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  • 1985-1989  (61)
  • Dordrecht : Springer  (61)
  • Linguistics  (38)
  • Education  (23)
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  • 1
    ISBN: 9789401578295
    Language: English
    Pages: Online-Ressource (XIII, 312 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 24
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: Introduction: Practical and Theoretical Framework -- I Conceptualizing and Planning an Evaluation -- 1 Constructing an Operational Evaluation Design -- 2 Conceptualizing Evaluation: The Key Evaluation Checklist -- 3 Journal Writing in Evaluation -- 4 Field Experiences in Evaluation Courses -- 5 Identifying the Evaluation and Its Usefulness -- 6 Evaluability Assessment -- 7 Evaluation Questions and Methods -- 8 Alternative Evaluation Data Collection Techniques -- 9 Establishing Evaluation Boundaries -- 10 Alternative Models for Evaluation -- 11 Planning a Discrepancy-Based Evaluation -- II Qualitative Methods in Evaluation -- 12 Naturalistic Interviewing -- 13 Critical Issues in Participant Observation -- 14 Naturalistic Data Collection: Case Study Discussion -- 15 “Trustworthiness” in Naturalistic Inquiry: Audit Trails -- 16 Qualitative Data Analysis and Interpretation -- 17 Writing and Interpreting Ethnographic Protocols -- 18 The Computer-Assisted Analysis of Qualitative Data -- 19 Understanding Content Analysis Through the Sunday Comics -- 20 Using Case Records -- III Needs Assessment -- 21 Collection Techniques for Needs Assessment -- 22 A Quick Look at the Nominal Group Technique -- 23 Developing Focus Group Questions for Needs Assessment -- IV Proposal Writing -- 24 Proposal Writing in Early Childhood Special Education -- 25 Responding to an Informal Request to Evaluate: Writing a Proposal -- V Personnel Evaluation -- 26 A Hands-On Experience in Clinical Supervision -- 27 Tensions and Accommodations Among Administrators and Teachers about Staff Appraisal -- VI Issues in Evaluation: Reporting, Utilization, and Ethics -- 28 Information Portrayal and Use -- 29 Ethics and Evaluation: Problems, Issues and Usefulness -- VII Policy Analysis -- 30 Policy/Goal Percentaging -- VIII The Evaluator’s Tools: Statistics, Measurement, and Computers -- 31 Statistical Software Expert System -- 32 Charting Student Progress -- 33 Activities for Teaching Regression to the Mean -- 34 Using Microcomputer Database Management Software to Solve Evaluation Data Management Problems.
    Abstract: In 1976, the first session on the teaching of evaluation was held at an annual meeting of evaluators. A few hardy souls gathered to exchange ideas on improving the teaching of evaluation. At subsequent annual meetings, these informal sessions attracted more and more participants, eager to talk about common teaching interests and to exchange reading lists, syllabuses, assignments, and paper topics. The ses­ sions were irreverent, innovative, lively, and unpredictable. Eventually the group for­ malized itself with the American Evaluation Association as the Topical Interest Group in the Teaching of Evaluation (TIG: TOE). As word of TIG: TOE's activities spread, instructors from all over the country clamored for assistance and advice. It became apparent that a handbook was need­ ed, a practical interdisciplinary guide to the teaching of evaluation. Donna M. Mertens, a long-standing member of TIG: TOE and an accomplished teacher of evaluation, volunteered to edit the book, and her skills, sensitivity, and experience in the craft of teaching are apparent throughout.
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  • 2
    ISBN: 9789400925021
    Language: English
    Pages: Online-Ressource (326p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 22
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Economic policy
    Abstract: I Grounding Testing Policy: Three Perspectives -- The Allocation of Opportunities and the Politics of Testing: A Policy Analytic Perspective -- The Mandarin Mentality: Civil Service and University Admissions Testing in Europe and Asia -- Testing Companies, Trends, and Policy Issues: A Current View from the Testing Industry -- II Testing and the Law: Title VII and the Federal Guidelines -- Employment Testing and Title VII of the Civil Rights Act of 1964 -- Non-Discriminatory Use of Personnel Tests Conference Remarks -- The Uniform Guidelines and Subjective Selection Criteria and Procedures Conference Remarks -- III Testing and the Law: The Role of the Courts -- Testing, Public Policy, and the Courts -- Testing in Elementary and Secondary Schools: Can Misuse Be Avoided? -- IV Testing in the Workplace: Theoretical and Practical Perspectives -- Economic Models of Discrimination, Testing, and Public Policy -- Ability Testing for Job Selection: Are the Economic Claims Justified? -- Examples of Testing Programs in the Insurance Industry and a Discussion of Employment Testing Policy Issues -- Test Scores and Evaluation: The Military as Data -- Los Angeles Testing Policies Conference Remarks.
    Abstract: Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their and potential. In many instances, these test scores are the abilities, talents, only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems as well as the untapped opportunities created by recent trends in the use of standardized tests, particularly in the workplace and in schools.
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  • 3
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789400925403
    Language: English
    Pages: Online-Ressource (332p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 15
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Grammar, Comparative and general Syntax ; Linguistics ; Romance languages ; Grammar, Comparative and general—Syntax.
    Abstract: The Null Subject Parameter and Parametric Theory -- Arbitrary Null Objects and Unselective Binding -- Anaphoric AGR -- Two Italian Dialects and the Null Subject Parameter -- On the Notion “Null Anaphor” in Chamorro -- Pro-Drop in Chinese: A Generalized Control Theory -- The Null Subject Parameter in Language Acquisition -- Null Subjects and Clitic Climbing -- The Null Subject Parameter in Modern Arabic Dialects -- Prepositional Infinitival Constructions in European Portuguese -- List of Contributors -- Index of Names -- Index of Subjects -- Index of Languages.
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  • 4
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    Dordrecht : Springer
    ISBN: 9789400925120
    Language: English
    Pages: Online-Ressource (292p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services Series 27
    Series Statement: Evaluation in Education and Human Services 27
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction -- 2 Background for Teacher Education Program Evaluation -- 3 The Accreditation Plus Model -- 4 Selection and Evaluation of Knowledge Bases for Teacher Education Programs -- 5 Quality Controls in Teacher Education Programs -- 6 Testing for Admissions -- 7 Evaluating Field-Based Experiences in Teacher Education -- 8 Assessing Student Performance Outcomes in Teacher Education Programs -- 9 Assessment of Faculty in Teacher Education Programs -- 10 Use of Mail Surveys to Collect Information for Program Improvement -- 11 Follow-Up Evaluation of Teacher Education Programs -- 12 Evaluating the Structure of the Education Unit -- 13 Physical Facilities Evaluation in Teacher Education Programs -- 14 Evaluating Financial Resources for Teacher Education Programs -- 15 Evaluation of Library Resources for a Teacher Education Program -- 16 Models and Modeling for Teacher Education Evaluation -- 17 Implementation of Evaluation Results -- 18 Elements of Law as They Relate to Teacher Education Evaluation -- 19 We Can Get There from Here -- Author Index -- NCATE Standards Index.
    Abstract: J. T. Sandefur Western Kentucky University American's ability to compete in world markets is eroding. The productivity growth of our competitors outdistances our own. The capacity of our economy to provide a high standard of living for all our people is increasingly in doubt. As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises. Large numbers of American children are in limbo--ignorant of the past and unprepared for the future. Many are dropping out--notjust out of school--but out of productive society. These are not my words. They are a direct quote from the Executive Summary of the Carnegie Forum Report on Education and the Economy entitled A Nation Prepared: Teachers for the 21st Century (p. 2, 1986). This report was motivated by four purposes: 1. To remind Americans, yet again, of the economic challenges pressing us on all sides; 2. To assert the primacy of education as the foundation of economic growth, equal opportunity and a shared national vision; 3. To reaffirm that the teaching profession is the best hope for establishing new standards of excellence as the hallmark of American education; and 4. To point out that a remarkable window of opportunity lies before us in the next decade to reform education, an opportunity that may not present itself again until well into the next century.
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  • 5
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    Dordrecht : Springer
    ISBN: 9789400910713
    Language: English
    Pages: Online-Ressource (368p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 25
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 What Is Constructing Test Items? -- What This Book Is About -- Major Purposes Of This Book -- Why This Information Is Important -- Persons For Whom This Book Is Intended -- Overview Of The Remaining Chapters -- How To Approach the Chapters -- 2 Definition, Purpose, And Characteristics of Items -- Defining A Test Item -- Test Item Nomenclature -- Purpose For Test Items -- Criteria For Good Test Items -- Assumptions For Test Items -- Classification Of Items -- Conclusion -- 3 Determining the Content For Items: Validity -- Basic Concepts of Validity -- The Relationship Between Constructing Test Items and Validity -- Conditions For Items To Contribute To Validity -- Initial Considerations When Selecting Content For Items -- Achieving Clarity In A Test’s Content -- Developing Test Content Specifications -- Melding Cognitive Processing Levels With Items Content -- Test Item Specifications -- Making An Item Consistent With Its Specification -- Conclusion -- 4 Starting To Write Items: Practical Considerations -- The Importance Of Good Writing In Test Items -- Sources For Information On Writing Style -- Using Taxonomies In Writing Items -- Distinctness Between Stem and Response Alternatives -- Importance Of An Interrogative Stem -- Determining The Correct Response For Test Items -- Determining The Optimal Number Of Response Alternatives -- Making Response Alternatives Plausible -- Use Of All Of The Above Or None Of The Above As Response Alternatives -- Using Specific Determiners In Test Items -- Constructing Complex Response Alternatives -- Time Examinees Need To Respond To Items -- Conclusion -- 5 Style, Editorial, and Publication Guidelines For Items in the Multiple-Choice Format -- Understanding The Multiple-Choice Item Format -- Advantages and Criticisms Of Items In The Multiple-Choice Format -- Editorial Format For Items -- Using Directions Correctly -- Specialized Style Rules For Multiple-Choice Items -- Type Characteristics and Page Layout -- Conclusion -- 6 Style, Editorial, and Publication Guidelines For Items in Other Common Formats -- Precision In Wording, Again -- Understanding Items In The True-False Format -- Understanding Items In The Matching Format -- Understanding Short-Answer AndSentence-Completion Items -- Understanding Cloze-Procedure -- Conclusion -- 7 Judging the Quality Of Test Items: Item Analysis -- Measurement Error -- Understanding Item Analysis -- Validating The Content Of Items -- Using Leading Questions In Item Analysis -- Item Statistics -- Item Parameters -- Item Bias -- Conclusion -- 8 Ethical, Legal Considerations, and Final Remarks for Item Writers -- Ethical Concerns For Item Writers -- Concluding Comments About Constructing Test Items -- References -- Author Index.
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  • 6
    ISBN: 9789400923355
    Language: English
    Pages: Online-Ressource (724p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research 28
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Science Philosophy ; Linguistics ; Phenomenology ; Language and languages—Style. ; Science—Philosophy.
    Abstract: Tractatus Brevis -- The Passions of the Soul and the Elements in the Onto-Poiesis of Culture: The Life-Significance of Literature -- I The Dialectic of the Passions and the Elemental Passions in Literature — surveying the foundations — -- Descartes and Hobbes on the Passions -- Beware of the Beasts! Spinoza and the Elemental Passions in German Literature: Lessing, Goethe, Stifter -- Speakable and Unspeakable Passions in English Neoclassical and Romantic Poetry -- Desire: An Elemental Passion in Hegel’s Phenomenology -- German Expressionism and the Human Passions -- II The Sublime, an Essential Factor in the Elemental Passions of the Soul -- Longinus’ On the Sublime and the Role of the Creative Imagination -- The Passion of Finitude and Poetic Creation: On Pedro Salinas’s El Contemplado -- Juilo Cortázar: La pasión de ser y del ser -- Nostalgia and the Child Topoi: Metaphors of Disruption and Transcendence in the Work of Joseph Brodsky, Marc Chagall and Andrei Tarkovsky -- Apollonian Eros and the Fruits of Failure in the Poetic Pursuit of Being: Notes on the Rape of Daphne -- III Elemental Passions of the Soul: Love and Death -- A Tragic Phenomenon: Aspects of Love and Hate in Racine’s Theater -- “The Gulf of the Soul”: Melville’s Pierre and the Representation of Aesthetic Failure -- Love and Will in The Awakening -- The Passionate Self-Destruction of Hester Prynne -- Death, and the Elemental Passion of the Soul: An Ancient Philosophical Thesis, with Poetic Counterpoint -- Erotic Modes of Discourse: The Union of Mythos and Dialectic in Plato’s Phaedrus -- The Plight of the Couple in Beckett’s All Strange A way -- Narration and the Face of Anxiety in Henry James’ “The Beast in the Jungle” -- IV The Passional Expansion of the Soul: Mind, Body, Space, Being -- Czeslaw Milosz’s Passion for “Place”: Soul’s Knowing under “The Wormwood Star” -- L’espace poétique — pour une analogie phénomenologique sans entrave (Bachelard et Calinescu) -- The Plight of the Siamese Twin: Mind, Body, and Value in John Barth’s “Petition” -- Hecuba’s Grief, Polydorus’ Corpse, and the Transference of Perspective -- Elemental Substances and Their Drama in the Mayan Imagination as Perceived in Popol Vuh -- Fusion of Feeling and Nature in Wordsworthian and Classical Chinese Poetry -- V The Inward Recesses of the Passional Soul -- The Passion of Apprehension: The Soul’s Activity as the Agent Intellect in James Joyce’s Portrait of the Artist as a Young Man -- Nietzsche and Creative Passion in Milan Kundera’s The Unbearable Lightness of Being -- Obsessive Passion: A Structuring Motif in Flaubert’s Work -- Boundaries: The Primal Force and Human Face of Evil -- Poe’s “Loss of Breath” and the Problem of Writing -- Milan Kundera’s Polyphonic Compositions: Appropriations or Disseminations? -- The Semiotics of Self-Revelation in Eugene O’Neill’s The Emperor Jones -- From Passion to Self-Reflexivity: A Holistic Approach to Consciousness and Literature -- The Passions Observed: The Visionary Poetics of Ezra Pound -- Is Life in Literature a Fiction? -- Closure -- Finitude, Infinitude and the Imago Dei in Catherine of Siena and Descartes -- Index of Names.
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  • 7
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    Dordrecht : Springer
    ISBN: 9789401578271
    Language: English
    Pages: Online-Ressource (XVIII, 220 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 26
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction -- 2 Evaluability Assessment: Overview of Process -- 3 Determine Purpose, Secure Commitment, and Identify Work Group Members -- 4 Define Boundaries of Program to be Studied -- 5 Identify and Analyze Program Documents -- 6 Develop/Clarify Program Theory -- 7 Identify and Interview Stakeholders -- 8 Describe Stakeholder Perceptions of Program -- 9 Identify Stakeholder Needs, Concerns, and Differences in Perceptions -- 10 Determine Plausibility of Program Model -- 11 Draw Conclusions and Make Recommendations -- 12 Plan Specific Steps for Utilization of EA Data -- 13 Observations about the Process -- Appendix One The Cooperative Extension System -- Appendix Two Evaluability Assessment of the 4-H Youth Program, Maryland Cooperative Extension Service -- Appendix Three Evaluability Assessment of the Local Government Officials Program, Illinois Cooperative Extension Service -- Appendix Four Evaluability Assessment of the Master Gardener Program, California Cooperative Extension -- References.
    Abstract: My interest in and appreciation for program evaluation began in the early 1970's when conducting a curriculum development research project at the University of Florida's P. K. Y onge Laboratory School. This interest was sparked when it became apparent that testing the success of an education program required more skills than just statistics and research methods. After pursuing additional formal schooling, I embarked on a career featuring educational program evaluation as its central thrust--as a private consultant, later in a university health sciences center involving seven academic colleges, and then in the Cooperative Extension Services of Florida and Maryland. Adding evaluability assessment (EA) to the performance of evaluations, to program development, and to teaching about evaluation has been a significant development for me personally, and I hope to those who have been participants with me in each endeavor. This book grew out of many of these experiences and involved numerous colleagues who made significant contributions. First among these is Dr. George Mayeske, Program Evaluation Specialist, Extension Service, U. S. Department of Agriculture, Washington, D. c.
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  • 8
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    Dordrecht : Springer
    ISBN: 9789400923683
    Language: English
    Pages: Online-Ressource (364p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Contributions To Phenomenology, In Cooperation with the Center for Advanced Research in Phenomenology 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Education ; History ; Humanities ; Art—Study and teaching. ; Education, Higher.
    Abstract: One Phenomenology and the Objective of Historiography -- Two The Idea of Being: A Platonic Speculation -- Three On Parsing the Parmenides -- Four On Participation: Beginning a Philosophical Grammar -- Five On Ritual and Rhetoric in Plato -- Six The Two Republics: A Study in Dialectic -- Seven The Liberal Arts and Plato’s Relation to Them -- Eight Saint Augustine’s Christian Dialectic -- Nine Faith and Reason in Plato and St. Augustine: A Further Dialectic -- Ten Descartes’ Revision of the Cartesian Dualism -- Eleven On Kant’s Philosophic Grammar of Mathematics -- Twelve Is Modern Physics Possible Within Kant’s Philosophy? -- Thirteen On Kant’s Refutation of Metaphysics -- Fourteen Husserl’s Ideas in the Liberal Arts Tradition -- Fifteen On the Structure and Value of the Philosophy of Merleau-Ponty -- Sixteen The Unity of the Liberal Arts and the University -- Seventeen Modes of Being and Their Relation to the Liberal Arts and Artist.
    Abstract: As this collection of essays demonstrates, over a long career Edward Goodwin Ballard has written on a wide range of topics of philosophical interest. Although the present volume can be enjoy­ ably browsed, it is not simply a sampling of his writings. Rather, herein Professor Ballard has chosen and organized essays which pertain to the major concerns of his philosophic life. He has long held that the function of philosophy, particularly in a time such as ours, is the discernment and analysis of basic principles (archai) and their consequences. Indeed, in Philosophy at the Crossroads. he recommended focusing upon the history of philosophy understood as the movement of recognizing and interpreting the shifts in first principles as they reflect and determine human change. For Ballard, the study of the history of philosophy, like philosophy itself, is not so much a body of knowledge as an exercise (an art) whiQh moves the practitioner towards social and individual maturity. He holds, along with Plato and Husserl, that philosophy is a process of conversion to the love of wisdom as well as a grasp of the means for its attainment. Throughout his writings, Ballard has maintained that the difficulties of this journey have to do with the limitations of the pilgrim. Human being is perspectival, finite, and inevitably ignorant. Philosophic command and self -recognition reside in the just assessment of the limits of human knowledge.
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  • 9
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    Dordrecht : Springer
    ISBN: 9789400922976
    Language: English
    Pages: Online-Ressource (232p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 115
    Series Statement: Boston Studies in the Philosophy and History of Science 115
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Science Philosophy ; Linguistics ; History ; Science—Philosophy. ; Language and languages—Style.
    Abstract: Discourses of the Island -- Discourses of the Nerve -- Experiment and Fiction -- Hypotyposes -- The Mythological Transformations of Renaissance Science: Physical Allegory and the Crisis of Alchemical Narrative -- “What Ever Happened to Ethics?” -- Nature as Construct -- “Observe how healthily — how calmly I can tell you the whole story”: Moral Insanity and Edgar Allan Poe’s ‘The Tell-Tale Heart’ -- Conceptualizing Technology in Literary Terms: Some American Examples -- Literature and the Authority of Technology -- “A Place to Step Further”: Jack Spicer’s Quantum Poetics -- Index of Names.
    Abstract: On the 25th anniversary of the founding of the Boston Studies series in 1985, Cohen, Elkana, and Wartofsky wrote in another preface such as this that the time had come for establishing institutions supporting a vision to which the series had been devoted since its inception, namely that of a more broadly conceived, interdisciplinary study of the history and philosophy of science: In recent years it has become evident that, in addition to serious and competent disciplinary work on the specifics of the History of Science, the Philosophy of Science and the Sociology of Science, there is now a growing need to develop a problem­ oriented approach which no longer distinguishes between these three specialties in a cut and dried way. Since the time has come for such an approach, the institutional tools should be provided. A way to do so would be . . . to organize colloquia and to publish good papers stemming from these, without attempting to organize the papers under the separate rubrics of History of Philosophy or Sociology of Science; and moreover to consider it natural that any fundamental issue of the foundations of the sciences, or their place in a culture and the way they are institutionalized in the societal web, is still our concern, no matter whether we are a professional scientist, historian or philosopher who deals with the problem (p. vii).
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  • 10
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    Dordrecht : Springer
    ISBN: 9789400925007
    Language: English
    Pages: Online-Ressource (324p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 23
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Economic policy
    Abstract: I Tests as Tools of Educational Policy: Theory, Attribution, and Belief -- Mandated Tests: Educational Reform or Quality Indicator? -- Student Achievement Tests as Tools of Educational Policy: Practices and Consequences -- Making Sense of School Testing -- The Irish Study Revisited -- II Tests in Educational Decision Making: Psychometric and Political Boundary Conditions -- Using Test Scores for Decision Making -- If Not Tests, Then What? Conference Remarks -- Advice to the Commission Conference Remarks -- III Language, Culture, Ethnicity, and Testing -- Aspects of Differential Performance by Minorities on Standardized Tests: Linguistic and Sociocultural Factors -- Ethnic Group Differences in the Armed Services Vocational Aptitude Battery (ASVAB) Performance of American Youth: Implications for Career Prospects -- Testing Bilingual Proficiency for Specialized Occupations: Issues and Implications -- Informal Assessment of Asian Americans: A Cultural and Linguistic Mismatch? -- Black and White Cultural Styles in Pluralistic Perspective.
    Abstract: Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their abilities, talents, and potential. In many instances, these test scores are the only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems, as well as the untapped opportunities, created by recent trends in the use of standardized tests, particularly in the workplace and in schools.
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  • 11
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    Dordrecht : Springer
    ISBN: 9789400925427
    Language: English
    Pages: Online-Ressource (196p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 16
    Parallel Title: Erscheint auch als
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    Keywords: Semantics ; Grammar, Comparative and general Syntax ; Linguistics ; Grammar, Comparative and general—Syntax. ; Semiotics.
    Abstract: 1 A Selective History of Modern Binding Theory -- 2 The Logical Structure of Reciprocal Sentences in English -- 3 Complement Object Deletion -- 4 Remarks on Coreference -- 5 Disjoint Reference and Wh-Trace -- 6 On Two Recent Treatments of Disjoint Reference -- 7 A Note on Illicit NP Movement -- 8 A Note on Anaphora and Double Objects -- 9 On the Necessity of Binding Conditions -- Index of Names -- Index of Subjects.
    Abstract: The articles collected in this book are concerned with the treatment of anaphora within generative grammar, specifically, within Chomsky's 'Ex­ tended Standard Theory' (EST). Since the inception of this theory, and virtually since the inception of generative grammar, anaphora has been a central topic of investigation. In current research, it has, perhaps, become even more central, as a major focus of study in such areas as syntax, semantics, discourse analysis, and language acquisition. Beginning in the early 1970's, and continuing to the present, Chomsky has developed a comprehensive syntactic theory of anaphora. The articles here are all related to stages in the development of that theory, and can best be understood in relation to that development. For that reason, Chapter 1 presents a historical survey of Chomsky's EST proposals on anaphora, along with brief indications of how the present articles fit into that history. Some of the articles here (e.g. Chapters 4, 8, and 9) proposed extensions of Chomsky's basic ideas to a wider range of phenomena.
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  • 12
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    Dordrecht : Springer
    ISBN: 9789400909557
    Language: English
    Pages: Online-Ressource (224p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 9
    Parallel Title: Erscheint auch als
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    Keywords: Translators (Computer programs) ; Linguistics ; Psycholinguistics ; Natural language processing (Computer science).
    Abstract: Introduction: Learnability and Linguistic Theory -- Learning Theory and Natural Language -- The Plausibility of Rationalism -- On Applying Learnability Theory to the Rationalism-Empiricism Controversy -- On Certain Substitutes for Negative Data -- Markedness and Language Development -- Learning the Periphery -- Some Problems in the Parametric Analysis of Learnability -- From Cognition to Thematic Roles: The Projection Principle as an Acquisition Mechanism -- List of Contributors -- Index of Names -- Index of Subjects.
    Abstract: The impetus for this volume developed from the 1982 University of Western Ontario Learnability Workshop, which was organized by the editors and sponsored by that University's Department of Philosophy and the Centre for Cognitive Science. The volume e~plores the import of learnability theory for contemporary linguistic theory, focusing on foundational learning-theoretic issues associated with the parametrized Government-Binding (G-B) framework. Written by prominent re­ searchers in the field, all but two of the eight contributions are pre­ viously unpublished. The editor's introduction provides an overview that interrelates the separate papers and elucidates the foundational issues addressed by the volume. Osherson, Stob, and Weinstein's "Learning Theory and Natural Language" first appeared in Cognition (1984); Matthews's "The Plausi­ bility of Rationalism" was published in the Journal of Philosophy (1984). The editors would like to thank the publishers for permission to reprint these papers. Mr. Marin Marinov assisted with the preparation of the indices for the volume. VB ROBERT 1. MATTHEWS INTRODUCTION: LEARNABILITY AND LINGUISTIC THEORY 1. INTRODUCTION Formal learning theory, as the name suggests, studies the learnability of different classes of formal objects (languages, grammars, theories, etc.) under different formal models of learning. The specification of such a model, which specifies (a) a learning environment, (b) a learn­ ing strategy, and (c) a criterion for successful learning, determines (d) a class of formal objects, namely, the class that can be acquired to the level of the specified success criterion by a learner implementing the specified strategy in the specified enviroment.
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  • 13
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789400923782
    Language: English
    Pages: Online-Ressource (464p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 17
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Indic philology ; Grammar, Comparative and general Syntax ; Linguistics ; Grammar, Comparative and general—Syntax. ; Indians—Languages.
    Abstract: One The Issues — Analytical and Theoretical -- 0. Introduction -- 1. The Analytical Problem -- 2. Theoretical Proposals -- 3. Consequences -- 4. Conclusion -- Notes for Chapter One -- Two Luiseño Features: Background -- 0. Introduction -- 1. Relevant Morphology -- 2. The Feature ADAFF -- 3. The Feature NUM -- 4. The Feature ASP -- 5. Complexities to RIGHT AN -- 6. Combinatorial Complexities -- 7. Conclusion -- Notes for Chapter Two -- Appendix to Chapter Two -- Three Agreement and Anti-Agreement -- 0. Introduction -- 1. Some Facts and Simple Constituents -- 2. The Representation of Constituents -- 3. Facts about Argument Structures -- 4. Incorporation -- 5. A First Look at Category Type -- 6. Conclusion -- Notes for Chapter Three -- Appendix to Chapter Three -- Four The Proposition -- 0. Introduction -- 1. Background -- 2. The Propositional Radical -- 3. The Proposition: Part One -- 4. The Result -- 5. The Relationship between the Functor and the Formal Value -- 6. The Category Type -- 7. Conclusion -- Notes for Chapter Four -- Five The Utility of the Proposition -- 0. Introduction -- 1. The Aux Analyzed -- 4. The Position of the Aux -- 5. Expansion -- Notes for Chapter Five -- Appendix to Chapter Five -- Six The Utility of the Classification -- 0. Introduction -- 1. Data -- 2. Definitions -- 3. An Abbreviated Analysis of a Clause -- 4. Control -- 4.3 Final Comments on Control -- 5. Conclusion -- Notes for Chapter Six -- Addenda to Chapter Six -- Seven Agreement, Anti-Agreement, and Order -- 0. Summary -- 1. Architectural Conclusions -- 2. Analytical Conclusions -- 3. Conclusion -- Notes for Chapter Seven -- References.
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  • 14
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    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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  • 15
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    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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    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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  • 16
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    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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  • 17
    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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  • 18
    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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  • 19
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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
    Parallel Title: Erscheint auch als
    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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  • 20
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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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  • 21
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    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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  • 22
    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
    Parallel Title: Erscheint auch als
    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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  • 23
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    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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  • 24
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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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  • 25
    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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  • 26
    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
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    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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  • 27
    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
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    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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  • 28
    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
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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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  • 29
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400937031
    Language: English
    Pages: Online-Ressource (262p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 3
    Parallel Title: Erscheint auch als
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    Keywords: Slavic languages ; Grammar, Comparative and general Syntax ; Linguistics ; Grammar, Comparative and general—Syntax. ; Balto-Slavic linguistic unity.
    Abstract: 0. Introduction -- 1 Previous Analyses of Hungarian Phrase Structure -- 1.1. The ‘Free Word Order’, or Fully Non-configurational Approach -- 1.2. The ‘NP VP’, or Fully Configurational Approach -- 1.3. The Partially Non-configurational Approach -- 2 Hungarian Phrase Structure -- 2.1. The Invariant Positions of the Hungarian Sentence -- 2.2. Base Rules -- 2.3. Movement into F -- 2.4. Movement into T -- 2.5. Quantifier-Raising -- 2.6. Summary, Implications for Universal Grammar -- 3 Long Wh-movement, or the Traditional Problem of Sentence Intertwining -- 3.1. Long Wh-movement as a Test for Structural Configuration -- 3.2. Sentence Intertwining in Hungarian -- 3.3. Subject-Object Symmetry in Hungarian Long Operator Movement -- 3.4. Conclusion -- 4 Questions of Binding and Coreference -- 4.1. Binding in Hungarian -- 4.2. The Coreference of Pronouns -- 4.3. Weak Crossover -- 4.4. Conclusion -- 5 Infinitival Constructions -- 5.1. Infinitives with an AGR Marker -- 5.2. Subject Control Constructions -- 5.3. The Problem of Governed PRO -- 6 Conclusion -- References -- Index of Names -- General Index.
    Abstract: The purpose of this book is to argue for the claim that Hungarian sentence structure consists of a non-configurational propositional component, preceded by configurationally determined operator positions. In the course of this, various descriptive issues of Hungarian syntax will be analyzed, and various theoretical questions concerning the existence and nature of non­ configurational languages will be addressed. The descriptive problems to be examined in Chapters 2 and 3 center around the word order of Hungarian sentences. Chapter 2 identifies an invariant structure in the apparently freely permutable Hungarian sentence, pointing out systematic correspondences between the structural position, interpre­ tation, and stressing and intonation of the different constituents. Chapter 3 analyzes the word order phenomenon traditionally called 'sentence inter- I twining' of complex sentences, and shows that the term, in fact, covers two different constructions (a structure resulting from operator movement, and a base generated pattern) with differences in constituent order, operator scope and V-object agreement. Chapter 4 deals interpretation, case assignment, with the coreference possibilities of reflexives, reciprocals, personal pro­ nouns, and lexical NPs. Finally, Chapter 5 assigns structures to the two major sentence types containing an infinitive. It analyzes infinitives with an AGR marker and a lexical subject, focusing on the problem of case assignment to the subject, as well as subject control constructions, accounting for their often paradoxical, simultaneously mono- and biclausal behaviour in respect to word order, operator scope, and V-object agreement.
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  • 30
    ISBN: 9789401749848
    Language: English
    Pages: Online-Ressource (XV, 357 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Grammar, Comparative and general ; Indo-Iranian philology ; Linguistics ; Oriental languages.
    Abstract: One: A Concise English Grammar -- 1: Grammar and Contrastive Grammar -- 2: The Units of Grammatical Description -- Two: The Structures of English and Dutch Compared -- 3: Nouns, Noun Phrases and Pronouns -- 4: Verbs and Verb Phrases -- 5: Adjectives and Adjective Phrases Adverbs and Adverb Phrases Prepositions and Prepositional Phrases -- 6: The Sentence -- Appendix I List of Irregular Verbs in English -- II Inventory of Spelling Rules -- Select Bibliography.
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  • 31
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400932579
    Language: English
    Pages: Online-Ressource (XVII, 268 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 16
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1: Educational Assessment: A Brief History -- 2: Toward More Sensible Achievement Measurement: A Retrospective -- 3: Analysis of Patterns: The S-P Technique -- 4: The Rasch Model for Item Analysis -- 5: The Three-Parameter Logistic Model -- 6: Measuring Achievement with Latent Structure Models -- 7: Generalizability Theory and Achievement Testing -- 8: Analysis of Reading Comprehension Data -- 9: A Comparison of Models for Measuring Achievement.
    Abstract: Ingrained for many years in the science of educational assessment were a large number of "truths" about how to make sense out of testing results, artful wisdoms that appear to have held away largely by force of habit alone. Practitioners and researchers only occasionally agreed about how tests should be designed, and were even further apart when they came to interpreting test responses by any means other than categorically "right" or "wrong." Even the best innovations were painfully slow to be incorporated into practice. The traditional approach to testing was developed to accomplish only two tasks: to provide ranking of students, or to select relatively small proportions of students for special treatment. In these tasks it was fairly effective, but it is increasingly seen as inadequate for the broader spectrum of issues that educational measurement is now called upon to address. Today the range of questions being asked of educational test data is itself growing by leaps and bounds. Fortunately, to meet this challenge we have available a wide panoply of resource tools for assessment which deserve serious attention. Many of them have exceptionally sOphisticated mathematical foundations, and succeed well where older and less versatile techniques fail dismally. Yet no single new tool can conceivably cover the entire arena.
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  • 32
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400933811
    Language: English
    Pages: Online-Ressource (320p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 31
    Series Statement: Studies in Linguistics and Philosophy 31
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Language and languages—Philosophy. ; Semiotics.
    Abstract: Noun Phrases, Generalized Quantifiers and Anaphora -- Towards a Computational Semantics -- Preliminaries to the Treatment of Generalized Quantifiers in Situation Semantics -- There-Sentences and Generalized Quantifiers -- Unreducible n-ary Quantifiers in Natural Language -- Generalized Quantifiers and Plurals -- Natural Language and Generalized Quantifier Theory -- Collective Readings of Definite and Indefinite Noun Phrases -- Noun Phrase Interpretation in Montague Grammar, File Change Semantics, and Situation Semantics -- Branching Generalized Quantifiers and Natural Language -- List of Contributors -- Bibliography for Generalized Quantifiers and Natural Language -- Index of Names -- Index of Subjects.
    Abstract: Some fifteen years ago, research on generalized quantifiers was con­ sidered to be a branch of mathematical logic, mainly carried out by mathematicians. Since then an increasing number of linguists and philosophers have become interested in exploring the relevance of general quantifiers for natural language as shown by the bibliography compiled for this volume. To a large extent, the new research has been inspired by Jon Barwise and Robin Cooper's path-breaking article "Generalized Quantifiers and Natural Language" from 1981. A concrete sign of this development was the workshop on this topic at Lund University, May 9-11, 1985, which was organized by Robin Cooper, Elisabet Engdahl, and the present editor. All except two of the papers in this volume derive from that workshop. Jon Barwise's paper in the volume is different from the one he presented in connection with the workshop. Mats Rooth's contribution has been added because of its close relationship with the rest of the papers. The articles have been revised for publication here and the authors have commented on each other's contributions in order to integrate the collection. The organizers of the workshop gratefully acknowledge support from the Department of Linguistics, the Department of Philosophy and the Faculty of Humanities at Lund University, the Royal Swedish Academy of Sciences (through the Wallenberg Foundation), the Swedish Institute, and the Letterstedt Foundation.
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  • 33
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400934030
    Language: English
    Pages: Online-Ressource (326p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 11
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Grammar, Comparative and general Syntax ; Grammar, Comparative and general—Syntax.
    Abstract: 1: Introduction -- 1. Towards a Theory of Mixed Categories -- 2. Overview of the Structure of Quechua -- 2: Syntactic Categories and Their Projections -- 1. Nominalized Clauses versus Main Clauses -- 2. Nominalizations and the Syntactic Categories of Quechua -- 3. Transcategorial Constructions -- 4. Summary -- 3: Morphology and Syntax -- 1. Quechua Nominalizations and Their Morphology -- 2. Affixes versus Clitics -- 3. The Lexical Entry and Its Constitution -- 4. The Lexicon and Syntax -- 5. Summary -- 4: Case -- 1. Case as an X? Phenomenon -- 2. Types of Case Assignment -- 3. Structural Case Assignment -- 4. Case Marking in Prepositional Phrases, Adjectival Phrases and Noun Phrases -- 5. The Case Filter -- 6. Summary -- 5: Move Case -- 1. Extraction Facts in Quechua -- 2. Raising as Move CASE -- 3. Wh-movement as Move CASE -- 4. Move CASE and the Non-Configurational Properties of Quechua -- 5. Summary -- 6: Complementation Versus Relativization -- 1. The Structure of Relative Clauses -- 2. -q Relatives and Other -q Clauses -- 3. Non-Subject Relative Clauses -- 4. Free Relatives -- 5. Summary -- 7: Nominalized Clauses as Propositions -- 1. Clause Typology -- 2. Propositionality and AUX -- 3. Types of Tense in Quechua -- 4. Clauses without INFL: Restructuring Verbs -- 5. Predication and the Complements of Perception Verbs -- 6. Typology of Clauses Revisited -- 7. Summary -- 8: Module Interaction and Category Theory -- 8.1. Listing the Properties of Quechua -- 8.2. Relating these Properties to Each Other: Module Interaction -- General References -- Index of Names.
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  • 34
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789400936034
    Language: English
    Pages: Online-Ressource (588p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Archives Internationales D’Histoire des Idées / International Archives of the History of Ideas 122
    Series Statement: International Archives of the History of Ideas Archives internationales d'histoire des idées 122
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Philosophy, modern ; History ; Language and languages—Style.
    Abstract: Text -- I. Epistle Dedicatory -- II. Preface -- III. Book I -- IV. Book II -- V. Book III -- VI. Contents -- Notes -- Commentary Notes -- Textual Notes.
    Abstract: The significance of Henry More's vitalist philosophy in the history of ideas has been realized relatively recently, as the bibliography will reveal. The general neglect of the Cambridge Platonist movement may be attributed to the common prejudice that its chief exponents, especially More, were obscure mystics who were neither coherent in their philosophical system nor attractive in their prose style. I hope that this modern edition of More's principal treatise will help to correct this unjust im­ pression and reveal the keenness and originality of More's intellect, which sought to demonstrate the relevance of classical philosophy in an age of empirical science. The wealth of learning -- ranging as it does from Greek antiquity to 17th­ century science and philosophy -- that informs More' s intellectual system of the universe should, in itself, be a recom­ mendation to students of the history of ideas. Though, for those in search of literary satisfaction, too, there is not wanting, in More's style, the humour, and grace, of a man whose erudition did not divorce him from a sympathetic understanding of human contradictions. As for More's elaborate speculations concerning the spirit world in the final book of this treatise, I think that we would indeed be justified in regarding their combination of classical mythology amd scientific naturalism as the literary and philosophical counterpart of the great celestial frescoes of the Baroque masters.
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  • 35
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400937192
    Language: English
    Pages: Online-Ressource (228p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Phonology ; Oriental languages ; Grammar, Comparative and general—Phonology.
    Abstract: I: Introduction -- 1.1. The Issues -- 1.2. The Historical Perspective -- 1.3. The Spiral of Progress -- II: An Outline of the Theory: English Phonology -- 2.1. Lexical and Postlexical Rule Applications -- 2.2. Lexical Morphology -- 2.3. The Use of Morphological Information in Phonology -- 2.4. How Many Strata in English? -- 2.5. Rules, Domains, and Stratum Ordering -- 2.6. The Mental Representation of Lexical Entries -- III: Malayalam Phonology: Segmentals -- 3.1. The Lexical Alphabet -- 3.2. The Underlying Alphabet -- 3.3. Syllable Structure in Malayalam -- 3.4. Lexical Strata in Malayalam -- 3.5. Summary -- IV: Malayalam Phonology: Suprasegmentals -- 4.1. The Loop in Malayalam Morphology -- 4.2. Stress and Word Melody -- 4.3. The Domain of Stress and Word Melody -- 4.4. Schwa Insertion and Word Melody -- 4.5. An Ordering Paradox -- 4.6. The Effect of the Loop on Stress and Word Melody -- V: Accessing Morphological Information -- 5.1. Types of Nonphonological Information in Phonology -- 5.2. Boundaries -- 5.3. Domains as Node Labels on Trees -- 5.4. Hierarchical Structure in Morphology Notes -- VI: The Postlexical Module -- 6.1. Syntactic and Postsyntactic Modules -- 6.2. Speech as Implementation of Phonetic Representation -- 6.3. The Nature of Phonetic Representations -- 6.4. Language-Specific Implementational Phenomena -- 6.5. Types of Subsegmental Phenomena -- 6.6. Underlying and Lexical Alphabets -- 6.7. Phonological Structure and Phonetic Implementation -- 6.8. Phonetic Implementation and Classical Phonemics -- VII: Lexical Phonology and Psychological Reality -- 7.1. The Nature of Evidence in Phonology -- 7.2. Speaker Judgments -- 7.3. Phonemic Orthography -- 7.4. Conventions of Sound Patterning in Versification -- Conclusion -- References -- Index of Names -- Index of Subjects.
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  • 36
    ISBN: 9789401174237
    Language: English
    Pages: Online-Ressource (320p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 17
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Personnel management. ; International education . ; Comparative education.
    Abstract: I Organizational Context of Training Evaluation -- 1 The Role of Training in Implementing Strategic Change -- 2 Strategic Evaluation of Training -- 3 The Organizational Context of Training Evaluation for Staff Development -- 4 Evaluating Training Programs for Decision Making -- 5 Management Education: Articulating the Unspoken, Riding the Herd, Wasting Money, or Preparing for Tomorrow? -- II Evaluation of Training Products -- 6 Evaluation Issues in the Educational Product Life-Cycle -- 7 Applying Quality Management Concepts and Techniques to Training Evaluation -- 8 Content Validity as an Evaluation Strategy for Examining Training Programs -- 9 The Role of Media in the Evaluation of Training -- 10 Management Education: An Emerging Role for Systematic Evaluation -- III Evaluating and Maximizing the Use of Evaluation Results -- 11 Establishing Corporate Evaluation Policy: Cost Versus Benefit -- 12 Communicating Evaluation Results: The External Evaluator Perspective -- 13 Communicating Evaluation Results: The Internal Evaluator Perspective -- 14 Implementing a Testing Strategy Within a Training Program -- 15 Use of Training Data in Personnel Decision Making.
    Abstract: In the abstract, training is seen as valuable by most people in business and industry. However, in the rush of providing training programs "on time" and "within budget," evaluation of training is frequently left behind as a "nice to have" addition, if practical. In addition, the training function itself is left with the dilemma of proving its worth to management without a substantive history of evaluation. This book is designed to provide managers, educators, and trainers alike the opportunity to explore the issues and benefits of evaluating business and industry training. The purpose is to motivate more effective decisions for training investments based on information about the value of training in attaining business goals. Without evaluation, the value of specific training efforts cannot be adequately measured, the value of training investments overall cannot be fully assessed, and the contributions of the training function to the corporation's goals cannot be duly recognized. Articles are grouped into three sections, althou~h many themes appear across sections. The first section estabhshes the context of training evaluation in a business organization. The second section emphasizes evaluation of training products and services; and the third section discusses costs and benefits of evaluation, and communication and use of evaluation results in decision making. In Section I, the context of training evaluation is established from a variety of perspectives. First, training and trainin~ evaluation are discussed in the context of corporate strateglc goals.
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  • 37
    ISBN: 9789400937475
    Language: English
    Pages: Online-Ressource (260p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 5
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Psycholinguistics
    Abstract: 1. Introduction -- 1.1 L2 Acquisition: The Problems and Traditional Answers -- 1.2 Universal Grammar -- 1.3 Basis for an Alternative Theory of L2 Acquisition -- 1.4 Outline of the Book -- 2. Traditional Theories of L2 Acquisition -- 2.1 Theory of Contrastive Analysis (CA) -- 2.2 Theory of Creative Construction (CC) -- 2.3 Bases for an Explanatory Theory of L2 Acquisition -- 2.4 Preliminary Conclusions -- Notes to Chapter Two -- 3. Universal Grammar -- 3.1 Universal Grammar -- 3.2 Universal Grammar as a Theory of Grammar -- 3.3 Linguistic Focus of Book -- 3.4 Relevant Linguistic Concepts for Experimental Tests of Pronoun and Null Anaphors -- 3.5 Universal Grammar as a Theory of Language Acquisition -- 3.6 Overview: UG and L2 Acquisition -- 3.7 Summary -- Notes to Chapter Three -- 4. A Typological Comparison Of Japanese and Spanish -- 4.1 Word Order, Configurationality, and Head-Initial/Head-Final Parameter -- 4.2 Anaphora -- 4.3 Adjunct Adverbial Subordinate Clauses -- 4.4 Summary of Cross-Linguistic Facts -- Notes to Chapter Four -- 5. Rationale and Design -- 5.1 General Hypotheses to be Tested -- 5.2 Overview: Experimental Design -- 5.3 Experimental Design and Hypotheses -- 5.4 Basic Controls on Experimental Design -- Notes to Chapter Five -- 6 Methodology -- 6.1 Subjects (Ss) -- 6.2 General Procedures -- 6.3 Materials -- 6.4 ESL Proficiency Test: Standardized Levels -- 6.5 Specific Experimental Task Procedures -- 6.6 Procedures for Data Transcription -- 6.7 Procedures for Scoring of the Data -- 7. Results -- 7.1 Results for Experimental Controls -- 7.2 Amount Correct: Results for Production Tests -- 7.3 Error Analyses: Results for Production Tests 1 to 3 -- 7.4 Amount Correct: Results for Comprehension Test 4 -- 7.5 Coreference Judgements (CRJs) -- 7.6 General Summary and Conclusions -- Notes to Chapter Seven -- 8. Some Conclusions -- 8.1 General Summary -- 8.2 Similarities in L2 Acquisition for Spanish and Japanese Speakers -- 8.3 Dissimilarities in L2 Acquisition for Spanish and Japanese Speakers -- 8.4 Implications for an Alternative Theory of L2 Acquisition -- 8.5 Some Differences Between L1 and L2 Acquisition -- 8.6 Possible Alternative Explanations of the Data -- 8.7 Importance for a Theory of UG -- 8.8 Implications for Future Research -- Appendices -- Author Index.
    Abstract: Recent developments in linguistic theory have led to an important reorientation of research in related fields of linguistic inquiry as well as in linguistics itself. The developments I have in mind, viewed from the point of view of government-binding theory, have to do with the character­ ization of Universal Grammar (UG) as a set of subtheories, each with its set of central principles (perhaps just one principle central to each subtheory) and parameters (perhaps just one for each principle) according to which a principle can vary between an unmarked ('-') and a marked ('+') para­ metric value (Chomsky, 1985; 1986). For example, let us assume that there is an X-bar theory in explanation of those features of phrase structure irreducible to other subtheo­ ries of UG. Within X-bar theory variation among languages is then allowed only with respect to the position the head of a phrase occupies in rela t ion to its complemen ts such that the phrases of a language will be either right- or left-headed. Thus languages will vary between being right-headed in this respect (as in Japanese phrase structure) and being left-headed (as in English phrase structure). Everything else about the phrase structure of particular languages will be fixed within X-bar theory itself or else it will fallout from other subtheories of UG: Case theory; 0-theory, etc. (Chomsky, 1985:161-62; Chomsky, 1986:2-4; and references cited there). Hatters are the same in other modules of grammar.
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  • 38
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789400937413
    Language: English
    Pages: Online-Ressource (320p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Indic philology ; Grammar, Comparative and general Syntax ; Linguistics ; Indians—Languages. ; Grammar, Comparative and general—Syntax.
    Abstract: 1: Grammatical Notes -- 1. Introduction -- 2. Basics -- 3. Major Lexical Classes -- 4. Minor Lexical Classes -- 5. Flagging -- 6. Word Order -- 7. Construction Survey -- 2: Theoretical Sketch -- 1. Arcs -- 2. Sponsor and Erase -- 3. Ancestral Relations -- 4. Pair Networks -- 5. Resolution of Overlapping Arcs -- 6. Coordinate Determination -- 7. Rules and Laws -- 8. Word Order -- 9. APG Versions of RG Laws -- 3: Inflection and Agreement -- 1. Introduction -- 2. Moods and Aspects -- 3. Cross-referencing Person -- 4. Cross-referencing Number -- 5. The Optionality of Number Agreement -- 6. Agreement and Covert Arguments -- 7. APG Account of Agreement -- 4: Passive Clauses -- 1. Introduction -- 2. Syntax of Passive Clauses -- 3. Tzotzil Passive Rules (APG) -- 5: Reflexive Clauses -- 1. Introduction -- 2. Reflexive Clauses -- 3. Reciprocal Coreference -- 4. Tzotzil Rules (APG) -- 6: Unaccusative Clauses -- 1. Introduction -- 2. Reflexive Unaccusative Clauses -- 3. Plain Unaccusative Clauses -- 4. Verb Classification -- 5. Tzotzil Rules (APG) -- 7: Ditransitive Clauses -- 1. Introduction -- 2. Ditransitive Clauses -- 3. 3-to-2 Advancement -- 4. Non-Existence of Final Indirect Objects -- 5. Restrictions on Advancement -- 6. Ditransitive Perfect Passives -- 7. Tzotzil Rules (APG) -- 8. Conclusion -- 8: Possessor Ascension -- 1. Introduction -- 2. Possessor Ascension -- 3. Coreference Condition 1 -- 4. Restriction on Ascension Host -- 5. Tzotzil Possessor Ascension Rule -- 6. The Unique 3 Arc Constraint -- 7. Optional Cases of Possessor Ascension -- 8. Coreference Condition 2 -- 9. Possessor Ascension in Discourse -- 10. APG Laws and Tzotzil Rules -- 11. Conclusion -- 9: Topic, Focus, and Copy Possessor Ascension -- 1. Introduction -- 2. Distinguishing Topic and Focus -- 3. Surface Constituency in Possessor Ascension Structures -- 4. Topic and Focus -- 5. Copy and Coreferential Pronouns -- 6. APG Laws and Tzotzil Rules -- 10: Surrogate Agreement -- 1. Introduction -- 2. Possessor Ascension -- 3. Conjunct Union -- 4. Summary -- 5. APG Laws and Tzotzil Rules -- 6. Conclusion -- 11: Clause Unions -- 1. Introduction -- 2. Causative Clause Union -- 3. Abilitative Clause Union -- 4. Summary -- 5. APG Laws and Tzotzil Rules -- 12: Quantification and Initial Absolutives -- 1. Introduction -- 2. Quantifiers -- 3. Prepredicate Quantifiers without Classifier -- 4. Prepredicate Quantifiers with Classifier -- 5. Postpredicate Quantifiers -- 6. Grammatical Relations versus Linear Order -- 7. Conclusion -- Conclusion -- Phonological Rules -- 1. Deletion of Stem-initial Glottal Stop -- 2. Deletion of Prevocalic A3 Prefix -- 3. Neutral Aspect Marker -- 4. Spirant Assimilation -- 5. Contraction -- 6. Geminate Reduction -- 7. Vowel Deletion -- References.
    Abstract: xv NOTES ON THE ORTHOGRAPHY AND CITATIONS xxi LIST OF ABBREVIA TIONS XXIIl CHAPTER 1: GRAMMATICAL NOTES 1 1. Introduction 1 2. Basics 1 3. Major Lexical Classes 2 3. 1. V 3 3. 2. N 3 3. 3. A 5 3. 3. 1. Quantifiers 6 3. 3. 2. Existentials and Locatives 6 4. Minor Lexical Classes 7 4. 1. Clitics 7 4. 1. 1. Clause-proclitic 7 4. 1. 2. S-enclitic 8 4. 1. 3. V-enclitic 8 4. 1. 4. Clause-second 9 4. 2. Directionals 9 4. 3. Particles 11 5. Flagging 11 6. Word Order 12 7. Construction Survey 12 7. 1. Negation 12 13 7. 2. Questions 7. 3. Complement Clauses 14 16 7. 4. Motion cum Purpose 17 7. 5. Topics 7. 6. Prepredicate Position 18 19 Notes CHAPTER 2: THEORETICAL SKETCH 20 20 1. Arcs vii Vlll T ABLE OF CONTENTS 1. 1. Sets of Grammatical Relations 22 1. 2. Stratum 24 Ergative and Absolutive 1. 3. 25 1. 4. 25 Formal Connections between Arcs 2. Sponsor and Erase 26 2. 1. Successors 26 2. 2. Replacers 28 2. 3. Self-Sponsor and Self-Erase 30 3. Ancestral Relations 31 4. Pair Networks 31 Resolution of Overlapping Arcs 32 5. 6. Coordinate Determination 33 7. Rules and Laws 35 8. Word Order 36 9. APG Versions of RG Laws 36 9. 1. Stratal Uniqueness Law 36 9. 2. Chomeur Law and Motivated Chomage Law 36 Relational Succession Law and Host Limitation Law 9. 3.
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  • 39
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    Dordrecht : Springer
    ISBN: 9789400937277
    Language: English
    Pages: Online-Ressource (276p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Psycholinguistics
    Abstract: The Theory of Parameters and Syntactic Development -- Comments on Hyams -- Parameters and Learnability in Binding Theory -- Comments on Wexler and Manzini -- Deductive Parameters and the Growth of Empty Categories -- The Maturation of Syntax -- Comments on Borer and Wexler -- Parameter Setting and the Development of Pronouns and Reflexives -- Comments on Solan -- The Pro-Drop Parameter in Second Language Acquisition -- A Note on Phinney -- List of Contributors.
    Abstract: In May 1985 the University of Massachusetts held the first conference on the parameter setting model of grammar and acquisition. The conference was conceived in the belief that there is a new possibility of tightly connecting grammatical studies and language acquisition studies, and that this new possibility has grown out of the new generation of ideas about the relation of Universal Grammar to the grammar of particular languages. The papers in this volume are all concerned in one way or another with the 'parametric' model of grammar, and with its role in explaining the acquisition of language. Before summarizing the accompanying papers, I would like to sketch the intellectual background of these new ideas. It has long been the acknowledged goal of grammatical theorists to explicate the relation between the experience of the child and the knowledge of the adult. Somehow, the child selects a unique grammar (by assumption) compatible with a random partially unreliable sample of some language. In the earliest work in generative grammar, starting with Chomsky's Aspects, and extending to such works as Jackendoffs Lexicalist Syntax (1977), the model of this account was the formal evaluation metric, accompanied by a general rule writing system. The model of acquisition was the following: the child composed a grammar by writing rules in the rule writing system, under the constraint that the rules must be compatible with the data, and that the grammar must be the one most highly valued by the evaluation metric.
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  • 40
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    Dordrecht : Springer
    ISBN: 9789400933873
    Language: English
    Pages: Online-Ressource , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Psycholinguistics
    Abstract: A Learn Ability Theory and Anaphora -- On the Nonconcrete Relation between Evidence and Acquired Language -- B Is the parser constrained? -- Parsing Efficiency, Binding, C-command and Learnability -- Some Evidence for and Against a “Proximity Strategy” in the Acquisition of Subject Control Sentences -- Evidence against a Minimal Distance Principal in First Language Acquisition of Anaphora -- C Do the Constraints Emerge under Variable Experience? -- Underlying Redundancy and Its Reduction in a Language Developed Without a Language Model: Constraints Imposed by Conventional Linguistic Input -- Coreference Relations in American Sign Language -- The Acquisition of Pronominal Anaphora in American Sign Language by Deaf Children -- Principles of Pronoun Anaphora in the Acquisition of Oral Language by the Hearing-Impaired -- D Do Constraints Emerge in Acquisition of a Second Language? -- Second Language Acquisition of Pronoun Anaphora: Resetting the Parameter -- E Evidencing Grammatical Competence: Methodological Issues -- Children’s Interpretation of Pronouns and Null NPs: An Alternative View -- What Children Know: Methods for the Study of First Language Acquisition -- List of Contributors -- Table of Contents for Volume I -- Index of Names -- Index of Subjects.
    Abstract: Today, one fundamental set of issues confronts both the linguistic theory of 'Universal Grammar' and the psychological study of human cognition. These issues concern the question of to what degree and how the human mind is "programmed," presumably biologically, to acquire the complex knowiedge of human language. As discussed in Volume I, anaphora has been critical to this study because, while a critical property of language knowledge, it is largely underdetermined by available evidence. While most previous research projects have generally addressed these issues through either linguistic analyses or psychological analyses of language data, and have concerned themselves with either the role of innateness or the role of experience in language knowledge, this volume, with its predecessor, attempts to combine these approaches; in fact to develop a research paradigm for their joint study. While Volume I emphasized study of the content and nature of the initial state, i. e. , of the language faculty, this second volume emphasizes study of the way in which experience does or does not interact with this language faculty to determine language acquisition. We argue in the introduction that the issues addressed in Volume II are appreciable, if not necessary, com­ plements to those addressed in Volume I. This is not only because a more comprehensive model of language acquisition requires so, but because valid definition of the content of 'the initial state' may require so.
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  • 41
    ISBN: 9789400937079
    Language: English
    Pages: Online-Ressource (XV, 351 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 3
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Mathematics ; Education ; Mathematics—Study and teaching .
    Abstract: Mathematical Material for Chapter I: “Gulliver” -- I Introduction -- Mathematical Material for Chapter II: “Counting Problems” -- II Starting Points -- Mathematical Material for Chapter III: “Grains on the Chessboard” -- III One-Dimensional Goal Description -- Mathematical Material for Chapter IV: “The Land of Eight” -- IV Two-Dimensional Goal Description -- Mathematical Material for Chapter V: “Freckleham” -- V Three-Dimensional Goal Description -- Mathematical Material for Chapter VI: “Algorithms” -- VI Survey and Justification -- Mathematical Material for Chapter VII (Appendix): “The Wiskobas Curriculum” -- VII Framework for Instruction Theory -- Notes.
    Abstract: In Dutch "WISKOBAS" stands for a particular kind of mathematics in the elementary school (ages 6-12). In tum Wiskobas was one of the depart­ ments in the IOWO, the Institute for the Development of Mathematics Education. This institute was concerned with the development of material for mathematics education as well as the related research on the possibility of change from the then existing arithmetic instruction to the future mathematics education. The present publication Three Dimensions has three aims: to give a picture of the goals Wiskobas set for future mathematics education, at the same time to show how such goals can be described, and to show the theoretical framework of the Wiskobas curriculum. The problem at hand is not at all simple. What is more, Wiskobas' ideas about mathematics education cannot literally be translated into strings of words. So how can we face the accusation that our objectives are unattain­ able and the goal itself irrational? In order to avoid this vagueness as much as possible and for the sake of clarity, this book makes continuous use of illustrations of mathematics education. In these examples both the subject-matter and the methods of description of the goals are illustrated as explicitly as possible, while at the same time creating the opportunity to read between the lines. The reader is urged to follow carefully the mathe­ matical material at the start of each chapter. This advice applies both to the more general education oriented, and to the more mathematical! didactical reader.
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  • 42
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    Dordrecht : Springer
    ISBN: 9789401572590
    Language: English
    Pages: Online-Ressource (XIII, 199 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 12
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Affective Characteristics: Their Conceptual Definitions -- 2 Constructing Affective Instruments -- 3 Scaling Affective Characteristics -- 4 The Validity of Affective Instruments -- 5 The Reliability of Affective Instruments -- 6 A Review of the Steps for Developing an Affective Instrument -- References -- Appendixes A. Semantic Differential: Me As a Counselor -- B. Occupational Values Inventory: Normative Form 191 Occupational Values Inventory: Ipsative Form -- Author Index.
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  • 43
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    Dordrecht : Springer
    ISBN: 9789400945500
    Language: English
    Pages: Online-Ressource (260p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Phonology ; African Languages ; Grammar, Comparative and general—Phonology.
    Abstract: one: Introduction -- 1. Lexical Phonology -- 2. Tiered Phonology -- 3. Tone and Lexical Phonology -- Two: The Relevance of Downstep for a Phonetic Component -- 1. Introduction -- 2. Some General Properties of Downstep -- 3. The Overall Model -- 4. Downstep in Tiv: Evidence for Floating L-tones -- 5. Downstep in Dschang: More Evidence for Floating Tones -- 6. Post-lexical vs. Phonetic Rules -- Notes -- Three: Morphological Encoding and the Association Conventions -- 1. Introduction -- 2. The Cycle -- 3. Association Conventions -- 4. Morphological Encoding — Alternative Approaches -- Four: Underspecification -- 1. Introduction -- 2. Default Rules -- 3. Yala Ikom Reduplication -- 4. Yoruba -- 5. Values for Default Rules -- 6. Constraints on Underspecification -- 7. Ordering of Default Rules -- 8. Referring to Free Skeletal Positions -- 9. Core Values vs. Autosegments -- 10. Conclusion -- Notes -- Five: Accent -- 1. Introduction -- 2. Diacritics -- 3. Melodies -- 4. Tonga -- 5. Conclusion -- Notes -- Six: Rule Properties -- 1. Introduction -- 2. Prelinking -- 3. Extratonality: the Case of Margi -- 4. Polarity -- 5. Assignment of Rules to Components -- Notes -- References -- Index of Languages -- Index of Names -- Index of Subjects.
    Abstract: This book is a revised version of my Ph.D. dissertation that was submitted to the Massachusetts Institute of Technology in 1983. Although much of the analysis and argumentation of the dissertation has survived rewriting, the organization has been considerably changed. To Paul Kiparsky and Morris Halle, lowe a major debt. Not only has it been a great privilege to work on phonology with both of them, but it is hard to imagine what this piece of research would have looked like without them. (They, of course, may well imagine a number of appropriate ways in which the work could be different had I not been involved .... ) In addition, special thanks are due to Ken Hale, the third member of my thesis committee. Our discussions of a variety of topics (including tone) helped me to keep a broader outlook on language than might have otherwise been the result of concentrating on a thesis topic.
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  • 44
    Online Resource
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    Dordrecht : Springer
    ISBN: 9789400946385
    Language: English
    Pages: Online-Ressource (194p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 3
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Psycholinguistics
    Abstract: 1. Linguistic Theory and Syntactic Development -- 1. Introduction -- 2. A Parameterized Theory of UG -- 3. An Overview -- 4. The Theory of Grammar -- Notes -- 2. The Null Subject Phenomenon -- 1. Introduction -- 2. The Structure of INFL -- 3. Null Subjects and the Identity of AG -- 4. Summary -- Notes -- 3. The AG/PRO Parameter in Early Grammars -- 1. Introduction -- 2. Null Subjects in Early Language -- 3. The Early Grammar of English (G1) -- 4. The Restructuring of G1 -- 5. Summary -- Notes -- 4. Some Comparative Data -- 1. Introduction -- 2. The Early Grammars of English and Italian: A Comparison -- 3. Early German -- Notes -- 5. Discontinuous Models of Linguistic Development -- 1. Introduction -- 2. Semantically-Based Child Grammars -- 3. Semantically-Based Grammars: Some Empirical Inadequacies -- Notes -- 6. Further Issues in Acquisition Theory -- 1. Summary -- 2. The Initial State -- 3. Instantaneous vs. Non-Instantaneous Acquisition 168 Notes -- Index of Names -- Index of Subjects.
    Abstract: This book is perhaps the most stunning available demonstration of the explanatory power of the parametric approach to linguistic theory. It is akin, not to a deductive proof, but to the discovery of a footprint in a far-off place which leaves an archeologist elated. The book is full of intricate reasoning, but the stunning aspect is that the reasoning moves between not only complex syntax and diverse languages, but it makes predictions about what two-year-old children will assume about the jumble of linguistic input that confronts them. Those predictions, Hyams shows, are supported by a discriminating analysis of acquisition data in English and Italian. Let us examine the linguistic context for a moment before we discuss her theory. The ultimate issue in linguistic theory is the explanation of how a child can acquire any human language. To capture this fact we must posit an innate mechanism which meets two opposite constraints: it must be broad enough to account for the diversity of human language, and narrow enough so that the child does not make irrelevant hypotheses about his own language, particularly ones from which there is no recovery. That is, a child must not posit a grammar which permits all of the sentences of a language as well as other sentences which are not in the language. In a word, the child must not create a language in which one cannot make adult discriminations between grammatical and ungrammatical.
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  • 45
    ISBN: 9789400942295
    Language: English
    Pages: Online-Ressource (272p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 13
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Critical Inquiry for School Renewal: Liberating Theory and Practice -- 2 A Critical Perspective on Administration and Organization in Education -- 3 An Alternative and Critical Perspective for Clinical Supervision in Schools -- 4 Reformulating the Evaluation Process -- Reflections -- 5 On Critical Theory and Educational Practice -- 6 Teaching as Reflective Practice -- Author Index.
    Abstract: Major "paradigm shifts"-replacing one "world view" with another­ regarding what constitutes appropriate knowledge do not happen over­ night. Centuries usually intervene in the process. Even minor shifts­ admitting alternative world views into the domain of legitimate knowledge­ producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnogra­ phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical depar­ ture from both the more traditional quantitative and qualitative perspec­ tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the "bread and butter" of a critical approach to inquiry.
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  • 46
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    Dordrecht : Springer
    ISBN: 9789400945227
    Language: English
    Pages: Online-Ressource (488p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Grammar, Comparative and general Syntax ; Romance languages ; Grammar, Comparative and general—Syntax.
    Abstract: I: Verb Classes -- I: Intransitive Verbs and Auxiliaries -- 2: The Syntax of Inversion -- 3: on Reconstruction and Other Matters -- II: Complex Predicates -- 4: Causative Constructions -- 5: Restructuring Constructions -- 6: Reflexives -- Closing Remarks -- Index of Names -- Analytical Index.
    Abstract: In the course of our everyday lives, we generally take our knowledge of language for granted. Occasionally, we may become aware of its great practical importance, but we rarely pay any attention to the formal properties that language has. Yet these properties are remarkably complex. So complex that the question immediately arises as to how we could know so much. The facts that will be considered in this book should serve well to illustrate this point. We will see for example that verbs like arrivare 'arrive' and others like telefonare 'telephone', which are superficially similar, actually differ in a large number of respects, some fairly well known, others not. Why should there be such differencces. we may ask. And why should it be that if a verb behaves like arrivare and unlike tetefonare in one respect. it will do so in all others consistently, and how could everyone know it? To take another case, Italian has two series of pronouns: stressed and unstressed. Thus, for example, alongside of reflexive se stesso 'himself which is the stressed form. one finds si which is unstressed but otherwise synonymous. Yet we will see that the differences between the two could not simply be stress versus lack of stress, as their behavior is radically different under a variety of syntactic conditions.
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  • 47
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    Dordrecht : Springer
    ISBN: 9789400945302
    Language: English
    Pages: Online-Ressource (212p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Indic philology ; Grammar, Comparative and general Syntax ; Grammar, Comparative and general—Syntax. ; Indians—Languages.
    Abstract: 1: Introduction -- 1. Choctaw verb agreement -- 2. Other problems in Choctaw -- 3. Results of the study -- 2: Two Classes of Intransitive Predicates -- 1. Properties of Choctaw subjects -- 2. The two classes of intransitives and the Unaccusative Hypothesis -- 3. Final 1hood of unaccusative subjects -- 4. The role of the Unaccusative Hypothesis -- 5. Summary -- 3: Dative Beneficiaries and Dative Possessors -- 1. Dative beneficiaries -- 2. Dative possessors -- 3. Summary -- 4: The Double Accusative Construction -- 1. The structure of the subject -- 2. The Antipassive structure -- 3. The configuration of the initial 2 -- 4. Possessor Ascension and the Antipassive structure -- 5. Conclusions -- 5: Dative Subjects -- 1. Characterization of the dative subject -- 2. Characterizing the object -- 3. The failure of an alternative analysis -- 4. Conclusion -- 6: Dative Direct Objects -- 1. The dative direct object -- 2. Accusative subject/dative direct object clauses -- 3. Inversion and 2–3 Retreat -- 4. Demotions in Universal Grammar -- 7: A Proposal for Verb Agreement -- 1. An account of Choctaw verb agreement -- 2. Disjunctive application of agreement rules -- 3. Summary -- Appendix: Switch-reference and disjunctive rule application -- 8: The Interaction of Agreement and Case -- 1. Transparency of agreement and case -- 2. Agreement as a lexical property -- 3. A proposal for agreement and case -- 4. Conclusion -- References.
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  • 48
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400945487
    Language: English
    Pages: Online-Ressource (X, 373 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Theoretical Psycholinguistics 2
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Psycholinguistics
    Abstract: A Theoretical Base -- Reflections on Anaphora -- Center and Periphery in the Grammar of Anaphora -- Fundamental Issues in the Theory of Binding -- B First Language Acquisition: Experimental Studies -- 1. Null (Bound) Anaphora -- How Children Acquire Bound Variables -- 2. Pronoun (Free) Anaphora -- The 3-D Study: Effects of Depth, Distance and Directionality on Children’s Acquisition of Anaphora -- 3. Distinguishing Bound and Free Anaphora -- A Comparison of Null and Pronoun Anaphora in First Language Acquisition -- 4. Control -- Syntactic and Lexical Constraints on the Acquisition of Control in Complement Sentences -- C Commentary -- Crossover Between Acquisition Research and Government and Binding Theory: Comments on the Paper by Tom Roeper -- Blocked Forwards Coreference: Theoretical Implications of the Acquisition Data -- List Of Contributors -- Table of Contents for Volume II -- Index of Names -- Index of Subjects.
    Abstract: This book is addressed to a central area' of current linguistics and psycholinguistics: anaphora. It is a collection of independent studies by individuals who are currently working, on probleJ,IlS in this area. The book includes two independent volumes. The major focus of these volumes is a psycholinguistic problem: the first language acquisition of anaphora. The volumes are intended to provide a basic reference source for the study of this one central, critical area of language competence. They combine results from the interdisciplinary study this area has attracted in recent years. Each of the studies collected here is intended to be readable indepen­ dently of the others. Thus a theoretical linguist or psycholinguist may each use this book only in part. Two basic assumptions underlie this collection of studies. (1) Signifi­ cant psycholinguistic study of the problem of first language acquisition requires a basis in linguistic theory. We look to linguistic theory (a) for the formulation of testable hypotheses which are coherent with a general theoretical model of language competence, and which, by empirical confirmation or disconfirmation, will have consequences which can be integra~ed in a general theory of language and of mind. This is because we pursue explanation ~f the problem of firs~ language acquisition, not merely description. (b) We also look to linguistic theory for precision in the description of language stimuli and language behavior in empirical studies. This is in order to promote replicability and interpretability of empirical results: .
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  • 49
    ISBN: 9789400942219
    Language: English
    Pages: Online-Ressource (304p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 14
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: 1 An Overview and Some Foundations -- 2 The Evaluate-Your-Instruction Process -- 3 The Evaluation of Productivity, Quality, and Quality-with-Equity in Education -- 4 The Learning Event: A High School’s Math Program for the College Bound -- 5 The Learning Event: the Reading Comprehension Program in a K-8 Elementary School -- 6 An Objectives-Driven Example: Certain Language Arts Basic Skills -- 7 A Cross-Cutting, Interdisciplinary Learning Event: The Character Development of the Students in a K-12 District -- 8 Testing Issues Germane to Evaluating Your Instruction -- 9 Instructional Monitoring with Maximum Performance Tests -- 10 Self-Report and Typical Performance Measures -- References -- Appendix A Mathematics Basic Skills Objective List -- Appendix B Objectives for Capitalization, Punctuation, Grammar Terms, and Grammar Usage.
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  • 50
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789400942271
    Language: English
    Pages: Online-Ressource (320p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 11
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: I Background -- 1 Educational Research and Educational Systems -- 2 The Pittsburgh Experience -- II Generalizations About Decision-Oriented Educational Research -- 3 Client Orientation -- 4 The Importance of Being Methodologically Eclectic -- 5 Monitoring Indicators and Tailoring Practice -- 6 Computer-Based Information Systems -- 7 Program Documentation -- 8 Understanding Achievement Test Results -- 9 Utilization and the Role of the Dissemination Process -- 10 Summary, Conclusions, and Implications -- III The Case Histories -- Case History 1 Elementary School Achievement Study -- Case History 2 Achievement Implications of Grade Reorganization -- Case History 3 Evaluation of Project Pass -- Case History 4 A District-Wide Needs Assessment -- Case History 5 Documenting the Development of a School Improvement Program -- Case History 6 Title I Program for Secondary Students -- Case History 7 Middle-School Needs Assessment -- Case History 8 Computer-Based Information Systems -- Case History 9 Documenting the Development of a Secondary Teacher Center -- Case History 10 The Use of Achievement Test Results in Personnel Evaluation -- Case History 11 Selection of a New Reading Program -- References.
    Abstract: Decision-Oriented Educational Research considers a form of educational research that is designed to be directly relevant to the current information requirements of those who are shaping educational policy or managing edu­ cational systems. It was written for those who plan to conduct such research, as well as for policy makers and educational administrators who might have such research conducted for them. The book is divided into three main parts. Part I is background. Chapter 1 describes some of the basic themes that are woven throughout subsequent chapters on decision-oriented research. These themes include the impor­ tance of taking a systems view of educational research; of understanding the nature of decision and policy processes and how these influence system re­ search; of integrating research activities into the larger system's processes; of the role of management in the research process; of researchers and managers sharing a sense of educational purposes; and of emphasizing system improvement as a basic goal of research process. Chapter 2 is a discussion of the background of the research activities that form the bases of this book. Our collaboration with the Pittsburgh public school system is described, as are the methods and structure we used to build the case histories of our work with the district. Part II, encompassing chapters 3 through 9, addresses basic generaliza­ tions about decision-oriented educational research that we have derived from our experiences.
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  • 51
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789400945722
    Language: English
    Pages: Online-Ressource (280p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Natural Language and Linguistic Theory 5
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Scandinavian languages ; Grammar, Comparative and general Syntax ; Grammar, Comparative and general—Syntax. ; Germanic languages.
    Abstract: Swedish and the Head-Feature Convention -- Clause-Bounded Reflexives in Modern Icelandic -- The Typology of Anaphoric Dependencies: Icelandic (and Other) Reflexives -- Some Comments on Reflexivization in Icelandic -- On Anaphora and Predication in Norwegian -- The Double Object Construction in Danish -- Som and the Binding Theory -- COMP, INFL, and Germanic Word Order -- On Auxiliaries, AUX and VPs in Icelandic -- List of Contributors -- Index of Names -- Index of Subjects.
    Abstract: The present collection of papers grew out of a Workshop on Scandinavian Syntax and Theory of Grammar, held in Trondheim in 1982. Five of the contributions - those by Maling, Herslund, Cooper, Platzack and Thniinsson - are developments of papers read at this workshop, and all of the contributions reflect (and have partly inspired) the strong momentum which this area of research has gained over the last few years. It is our hope that the collection will be useful for those who want to familiarize themselves with this research, as well as for those actively engaged in it. We are grateful to the authors for their collaboration in getting the volume together, and to Frank Heny and the Reidel staff (Martin Scrivener, editor, in particular) for their help, encouragement and patience through the various phases of the production of this book. Very many thanks also to our anonymous referees, and to Elisabet Engdahl for help and advice. KIRST! KOCH CHRISTENSEN LARS HELLAN vii LARS HELLAN AND KIRSTI KOCH CHRISTENSEN INTRODUCTION O. INTRODUCTION A natural theoretical perspective for a language-family-oriented anthology like the present one is that of COMPARATIVE RESEARCH. This is not to say that the papers of this volume are all focused on comparative issues (in fact, most of them are not), but rather that the language family from which most of the data are drawn lends itself naturally to comparative studies.
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  • 52
    ISBN: 9789400945043
    Language: English
    Pages: Online-Ressource (XII, 371 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 2
    Parallel Title: Erscheint auch als
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    Keywords: Mathematics ; Education ; Mathematics—Study and teaching .
    Abstract: 1. Social Norms and External Evaluation -- 2. Mathematics as a School Subject -- 3. Teachers’ Cognitive Activities -- 4. Textual Analysis -- 5. What Is a Text? -- 6. Observing Students at Work -- 7. Task and Activity -- 8. Classroom Organisation and Dynamics.
    Abstract: BACOMET cannot be evaluated solely on the basis of its publications. It is important then that the reader, with only this volume on which to judge both the BACOMET activities and its major outcome to date, should know some­ thing of what preceded this book's publication. For it is the story of how a group of educators, mainly tutors of student-teachers of mathematics, com­ mitted themselves to a continuing period of work and self-education. The concept of BACOMET developed during a series of meetings held in 1978-79 between the three editors, Bent Christiansen, Geoffrey Howson and Michael Otte, at which we expressed our concern about the contributions from mathematics education as a discipline to teacher education, both as we observed it and as we participated in it. The short time which was at the teacher-educator's disposal, allied to the limited knowledge and experience of the students on which one had to build, raised puzzling problems concerning priorities and emphases. The recognition that these problems were shared by educators from many different countries was matched by the fact that it would be fruitless to attempt to search for an internationally (or even nationally) acceptable solution to our problems. Different contexts and traditions rule this out.
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  • 53
    ISBN: 9789401174206
    Language: English
    Pages: Online-Ressource (368p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 15
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: 1: Introduction -- Purpose and Organization of This Book -- Description of Programs Upon Which This Book is Based -- Relevance of the Examples Used in This Book to Other Programs -- Section I: Proposal Review Guidelines and Instruments -- 2: Strategies for Eliciting High-Quality Proposals -- 3: Preparing for the Proposal Review -- 4: Conducting the Proposal Review Process and Presenting the Results -- Section II: Onsite Evaluation Guidelines and Procedures -- 5: Uses and Functions of Onsite Evaluations -- 6: Considerations and Activities Preceding the Onsite Visit -- 7: Conducting, Reporting and Evaluating Onsite Evaluation Activities -- Section III: Technical Assistance for Funded Projects -- 8: Organizing a Technical Assistance System -- 9: Providing Technical Assistance -- Section IV: Establishing Evaluation Agreements and Contracts -- 10: Basic Considerations in Establishing Evaluation Contracts and Agreements -- 11: Negotiating and Monitoring Evaluation Contracts and Agreements -- References.
    Abstract: During the past two decades, evaluation has come to play an increasingly important role in the operation of educational and social programs by national, state, and local agencies. Mandates by federal funding agencies that programs they sponsored be evaluated gave impetus to use of evaluation. Realization that evaluation plays a pivotal role in assuring program quality and effectiveness has maintained the use of evaluation even where mandates have been relaxed. With increased use --indeed institutionalization --of evaluation in many community, state, and national agencies, evaluation has matured as a profession, and new evaluation approaches have been developed to aid in program planning, implementation, monitoring, and improvement. Much has been written about various philosophical and theoretical orientations to evaluation, its relationship to program management, appropriate roles evaluation might play, new and sometimes esoteric evaluation methods, and particular evaluation techniques. Useful as these writings are, relatively little has been written about simple but enormously important activities which comprise much of the day-to-day work of the program evaluator. This book is focused on some of these more practical aspects that largely determine the extent to which evaluation will prove helpful.
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  • 54
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    Dordrecht : Springer
    ISBN: 9789400945401
    Language: English
    Pages: Online-Ressource (240p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 29
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Semantics ; Logic ; Semiotics.
    Abstract: I/Constraints on Denotations -- 1 / Determiners -- 2 / Quantifiers -- 3 / All Categories -- 4 / Conditionals -- 5 / Tense and Modality -- 6 / Natural Logic -- II/Dynamics of Interpretation -- 7 / Categorial Grammar -- 8 / Semantic Automata -- III/Methodology of Semantics -- 9 / Logical Semantics as an Empirical Science -- 10/ The Logic of Semantics -- References -- Index of Names -- Index of Subjects.
    Abstract: Recent developments in the semantics of natural language seem to lead to a genuine synthesis of ideas from linguistics and logic, producing novel concepts and questions of interest to both parent disciplines. This book is a collection of essays on such new topics, which have arisen over the past few years. Taking a broad view, developments in formal semantics over the past decade can be seen as follows. At the beginning stands Montague's pioneering work, showing how a rigorous semantics can be given for complete fragments of natural language by creating a suitable fit between syntactic categories and semantic types. This very enterprise already dispelled entrenched prejudices concerning the separation of linguistics and logic. Having seen the light, however, there is no reason at all to stick to the letter of Montague's proposals, which are often debatable. Subsequently, then, many improvements have been made upon virtually every aspect of the enterprise. More sophisticated grammars have been inserted (lately, lexical-functional grammar and generalized phrase structure grammar), more sensitive model structures have been developed (lately, 'partial' rather than 'total' in their com­ position), and even the mechanism of interpretation itself may be fine-tuned more delicately, using various forms of 'representations' mediating between linguistic items and semantic reality. In addition to all these refinements of the semantic format, descriptive coverage has extended considerably.
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  • 55
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    Dordrecht : Springer
    ISBN: 9789400954144
    Language: English
    Pages: Online-Ressource (232p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 28
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Linguistics Philosophy ; Semantics ; Semiotics. ; Language and languages—Philosophy.
    Abstract: I / Adverbs and Events -- II / Adverbs of Space and Time -- III / Interval Semantics and Logical Words -- Appendix to Chapter III (1985) -- IV / Prepositions and Points of View -- V / Interval Semantics for Some Event Expressions -- VI / Adverbs of Causation -- VII / Adverbial Modification in Situation Semantics -- Bibliographical Index -- General Index.
    Abstract: Adverbial modification is probably one of the least understood areas of linguistics. The essays in this volume all address the problem of how to give an analysis of adverbial modifiers within truth-conditional semantics. Chapters I-VI provide analyses of particular modifiers within a possible­ worlds framework, and were written between 1974 and 1981. Original publication details of these chapters may be found on p. vi. Of these, all but Chapter I make essential use of the idea that the time reference involved in tensed sentences should be a time interval rather than a single instant. The final chapter (Chapter VII) was written especially for this volume and investigates the question of how the 'situation semantics' recently devised by Jon Barwise and John Perry, as a rival to possible-worlds semantics, might deal with adverbs. In addition I have included an appendix to Chapter III and an introduction which links all the chapters together.
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  • 56
    ISBN: 9789400954106
    Language: English
    Pages: Online-Ressource (268p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Language Library, Texts and Studies in Linguistics and Philosophy 26
    Series Statement: Studies in Linguistics and Philosophy 26
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Linguistics Philosophy ; Semantics ; Semiotics. ; Language and languages—Philosophy.
    Abstract: I: Introduction to Game-Theoretical Semantics -- 1. General -- 2. Formal first-order languages -- 3. Equivalence with Tarski-type truth-definitions -- 4. Translation to higher-order languages -- 5. Partially ordered quantifiers -- 6. Subgames and functional interpretations -- 7. Extension to natural languages -- 8. Similarities and differences between formal and natural languages -- 9. Competing ordering principles -- 10. Atomic sentences -- 11. Further rules for natural languages -- 12. Explanatory strategies -- Notes to Part I -- II: Definite Descriptions -- 1. Russell on definite descriptions -- 2. Prima facie difficulties with Russell’s theory -- 3. Can we localize Russell’s theory? -- 4. Game-theoretical solution to the localization problem -- 5. Anaphoric “the” in formal languages -- 6. Applications -- 7. Epithetic and counterepithetic the-phrases -- 8. Vagaries of the alleged head-anaphor relation -- 9. The anaphoric use of definite descriptions as a semantical phenomenon -- 10. The quantifier-exclusion phenomenon in natural languages -- 11. Inductive choice sets -- 12. Other uses of “the” -- 13. The Russellian use -- 14. The generic use motivated -- 15. Conclusions from the “pragmatic deduction” -- Notes to Part II -- III: Towards a Semantical Theory of Pronominal Anaphora -- I: Different Approaches to Anaphora -- II: A Game-Theoretical Approach to Anaphora -- III: The Exclusion Principle -- IV: General Theoretical Issues -- V: GTS expalains Coreference Restrictions -- VI: Comparisons with Other Treatments -- Notes to Part III -- Name Index.
    Abstract: I n order to appreciate properly what we are doing in this book it is necessary to realize that our approach to linguistic theorizing differs from the prevailing views. Our approach can be described by indicating what distinguishes it from the methodological ideas current in theoretical linguistics, which I consider seriously misguided. Linguists typically construe their task in these days as that of making exceptionless generalizations from particular examples. This explanatory strategy is wrong in several different ways. It presupposes that we can have "intuitions" about particular examples, usually examples invented by the linguist himself or herself, reliable and sharp enough to serve as a basis of sharp generalizations. It also presupposes that we cannot have equally reliable direct access to general linguistic regularities. Both assumptions appear to me extremely dubious, and the first of them has in effect been challenged by linguists like Dwight Bol inger. There is also some evidence that the degree of unanimity among linguists is fairly low when it comes to less clear cases, even in connection with such relatively simple questions as grammaticality (acceptability). For this reason we have tried to rely more on quotations from contemporary fiction, newspapers and magazines than on linguists' and philosophers' ad hoc examples. I also find it strange that some of the same linguists as believe that we all possess innate ideas about general characteristics of humanly possible grammars assume that we can have access to them only via their particular consequences.
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  • 57
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    Dordrecht : Springer
    ISBN: 9789400949867
    Language: English
    Pages: Online-Ressource (192p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 18
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: 1 The Need, the Conference, the Book -- 2 The Relevance of the Joint Committee Standards for Improving Evaluations in Continuing Education in the Health Professions -- 3 Another View of the Standards -- 4 Design Problems in Evaluation -- 5 Contemporary Evaluation Designs in Continuing Education -- 6 Data-Collection Problems in Evaluation -- 7 Data-Collection Techniques in Evaluation -- 8 Data Analysis in Evaluation -- 9 Another View of Data Analysis -- 10 Politics of Evaluation -- 11 The State of the Art: A Summary Statement -- Name Index.
    Abstract: Phil R. Manning "Can you prove that continuing education really makes any difference?" Over the years, educators concerned with continuing education (CE) for health professionals have either heard or voiced that question in one form or another more than once. But because of the difficulty in measuring the specific effects of a given course, program, or conference, the question has not been answered satisfactorily. Since CE is costly, since CE is now mandated in some states for re-registration, and since its worth has not been proven in for­ mal evaluation research, the pressure to evaluate remains strong. The question can be partially answered by a more careful definition of continuing education, particularly the goals to be achieved by CEo Another part of the answer depends on the development of a stronger commitment to evaluation of CE by its providers. But a significant part of the answer might be provided through the improvement of methods used in evaluation of continuing education for health professionals. To address this last concern, the Development and Demonstration Center in Continuing Education for the Health Professions of the Univer­ sity of Southern California organized and conducted a meeting of academi­ cians and practitioners in evaluation of continuing education. During a three-day period, participants heard formal presentations by five invited speakers and then discussed the application of the state of the art of educa­ tional evaluation to problems of evaluation of continuing education for health professionals.
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  • 58
    ISBN: 9789400953239
    Language: English
    Pages: Online-Ressource (XII, 348 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 27
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Scandinavian languages ; Grammar, Comparative and general Syntax ; Grammar, Comparative and general—Syntax. ; Germanic languages.
    Abstract: I. Introduction -- 1. Theoretical and Methodological Issues -- 2. Unbounded Dependencies -- 3. Questions in Swedish -- 4. The Semantics of Questions -- 5. Extensions of the Present Study -- Notes -- II. Recent Approaches to Unbounded Dependencies -- 0. Introduction -- 1. Short Overview of Relevant Data from Swedish -- 2. Arguments for Transformations -- 3. Generalized Phrase-Structure Grammars -- 4. Cooper’s Proposal -- 5. Phrase Linking Grammars -- 6. Unbounded Dependencies in the Government-Binding Framework -- 7. Choosing a Framework -- Notes -- III. A Frame Work for Swedish -- 1. Introduction -- 2. The Format of Rules -- 3. Quantification -- 4. Questions -- 5. Pronouns -- 6. Gaps -- 7. Constraining the Framework -- 8. Summary -- Notes -- IV. The Interprentaion of Questions -- 1. Some Previous Approaches to Questions -- 2. Quantifying Into Questions -- 3. Some Arguments Against Quantifying Into Questions -- 4. A Relational Approach to Interrogative Quantifiers -- 5. Interaction Between Interrogative Quantifiers and Other Quantifiers -- 6. The Internal Structure of Interrogative Constituents -- 7. Multiple WH Questions -- 8. Questions Involving Other Categories -- 9. An Alternative Approach -- 10. Conclusion -- Notes -- V. A Comparison with EST-GB -- 1. Introduction -- 2. Semantic Interpretation in Transformational Grammar -- 3. Characterizing wh-Movement -- 4. wh-Interpretation and Reconstruction at LF -- 5. Bound Anaphors in Moved Constituents -- 6. Higginbotham and May’s Theory of Questions -- Notes -- VI. Restricting the Interpretation of Pronouns -- 1. Introduction -- 2. Disjoint Reference and Non-Coreference -- 3. Cross-over -- Notes -- VII. Theorotical Postcript -- 1. Linked Trees -- 2. Storage -- 3. Relational Readings -- Index of Names -- Index of Subjects.
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  • 59
    ISBN: 9789401539609
    Language: English
    Pages: Online-Ressource (532p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research 19
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    Keywords: Philosophy (General) ; Science Philosophy ; Linguistics ; Phenomenology ; Science—Philosophy. ; Language and languages—Style.
    Abstract: Inaugural Study -- The Aesthetics of Nature in the Human Condition -- I The Poetics of the Sea as an Element in the Human Condition: Literary Interpretation -- A. Resoundings of the Sea in the Elemental Twilight of the Human Soul -- Death or Life of the Spirit: The Rime of the Ancient Mariner — Thalassian Poetry in the Nineteenth Century -- The Waves of Life in Virginia Woolf’s The Waves -- On the Shores of Nothingness: Beckett’s Embers -- Ego Formation and the Land/Sea Metaphor in Conrad’s Secret Sharer -- Wordsworth: The Sea and Its Double -- El mistico significado del mar (en el lenguaje poetico) -- B. Man’s Elemental Response to the Vital Challenge at the Cross Section of Ancient Cultures -- Between Land and Sea: The End of the Southern Sung -- Hesiodic Fable and Weather Lore: Text and Context in Figurative Discourse -- The Response of Biblical Man to the Challenge of the Sea -- The Sea as Metaphor: An Aspect of the Modern Japanese Novel -- C. The Poetic Inspiration of the Sea in Literary Experience -- The Poetic and Elemental Language of the Sea -- The Sea as Medium for Artistic Experience -- Las dimensiones poéticas del mar y la idea del tiempo -- The Oneiric Valorization of the Sea: Instances of Poetic Sensibility and the „Non-Savoir“ -- Figuring the Elements: Trope and Image in Shakespeare -- D. The Watery Mirror of the Elemental -- Mirror Reflections: The Poetics of Water in French Baroque Poetry -- The St. Lawrence in the Poetry of Gatien Lapointe -- II The Elemental Thread in the Twilight of Consciousness; The Ciphering of Life-Significance in the Poiesis of Art — From Interpretation to Theory -- A. On the Brink -- On the Brink: The Artist and the Sea -- The Rapture of the Deep -- The Voices of Silence and Underwater Experience -- A Contrast Between the Sea and the Mountain: A Comparative Study of Occidental and Chinese Poetic Symbolism -- B. The Shorelines: Elemental Moves in the Twilight of Consciousness -- Literal/Littoral/Littorananima: The Figure on the Shore in the Works of James Joyce -- Already Not-Yet: Shoreline Fiction Metaphase -- Thalassic Regression: The Cipher of the Ocean in Gottfried Benn’s Poetry -- Derrida and Husserl on the Status of Retention -- Nonlogical Moves and Nature Metaphors -- C. Poetic Discourse: „Reality“ and the Retrieval of Life-Significance -- The Reading as Emotional Response: The Case of a Haiku -- Literature and the Ladder of Discourse -- The Sea in Faust and Goethe’s Verdict on His Hero -- III Creative Orchestration in the Poiesis of Life and in Fiction -- Preamble -- What Makes Philosophical Literature Philosophical? -- Kaelin on Philosophical Literature -- The Hermeneutics of Literary Impressionism: Interpretation and Reality in James, Conrad, and Ford -- Hermeneutics and History: A Response to Paul Armstrong -- Index of Names.
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  • 60
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    Dordrecht : Springer
    ISBN: 9789400952775
    Language: English
    Pages: Online-Ressource (424p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Language Library, Text and Studies in Linguistics and Philosophy 25
    Series Statement: Studies in Linguistics and Philosophy 25
    Parallel Title: Erscheint auch als
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    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Semantics ; Grammar, Comparative and general Syntax ; Semiotics. ; Language and languages—Philosophy. ; Grammar, Comparative and general—Syntax.
    Abstract: I. The Semantic Variability of Free Adjuncts and Absolutes -- 1. Introduction to Free Adjuncts and Absolutes in English -- 2. Traditional Thoughts on the Semantic Variability of Free Adjuncts and Absolutes -- 3. Plan of Discussion -- 4. Some Syntactic Conventions -- Footnotes -- II. Modality and the Interpretation of Free Adjuncts -- 1. The Semantic Bifurcation of Free Adjuncts in Modal Contexts -- 2. Explaining the Entailment Properties of Strong and Weak Adjuncts in Modal Contexts -- 3. A Semantic Correlate of the Distinction between Strong and Weak Adjuncts -- 4. Chapter Summary -- Footnotes -- III. Tense and the Interpretation of Free Adjuncts -- 1. Preliminaries -- 2. The Temporal Reference of Free Adjuncts -- 3. Frequency Adverbs and the Distinction between Strong and Weak Adjuncts -- 4. A Generalization Operator -- 5. Chapter Summary -- Footnotes -- IV. Aspect and the Interpretation of Free Adjuncts -- 1. The Perfect Tense and the Interpretation of Free Adjuncts -- 2. An Argument for Free Adjuncts as Main Tense Adverbs -- 3. The Progressive Aspect and the Interpretation of Free Adjuncts -- 4. Chapter Summary -- Footnotes -- V. The Formal Semantics of Absolutes -- 1. Modality and the Interpretation of Absolutes -- 2. Tense and the Interpretation of Absolutes -- 3. Absolutes as Main Tense Adverbs -- 4. Chapter Summary -- Footnotes -- VI. Inference and the Logical Role of Free Adjuncts and Absolutes -- 1. Summary of the Proposed Semantic Analysis of Free Adjuncts and Absolutes -- 2. The Role of Inference in the Interpretation of Free Adjuncts and Absolutes -- 3. On the Possibility of Deriving Absolute Constructions from Adverbial Subordinate Clauses -- 4. On the Possibility that the Logical Role of an Absolute Construction is Always Inferred -- 5. Theoretical Implications -- Footnotes -- Appendix - A Formal Fragment for Free Adjuncts and Absolutes -- 1. Intensional Logic -- 2. Syntax and Translation Rules for a Fragment of English -- 2.1. Syntax -- 2.2. Translation -- References -- Index of Names -- General Index.
    Abstract: The goal of this book is to investigate the semantics of absolute constructions in English; specifically, my object is to provide an explanation for the semantic variability of such constructions. As has been widely noted in traditional grammatical studies of English, free adjuncts and absolute phrases have the ability to playa number of specific logical roles in the sentences in which they appear; yet, paradoxically, they lack any overt indication of their logical connection to the clause which they modify. How, then, is the logical function of an absolute construction determined? In attempting to answer this question, one must inevitably address a number of more general issues: Is the meaning assigned to a linguistic expression necessarily determined by linguistic rules, or can the grammar of a language in some cases simply underdetermine the interpretation of expressions? Are the truthconditions of a sentence ever sensitive to the inferences of language users? If so, then is it possible to maintain the validity of any really substantive version of the Compositionality Principle? These are, of course, issues of great inherent interest to anyone concerned with the formal syntax and semantics of natural language, with the philosophy of language, or with language processing. The descriptive framework assumed throughout is the semantic theory developed by Richard Montague (1970a, 1970b, 1973) and his followers. (For a very thorough introduction to Montague semantics, the reader may refer to Dowty, Wall and Peters (1981 ).
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  • 61
    ISBN: 9789401178075
    Language: English
    Pages: Online-Ressource (XV, 229 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 10
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction to Needs Assessment -- The Current Practice of Needs Assessment -- Current Needs Assessment Literature -- Problems in the Practice and Theory of Needs Assessment -- Definition of Need -- The Needs Assessment Process -- A Checklist for Designing and Evaluating Needs Assessments -- Summary -- 2 Preparation -- Identifying the Client, Other Audiences, and the Target Population -- Purposes of the Needs Assessment -- Determining Information Needs -- Identifying the Agency or Person that Will Conduct the Assessment -- Needs Assessment Planning: An Example -- Developing the Basic Design -- Converting the Design into a Management Plan -- Institutional Support -- Reaching and Formalizing Agreements to Govern the Assessment -- The Example Revisited -- Appendix 2A: Needs Assessment Planning Chart -- Appendix 2B: Planning Budget -- Appendix 2C: Summary Budget -- Appendix 2D: Memorandum of Agreement Between the School Board and Learning Disabilities Council -- Appendix 2E: Grant Letter -- 3 Information Gathering -- Definition -- Designing and Operationalizing the Information Collection Plan -- Planning Information Collection -- Conducting Observation Procedures -- 4 Analysis -- Preliminary Analysis -- Needs and Strengths Analysis -- Treatments Analysis -- Summary -- 5 Reporting Needs Assessment Information -- General Guidelines -- Reporting Criteria -- Preparing a Reporting Plan -- Functional Elements in Reporting -- Reporting Examples -- Charts, Graphs, and Tables -- Summary -- 6 Evaluating the Needs Assessment -- Why Evaluate a Needs Assessment? -- Standards of a Good Needs Assessment -- Evaluation Questions -- Types of Evaluation -- Summary -- Appendix 6A: Questions for Evaluating a Needs Assessment -- Appendix 6B: Checklist for Judging the Adequacy of an Evaluation Design -- Appendix A: Establishing Validity and Reliability in Instrumentation -- Appendix B: Techniques for Analyzing Needs Assessment Information.
    Abstract: What goals should be addressed by educational programs? What priorities should be assigned to the different goals? What funds should be allocated to each goal? How can quality services be maintained with declining school enrollments and shrinking revenues? What programs could be cut if necessary? The ebb and flow of the student population, the changing needs of our society and the fluctuation of resources constantly impinge on the education system. Educators must deal with students, communities, and social institutions that are dynamic, resulting in changing needs. It is in the context of attempting to be responsive to these changes, and to the many wishes and needs that schools are asked to address, that needs assessment can be useful. Needs assessment is a process that helps one to identify and examine both values and information. It provides direction for making decisions about programs and resources. It can include such relatively objective procedures as the statistical description and analysis of standardized test data and such subjective procedures as public testimony and values clarification activities. Needs assessment can be a part of community relations, facilities planning and consolidation, program development and evaluation, and resource allocation. Needs assessment thus addresses a xiii XIV PREFACE broad array of purposes and requires that many different kinds of procedures be available for gathering and analyzing information. This book was written with this wide variation of practices in mind.
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