 1.1. From the Generative Tradition to Principles-and-Parameters -- 1.2. V* Constructions -- 1.3. $$ \bar{X} $$-Theory -- 1.4. Predication -- 1.5. Subcategorization and Theta-Theory -- Notes -- 2 Auxiliary Verbs in $$ \bar{X} $$-Theory -- 2.1. Introduction -- 2.2. Arguments for VP with Auxiliaries as Specifiers -- 2.3. Auxiliaries as Heads of Full Phrases -- 2.4. Specifiers and Adjuncts of Layered VP -- 2.5. Clausal-Type Restrictions on Occurrences of Aspectuals -- 2.6. Summary and Conclusions -- Notes -- 3 Licensing of VP -- 3.1. Introduction -- 3.2. Predication and the Distribution of VP -- 3.3. Theta-marking of VP by INFL -- 3.4. Subcategorization Licensing and the Argumenthood of VP -- 3.5. Auxiliaries and Head-Head Agreement -- 3.6. The Verbal Case Hypothesis -- Appendix: Syntactic Aspect and the Distribution of VP and AP -- Notes -- 4 Proper Government of VP -- 4.1. Introduction -- 4.2. Tense-Government -- 4.3. INFL and Tense-Identification -- 4.4. Antecedentless Null VP (VP-Deletion) -- 4.5. Null VP and Auxiliary Clitics (Contraction) -- 4.6. Clitics and Proper Government -- 4.7. VP-Preposing -- Notes -- 5 Structure of VP in Spanish -- 5.1. Introduction -- 5.2. Spanish Aspectual and Copular Verbs -- 5.3. The Verbal Complex Hypothesis -- 5.4. Arguments for Standard Phrasal Structure for Auxiliaries -- 5.5. Summary and Discussion -- Notes -- 6 V0 Chains and Government of VP in Spanish -- 6.1. Introduction -- 6.2. Issues -- 6.3. Movement of Non-defective (Main) Verbs -- 6.4. V0 Movement of Haber + Participle -- 6.5. Movement of Estar and Ser -- 6.6. Temporal Role Assignment and Agreement in Declaratives -- Notes -- References -- Index of Names -- Index of Subjects.
    Abstract: This study is concerned with the structure of verb phrases in English and Spanish, and with syntactic processes involving VP and Vo. A primary focus of attention is auxiliary verbs. It is argued that the structure dominating these verbs is essentially the same in English and Spanish, as is the structure dominating auxiliaries and 'main' verbs in each language. It must be concluded that the occurrence of distinct syntactic processes affecting auxiliaries and other VP constituents in the two languages does not follow from parametrization of phrase structure. It is argued that similarities between the two languages with respect to the composition of so-called "V*" constructions derive from the fact that VP is licensed under both clauses of the Principle of Full Interpretation, i. e. , predication and sub categorization. Distinct syntactic processes in English and Spanish are argued to follow from the fact that there are inflectional features related to each of these licensing conditions (including specification for [ ± PAST) and nominal person/number features) which affect government relations in distinct ways, resulting in parametrization of S-structure representa­ tions. xi ACKNOWLEDGMENTS I wish to express my appreCiatIOn to the Department of Romance Languages at the University of Washington for support for preparation of the final manuscript, and to the Department of Spanish, Italian and Portuguese at the University of Virginia for a leave during which much of this research was accomplished.
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  • 8
    ISBN: 9789400928435
    Language: English
    Pages: Online-Ressource (416p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Historical Library, Texts and Studies in the History of Logic and Philosophy 32
    Series Statement: Synthese Historical Library 32
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Linguistics ; Logic ; Philosophy. ; Historical linguistics.
    Abstract: On Boethius’s Notion of Being: A Chapter of Boethian Semantics -- Logic in the Early Twelfth Century -- The Distinction Actus Exercitus/Actus Significatus in Medieval Semantics -- Denomination in Peter of Auvergne -- Concrete Accidental Terms: Late Thirteenth-Century Debates About Problems Relating to Such Terms as ‘Album’ -- Concrete Accidental Terms and the Fallacy of Figure of Speech -- The Logic of the Categorical: The Medieval Theory of Descent and Ascent -- Tu Scis Hoc Esse Omne Quod Est Hoc: Richard Kilvington and the Logic of Knowledge -- Logic and Trinitarian Theology: De Modo Predicandi ac Sylogizandi in Divinis -- A Seventeenth-Century Physician on God and Atoms: Sebastian Basso -- Index of Persons.
    Abstract: The studies that make up this book were written and brought together to honor the memory of Jan Pinborg. His unexpected death in 1982 at the age of forty-five shocked and saddened students of medieval philosophy everywhere and left them with a keen sense of disappoint­ ment. In his fifteen-year career Jan Pinborg had done so much for our field with his more than ninety books, editions, articles, and reviews and had done it all so well that we recognized him as a leader and counted on many more years of his scholarship, his help, and his friendship. To be missed so sorely by his international colleagues in an academic field is a mark of Jan's achievement, but only of one aspect of it, for historians of philosophy are not the only scholars who have reacted in this way to Jan's death. In his decade and a half of intense productivity he also acquired the same sort of special status among historians of linguistics, whose volume of essays in his memory is being G. L. Bursill-Hall almost simultane­ published under the editorship of ously with this one. Sten Ebbesen, Jan's student, colleague, and successor as Director of the Institute of Medieval Greek and Latin Philology at the University of Copenhagen, has earned the gratitude of all of us by memorializing Jan 1 in various biographical sketches, one of which is accompanied by a 2 complete bibliography of his publications.
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  • 9
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401577786
    Language: English
    Pages: Online-Ressource (224 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 36
    Series Statement: Studies in Linguistics and Philosophy 36
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Semantics ; Semiotics.
    Abstract: I Possible Worlds: Introduction -- 1 Possible Worlds -- 2 Semantic Competence -- 3 Semantics and Logic -- 4 Physical Theories and Possible Worlds -- II Situations and Attitudes: Introduction -- 5 The World Situation (It’s a small world after all) -- 6 Quotational Theories of Propositional Attitudes -- 7 More about Inscriptionalism -- III Quantification and Reference: Introduction -- 8 Identity and Intensional Objects -- 9 The Greek-Turkish Imbroglio (Do we need game-theoretical semantics?) -- 10 Some Recent Theories of Anaphora.
    Abstract: Over a longer period than I sometimes care to contemplate I have worked on possible-worlds semantics. The earliest work was in modal logic, to which I keep returning, but a sabbatical in 1970 took me to UCLA, there to discover the work of Richard Montague in applying possible-worlds semantics to natural lan­ guage. My own version of this appeared in Cresswell (1973) and was followed up in a number of articles, most of which were collected in Cresswell (1985b). A central problem for possible­ worlds semantics is how to accommodate propositional attitudes. This problem was addressed in Cresswell (1985a), and the three books mentioned so far represent a reasonably complete picture of my positive views on formal semantics. I have regarded the presentation of a positive view as more important than the criticism of alternatives, although the works referred to do contain many passages in which I have tried to defend my own views against those of others. But such criticism is important in that a crucial element in establishing the content of a theory is that we be able to evaluate it in relation to its com­ petitors. It is for that reason that I have collected in this volume a number of articles in which I attempt to defend the positive semantical picture I favour against objections and competing theories.
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  • 10
    ISBN: 9789400926790
    Language: English
    Pages: Online-Ressource (332p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: I The Service Study Years: 1929 to 1938 -- 1 Overview -- 2 Service Studies in Higher Education -- 3 Constructing Achievement Tests -- II Appraising and Recording Student Progress: The Eight-Year Study -- 1 Overview -- 2 Appraising and Recording Student Progress -- III Tyler’s Rationale for Curriculum Development -- 1 Overview -- 2 New Dimensions in Curriculum Development -- IV National Testing Programs -- 1 Overview -- 2 Appraisal of Educational Achievement Gained in the Armed Forces -- 3 The Objectives and Plans for a National Assessment of Educational Progress -- 4 National Assessment — Some Valuable By-Products for Schools -- V Tyler’s Recent Reflections on His Work -- 1 Overview -- 2 An Interview with Ralph Tyler -- 3 Appendix: Vitae of Ralph Winfred Tyler -- VI A Chronological Bibliography.
    Abstract: I personally learned to know Ralph Tyler rather late in his career when, in the 1960s, I spent a year as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. His term of office as Director of the Center was then approaching its end. This would seem to disqualify me thoroughly from preparing a Foreword to this "Classic Works. " Many of his colleagues and, not least, of his students at his dear Alma Mater, the University of Chicago, are certainly better prepared than I to put his role in American education in proper perspective. The reason for inviting me is, I assume, to bring out the influence that Tyler has had on the international educational scene. I am writing this Foreword on a personal note. Ralph Tyler's accomplishments in his roles as a scholar, policy maker, educational leader, and statesman have been amply put on record in this book, not least in the editors' Preface. My reflections are those of an observer from abroad but who, over the last 25 years, has been close enough to overcome the aloofness of the foreigner. Tyler has over many years been criss-crossing the North American con­ tinent generously giving advice to agencies at the federal, state, and local levels, lecturing, and serving on many committees and task forces that have been instrumental in shaping American education.
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  • 11
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    Dordrecht : Springer
    ISBN: 9789400926752
    Language: English
    Pages: Online-Ressource (172p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements ; Assessment.
    Abstract: 1 Teacher Selection: A Problem of Admission Criteria, Certification Criteria, or Prediction of Job Performance? -- 2 Evaluation of Teacher Education Programs -- 3 The Professional Education Unit -- 4 An Outcomes-Based Teacher Preparation Program -- 5 Teacher Education Follow-up Evaluation: How To Do It -- 6 Pupil Achievement: The Weakest Link in the Evaluation Chain -- 7 Reflections on Conference Proceedings for the Center for Teacher Education Evaluation -- 8 Some Missing Links.
    Abstract: In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.
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  • 12
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    Dordrecht : Springer
    ISBN: 9789400927193
    Language: English
    Pages: Online-Ressource (288p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 14
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Grammar, Comparative and general Syntax ; Celtic languages ; Grammar, Comparative and general—Syntax.
    Abstract: 1 Introduction -- 1.1. The Descriptive and Theoretical Goals -- 1.2. An Overview of Government Binding Theory -- 1.3. An Overview of the Major Results of This Study -- 2 Celtic Agreement, the Avoid Pronoun Principle, and Binding Theory -- 2.1. Introduction -- 2.2. Breton Agreement Markers Determined by the Avoid Pronoun Principle -- 2.3. Generalizing the Analysis of Breton Agreement to Welsh -- 2.4. Evidence from the Binding Theory: Breton and Welsh Have a Null AGR -- 2.5. AGR as a SUBJECT for the Binding Theory -- 3 Raising and Passivization in Breton: An Argument for Anaphoric Traces -- 3.1. The Theoretical Status of Anaphoric Traces -- 3.2. The Breton Raising to Subject Construction -- 3.3. Raising Structures Parallel Passive Structures -- 3.4. Breton Raising and Pseudopassive: Further Implications -- 3.5. Conclusion -- 4 PRO-INFL and Reduced Structures -- 4.1. Reduced Structures Have Missing INFLs -- 4.2. Some INFLs Missing in Welsh and English Are PRO-INFL -- 4.3. Corroborating Evidence for the PRO-INFL Analysis -- 4.4. Contraction and Reduced Structures -- 4.5. A Competing Analysis -- 4.6. Breton is Consistent with the PRO-INFL Analysis -- 5 Government and the Connection Between Relative Pronouns, Complementizers and Subjacency -- 5.1. Introduction -- 5.2. Relative Pronouns in English -- 5.3. Relative Pronouns Are Pronominal Anaphors -- 5.4. Welsh and Breton Lack Relative Pronouns -- 5.5. Competing Analyses and Other Arguments -- 5.6. Conclusion -- 6 The Interaction of Government Theory with Synthetic Agreement -- 6.1. Introduction -- 6.2. The ECP Gives a Unified Treatment of Complementizers and Agreement in Welsh Movement Structures -- 6.3. Two Asymmetries in Breton and Welsh Extraction -- 6.4. Welsh and Breton Extraction from Negatives -- 6.5. Competing Analyses and Arguments -- 6.6. Subject-Object Asymmetries at LF and the ECP -- 6.7. Conclusion -- References -- Index of Languages -- Index of Names.
    Abstract: This book is based in large part on fieldwork that I conducted in Brittany and Wales in 1983 and 1985. I am thankful for a Fulbright Award for Research in Western Europe and a Faculty Development Award from the University of North Carolina that funded that fieldwork. lowe a less tangible, but no less real, debt to Steve Anderson, G. M. Awbery, Steve Harlow and Jim McCloskey whose work initially sparked my interest, and led me to undertake this project. I want to thank Joe Emonds and Alec Marantz who read portions of Chapter 3 and 5. I am particularly grateful though to Kathleen Flanagan, Frank Heny and two anonymous referees who read a dyslexic and schizophrenic manuscript, providing me with criticisms that improved this final version considerably. The Welsh nationalist community in Aberstwyth and its Breton coun­ terpart in Quimper helped make the time I spent in Wales and Brittany productive. I am indebted to Thomas Davies, Partick Favreau, Lukian Kergoat, Sue Rhys, John Williams and Beatrice among others for sharing their knowledge of their languages with me. Catrin Davies and Martial Menard were especially patient and helpful. Without their assistance this work would have been infinitely poorer. I am hopeful that this book will help stimulate more interest in the Celtic languages and culture, and assist, even in a small way, those in Wales and Brittany who struggle to keep their language and culture strong.
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  • 13
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400927032
    Language: English
    Pages: Online-Ressource (236p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 10
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Russian language ; Grammar, Comparative and general Syntax ; Grammar, Comparative and general—Syntax. ; Balto-Slavic linguistic unity.
    Abstract: 1. Overview of Case in Russian -- 1. Case in Russian -- 2. The Representation of Case -- 3. Assignment of Case -- 4. The Case of Adjectives -- 5. Agreement -- 6. Second Predicate Modifiers -- 2. Object Case Marking and The Genitive of Negation -- 1. Lexically Governed Alternation -- 2. Genitive of Negation -- 3. Distinct Mechanisms for Genitive Marking -- 4. Other Types of Negation -- 5. Scope, Interpretation, and Distribution of [+Q] -- 6. Accusative/Genitive Alternation and Polarity Sensitivity -- 7. The Feature [Q] and Semantics -- 8. Summary -- 3. Apparent Genitive Subjects Within the Scope of Negation -- 1. Demotion -- 2. Do Genitive Subjects Exist? -- 3. Formalization of the Rule of Demotion -- 4. Numeral Phrases and Quantifier Phrases -- 1. Numeral Phrases -- 2. Quantifier Phrases -- 3. Disagreement about Non-agreeing Phrases -- 4. One Million -- 5. Summary -- 5. Subject Case Marking and Case Agreement of Modifiers -- 1. Data -- 2. Adjuncts and Complements -- 3. Agreement and Control Relations -- 4. Comparison with Alternative Accounts -- 5. Conclusions -- 6. Consequences for a Theory of Case -- 1. Long-Distance Phenomena and Control Relations -- 2. Toward a Theory of Russian Case -- 3. LFG and the Theory of Case -- 4. Conclusions -- Appendix I: Abbreviations and Transliteration -- 1. List of Abbreviations for Sentence Glosses -- 2. Transliteration -- Appendix II: Declension Paradigms -- Appendix III: Lexical Functional Grammar -- 1. Organization -- 2. Phrase Structure Rules -- 3. Lexical Entries -- 4. Lexical Redundancy Rules -- 5. Functional Well-Formedness -- 6. Possible Rules -- 7. Theory of Control and Complementation -- 7.1. Complements vs. Adjuncts -- 7.2. Open Complements -- 7.3. Open Adjuncts -- 7.4. Closed Complements -- 7.5. Closed Adjuncts -- 7.6. The Constituency of Complements -- Index of Names -- Index of Subjects.
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  • 14
    ISBN: 9789400927230
    Language: English
    Pages: Online-Ressource (314p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 39
    Series Statement: Studies in Linguistics and Philosophy 39
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Semantics ; Logic ; Computational linguistics ; Semiotics.
    Abstract: Type-Shifting Rules and the Semantics of Interrogatives -- On the Semantic Content of the Notion of ‘Thematic Role’ -- Structured Meanings, Thematic Roles and Control -- On the Semantic Composition of English Generic Sentences -- Generically Speaking, or, Using Discourse Representation Theory to Interpret Generics -- Realism and Definiteness -- Index of Names -- Index of Subjects.
    Abstract: This collection of papers stems originally from a conference on Property Theory, Type Theory and Semantics held in Amherst on March 13-16 1986. The conference brought together logicians, philosophers, com­ puter scientists and linguists who had been working on these issues (of ten in isolation from one another). Our intent was to boost debate and exchange of ideas on these fundamental issues at a time of rapid change in semantics and cognitive science. The papers published in this work have evolved substantially since their original presentation at the conference. Given their scope, we thought it convenient to divide the work into two volumes. The first deals primarily with logical and philosophical foundations, the second with more empirical semantic issues. While there is a common set of issues tying the two volumes together, they are both self-contained and can be read independently of one another. Two of the papers in the present collection (van Benthem in volume 1 and Chierchia in volume II) were not actually read at the conference. They are nevertheless included here for their direct relevance to the topics of the volumes. Regrettably, some of the papers that were presented (Feferman, Klein, and Plotkin) could not be included in the present work due to timing problems. We nevertheless thank the authors for their contribu­ tion in terms of ideas and participation in the debate.
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  • 15
    ISBN: 9789400926691
    Language: English
    Pages: Online-Ressource (220p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services Series 19
    Series Statement: Evaluation in Education and Human Services 19
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: I Concepts -- 1 The School Principalship -- 2 A Focus on Decision Making and Evaluation -- 3 Evaluation in Education -- 4 How Evaluation Can Improve Decision Making in the School Principalship -- II Studies -- 5 Assigning Teachers to Classrooms -- 6 Making Schoolwide Decisions While Interacting with Teachers -- 7 Performing the Role of Teacher Evaluation -- 8 Guiding and Evaluating Teachers on Student Achievement-Based Instructional Objectives -- 9 Guiding Rational Solutions to Academic Problems of Low Achievers -- 10 Coordinating Student Achievement Testing -- III Implications -- 11 Conclusions -- 12 Toward Improvement -- References.
    Abstract: This book is about the practice of decision making by school principals and about ways to improve this practice by capitalizing on evaluation dimensions. Much has been written on decision making but surprisingly little on decision making in the school principalship. Much has been also written on evaluation as well as on evaluation and decision making, but not much has been written on evaluation in decision making, especially decision making in the principalship. This book presents two messages. One is that decision making in the principalship can be studied and improved and not only talked about in abstract terms. The other message is that evaluation can contribute to the understanding of decision making in the principalship and to the improvement of its practice. In this book we call for the conception of an evaluation-minded principal, a principal who has a wide perspective on the nature of evaluation and its potential benefits, a principal who is also inclined to use evaluation perceptions and techniques as part of his/her decision-making process. This book was conceived in 1985 with the idea to combine thoughts about educational administration with thoughts about educational evaluation. Studies of decision making in the principalship had already been on their way. We decided to await the findings, and in the meantime we wrote a first conceptual version of evaluation in decision making. As the studies were completed we wrote a first empirical version of same.
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