This thesis investigates reflexivity in ancient Greek literature and philosophy from Homer to Plato. It contends that ancient Greek culture developed a notion of personhood that was characteristically reflexive, and that this was linked to a linguistic development of specialized reflexive pronouns, which are the words for 'self'.

Although the use of pronouns has been extensively investigated in children with autism spectrum disorders (ASD), most studies have focused on English, and no study to date has investigated the use of subject pronouns in null subject languages. The present study aims to fill this gap by investigating the use of subject and object pronouns in 5- to 8-year-old Greek-speaking high-functioning children with ASD compared to individually matched typically developing age and language controls. The ‘Frog where are you’ (...) (Mayer, 1969) narrative task was used to elicit subject and object pronouns as well as DPs. Greek is a null subject language, and as a result, subject pronouns most often remain without phonological content. The results showed that both groups used more null than overt subject pronouns, indicating that children with ASD know that Greek is a null subject language. TD children used more null subjects than subject DPs, whereas children with ASD used an equal proportion of null subjects and subject DPs. In terms of object pronouns, both groups produced more clitics and object DPs than strong object pronouns, but the difference between clitics and DPs did not reach significance in either of the groups. Importantly, the groups did not differ from each other in the use of ambiguous pronouns in both the subject and object position. The ASD children’s avoidance to use pronominal subjects can be taken as evidence that they use a strategy to avoid infelicitous reference. This would suggest that the ASD children’s difficulties with pronouns is not due to difficulties in core grammar. (shrink)

Several studies have highlighted the role of cross- linguistic influence in determining the over-use of overt subject pronouns in near- native speakers of a null- subject language as Italian. In this work we inquire on the role of other factors, such as age of onset of exposure and dominance with respect to the choice of subject anaphoric devices in two null-subject languages by bilingual speakers. In order to do so we first single out two languages, Italian and Greek, (...) which do not differ significantly as far as subject anaphoric devices are concerned and instantiate thus a suitable language combination to inquire on the role of relevant factors in bilingual speakers of these two languages, in the absence of cross- linguistic influence related effects (Study 1). In Study 2 we compare the productions in Italian of a group of natives speakers and two groups of near- native speakers: Greek- Italian bilinguals from birth and L2ers of Italian with Greek as an L1. Results reveal that age of onset of exposure to Italian is a relevant factor influencing over- use of overt pronouns: while bilinguals from birth do not differ from native speakers, L2ers over-use overt pronouns compared to both native speakers and bilinguals from birth. In order to establish whether dominance is a possible factor determining bilinguals’ choice of subject anaphoric devices, in Study 3 we compare two groups of Greek- Italian bilinguals from birth: bilinguals living in Greece (dominant in Greek) and bilinguals living in Italy (dominant in Italian). Results reveal no effect of dominance with respect to the production of overt subject pronouns. We found however an unexpected effect in the dominant language of one group: bilinguals living in Greece produce significantly more null pronouns and less lexical DPs in Greek compared to bilinguals living in Italy. We interpret this effect as stemming from the need to differentiate the two languages that these bilingual speakers have to handle in everyday life. Interestingly, this effect is found in the dominant language rather than in the non- dominant one, and does not concern overt pronouns. (shrink)

This article aims to reflect the efforts of the Ethnic Greek Minority that resides mainly in southern Albania, in the villages of Dropoli in Gjirokastra town, to have its own television programs in the Greek language. Further to the editions of the printed media and the radio broadcasts in the Greek language that were dedicated to the Greek Minority, there arouse the need for television programs in the Greek language which would be (...) another dimension in reflecting the worries, the problems, the traditions and the culture of the Greek Minority in Albania. Although the airtime of the programs in the Greek language, their frequency and the period in which they were broadcasted were short term, there remains undisputed their value in terms of the contribution to the social, political, economic and cultural life of the Greek Minority residing in Albania. The study of the Ethnic Greek Minority media in Albania is an unstudied field, so, in this article we aim to fill this gap somehow by providing a modest contribution, which may serve to many future researchers who will conduct studies of such topics. (shrink)

Pronouns often convey information about a person’s social identity (e.g., gender). Consequently, pronouns have become a focal point in academic and public debates about whether pronouns should be changed to be more inclusive, such as for people whose identities do not fit current pronoun conventions (e.g., gender non-binary individuals). Here, we make an empirical contribution to these debates by investigating which social identities lay speakers think that pronouns should encode and why. Across four studies, participants were asked to evaluate (...) different types of real and hypothetical pronouns, including binary gender pronouns, race pronouns, and identity-neutral pronouns. We sampled participants from two languages with different pronoun systems: English (N = 1,120) and Turkish (N = 260). English pronouns commonly denote binary gender (e.g., he for men), whereas Turkish pronouns are identity-neutral (e.g., o for anyone). Participants’ reasoning about pronouns reflected both a familiarity preference (i.e., participants preferred the pronoun type used in their language) and—critically—participants’ social ideologies. In both language contexts, participants’ ideological beliefs that social groups are inherently distinct (essentialism) and should be hierarchal (social dominance orientation) predicted relatively greater endorsement of binary gender pronouns and race pronouns. A preregistered experimental study with an English-speaking sample showed that the relationship between ideology and pronoun endorsement is causal: Ideologies shape attitudes toward pronouns. Together, the present research contributes to linguistic and psychological theories concerning how people reason about language and informs policy-relevant questions about whether and how to implement language changes for social purposes. (shrink)

The inflexion of pronouns varies in different Indo-European languages and so far, as it can be reconstructed, in the Proto-Indo-European it was different in several aspects from the inflexion of nouns and adjectives. In the course of time pronominal and nominal inflexions went through a process of mutual levelling. The analysis and comparison of the thematic and athematic nominal inflexions has shown that gendered pronouns played important role in the development of the thematic o-stem and eH2-stem substantives. The evidence of (...) the Greek language for the relationship of pronouns and other nomina is significant and complex at the same time, bearing in mind the individual development of Greek dialects and the archaic features of the earliest Greek records found in Mycenaean archives. The aim of this paper is to re-examine the evidence for the influence of pronominal on nominal inflexion found in Mycenaean Greek documents in the light of more recent studies and discuss its relevance for the earliest history of pronouns and nouns in the Greek language and the reconstruction of Proto-Indo-European. (shrink)

CONTRASTING PREJUDICES TRUTH AND FALSEHOOD How can one say something false? How can one even think such a thing? Since, for example, all men are mortal, ...

Two central assumptions of current models of language acquisition were addressed in this study: (1) knowledge of linguistic structure is "mapped onto" earlier forms of non-linguistic knowledge; and (2) acquiring a language involves a continuous learning sequence from early gestural communication to linguistic expression. The acquisition of the first and second person pronouns ME and YOU was investigated in a longitudinal study of two deaf children of deaf parents learning American Sign Language (ASL) as a first (...) class='Hi'>language. Personal pronouns in ASL are formed by pointing directly to the addressee (YOU) or self (I or ME), rather than by arbitrary symbols. Thus, personal pronouns in ASL resemble paralinguistic gestures that commonly accompany speech and are used prelinguistically by both hearing and deaf children beginning around 9 months. This provides a means for investigating the transition from prelinguistic gestural to linguistic expression when both gesture and language reside in the same modality.\nThe results indicate that deaf children acquired knowledge of personal pronouns over a period of time, displaying errors similar to those of hearing children despite the transparency of the pointing gestures. The children initially (ages 10 and 12 months) pointed to persons, objects, and locations. Both children then exhibited a long avoidance period, during which one function of the pointing gesture (pointing to self and others) dropped out completely. During this period their language and cognitive development were otherwise entirely normal, and they continued to use other types of pointing (e.g., to objects). When pointing to self and others returned, it was marked with errors typical of hearing children; one child exhibited consistent pronoun reversal errors, thinking the YOU point referred to herself, while the other child exhibited reversal errors inconsistently. Evidence from experimental tasks conducted with the first child revealed that pronoun errors occurred in comprehension as well. Full control of the ME and YOU pronouns was not achieved until 25-27 months, around the same time when hearing children master these forms. Thus, the study provides evidence for a discontinuity in the child's transition from prelinguistic to linguistic communication. It is argued that aspects of linguistic structure and its acquisition appear to involve distinct, language-specific knowledge. (shrink)

The aim of this article is to present and discuss the language of the «givens», a typical stylistic resource of Greek mathematics and one of the major features of the proof format of analysis and synthesis. I shall analyze its expressive function and its peculiarities, as well as its general role as a deductive tool, explaining at the same time its particular applications in subgenres of a geometrical proposition like the locus theorems and the so-called «porisms». The main (...) interpretative theses of this study are the following: the language of the «givens» (1) is the standard idiom in which “existence and uniqueness” of a mathematical object was proved, (2) was conceived as an unified framework reducing to a strictly deductive format disparate argumentative steps such as deductions, constructions, and calculations. (shrink)

The current study investigated the production of third-person subject and object pronouns in monolingual and bilingual children with High Functioning Autism (HFA) and typical language development (TLD). Furthermore, it evaluated the underlying linguistic and nonlinguistic prerequisites of pronoun use, by assessing the role of morpho-syntactic skills, Theory of Mind abilities, working memory and inhibition on pronoun use. A total of 85 children aged 4;6-9;2 participated in four groups: 27 children with HFA (14 monolingual (monoHFA) and 13 bilingual (...) (biHFA)), and 58 children with TLD (28 monolingual (monoTLD) and 30 bilingual (biTLD)). All children spoke Hebrew and the bilingual children spoke Russian as their Heritage Language. Third-person subject and object pronouns were elicited in Hebrew. The results yielded no effect of bilingualism and a robust effect of HFA for the use of pronouns. Bilingual Russian-Hebrew speaking children paired up with their monolingual Hebrew-speaking peers in pronominal use in Hebrew. Monolingual and bilingual children with TLD showed nearly ceiling performance on pronoun use. The facilitative effect of pronominal acquisition in Hebrew among bilingual children was attributed to similarities in the pronominal systems of the two languages of bilingual children. Age was found to be a predictive factor of pronoun use in children with TLD. Conversely, children with HFA had a lower rate of pronoun production compared to the TLD groups. Both third-person subject and object pronouns were largely predicted by morpho-syntactic abilities of children with HFA. In addition, subject pronoun use was predicted by ToM skills and working memory confirming that pronoun use is a complex phenomenon, which requires integration of multiple linguistic and nonlinguistic components. To conclude, our findings suggest that morpho-syntactic development is a prerequisite for third-person subject and object pronoun use in children with HFA, and ToM and working memory are involved in third-person subject pronoun use. In addition, we show that pronoun use is not compromised by dual language exposure in children with TLD and with HFA. (shrink)

SummaryThe common ground out of which the problem of “Language versus Reality” was to arise in ancient Greek philosophy may be characterized by the fact that words in general were thought of as names and thus considered to get their meaning accordingly. However, while Parmenides was actually committing himself to the position that language was altogether meaningless, Heraclitus seems to have believed that name and meaning are unrelated or even opposite to each other. Plato's Forms are clearly (...) meant to serve as objects of linguistic meaning and reference. Aristotle retained the fundamentally realist theory of meaning which he inheritated from Plato and thus became liable to the criticism advanced by the Stoics, who insisted that there is no isomorphic correlation between thought on the one hand and things‐that‐are on the other. (shrink)

The essays in this volume were written to celebrate the sixtieth birthday of G. E. L. Owen, who by his essays and seminars on ancient Greek philosophy has made a contribution to its study that is second to none.

Renowned scholar of Ancient Greek Martin Ostwald explains, for a modern audience, the terms by which the ancient Greeks saw and lived their lives—and ...

The essays in this volume were written to celebrate the sixtieth birthday of G. E. L. Owen, who by his essays and seminars on ancient Greek philosophy has made a contribution to its study that is second to none. The authors, from both sides of the Atlantic, include not only scholars whose main research interests lie in Greek philosophy, but others best known for their work in general philosophy. All are pupils or younger colleagues of Professor Owen who (...) are indebted to his practice of philosophical scholarship as a first-order philosophical activity. At the heart of G. E. L. Owen's work has been a preoccupation with the role of philosophical reflection on language in the metaphysics and epistemology of Plato, Aristotle and other ancient Greek thinkers. This is accordingly the general topic of the present volume, which includes five papers on Plato's critical dialogues and seven on Aristotle, prefaced by two on Heraclitus and followed by a study of the debate in Hellenistic philosophy on the sorites. This is a book for specialists in Greek philosophy and philosophers of language which will also be of interest to some linguists. (shrink)