By the time they reach early adulthood, English speakers are familiar with the meaning of thousands of words. In the last decades, computational simulations known as distributional semantic models have demonstrated that it is possible to induce word meaning representations solely from word co-occurrence statistics extracted from a large amount of text. However, while these models learn in batch mode from large corpora, human word learning proceeds incrementally after minimal exposure to new words. In (...) this study, we run a set of experiments investigating whether minimal distributional evidence from very short passages suffices to trigger successful word learning in subjects, testing their linguistic and visual intuitions about the concepts associated with new words. After confirming that subjects are indeed very efficient distributional learners even from small amounts of evidence, we test a DSM on the same multimodal task, finding that it behaves in a remarkable human-like way. We conclude that DSMs provide a convincing computational account of word learning even at the early stages in which a word is first encountered, and the way they build meaning representations can offer new insights into human language acquisition. (shrink)

Can the idea of a minimal proposition be successfully held? I will first formulate what the minimal proposition is in the minimalist’s mind, taking Emma Borg as the representative. What a minimalist seeks for a minimal proposition is the abstract and skeletal core meaning of a sentence, and this faith is founded on the notion of minimal word meaning—an atomic, code-like, conceptual thing. I show that the problem of this notion of minimal (...) proposition lies in the three features, intuitive read-off, invariantness, and truth-evaluability, that Borg ascribes to it. I shall argue, first, that positing a conceptual-like thing as the invariant minimal content of word cannot support the invariantness of the minimal proposition of a sentence, and second, that the skeletal content, as the minimal proposition of a sentence, is a grammatically analyzed product and thus is hardly truth evaluable. According to the analyses, the idea of a minimal proposition with these three features identified by minimalists cannot be maintained. (shrink)

Emma Borg examines the relation between semantics and pragmatics, and assesses recent answers to fundamental questions of how and where to draw the divide between the two. She argues for a minimal account of the interrelation between them--a 'minimal semantics'--which holds that only rule-governed appeals to context can influence semantic content.

In this paper I will argue that, contrary to what most scholars are inclined to believe, there are important tensions between the later Wittgenstein’s views on language and Michael Tomasello’s usage-based theory of language acquisition. On one hand, Wittgenstein characterises the first steps into the acquisition of a first language as a matter of acquiring practical abilities, which, in an anti-intellectualistic vein, do not require any kind of knowledge. On the other hand, Tomasello employs a Gricean model of communication to (...) describe pre-linguistic children’s communicative interactions, thus taking an intellectualist stance. According to this model, children are supposed to acquire the meanings of words because they are able to infer communicators’ intentions on the basis of the common ground (mutual knowledge) they establish with them. Eliciting this tension is of uttermost importance because: (i) it bears crucial implications for the explanatory relationships between language and thought; (ii) it is central to the heart of Tomasello’s project of explaining linguistic competency as based on communicative abilities. In the conclusion, I will argue that there are ways to ease the main tension if, following Richard Moore, basic communicative acts are conceived of as Minimally Gricean. (shrink)

From Leibniz to Wierzbicka: The history and philosophy of nsm -- Semantic primes and their grammar -- Explicating emotion concepts across languages and cultures -- Wonderful, terrific, fabulous: English evaluational adjectives -- Semantic molecules and semantic complexity -- Words as carriers of cultural meaning -- English verb semantics: verbs of doing and saying -- English verb alternations and constructions -- Applications of NSM: minimal English, cultural scripts and language -- Teaching retrospect: nsm compared with other approaches to semantic (...) analysis. (shrink)

In this paper, I provide a compositional semantics for sentences with enough and too followed by a to-infinitive clause and for resultative constructions with so... that within the framework of possible world semantics. It is proposed that the sentential complement of these constructions denotes an incomplete conditional and is explicitly or implicitly modalized, as if it were the consequent of a complete conditional. Enough, too, and so are quantifiers that relate an extent predicate and the incomplete conditional (expressed by the (...) sentential complement) and are interpreted as comparisons between two extents. The first extent is the maximal extent that satisfies the extent predicate. The second extent is the minimal or maximal extent of a set of extents that satisfy the (hidden) conditional, where the sentential complement supplies the consequent and the main clause the antecedent. This approach permits to predict (a) the context-dependent interpretation of these constructions and (b) the duality relations between the degree words. (shrink)

According to A. C. Graham, ‘the crucial question’ for the early Chinese thinkers was ‘Where is the Way [dao]?’–‘the way to order the state and conduct personal life’ rather than ‘What is the Truth?’1 This observation is most apt when applied to the thinking of Mozi and his followers as it is exemplified in the ethical and political chapters of the eponymously named text .2 A striking feature of the Mohists’ thinking, however, is the concern they have with yan , (...) and the role they assigned to yan in their ethical project. Part I of this article will outline the nature and scope of the Mohists’ concern with yan. In the Mohists’ conception, right yan is the linguistic counterpart to proper dao. And conduct that follows dao is a matter of affirming the right yan and taking it as a model in one’s actions. The Mohists’ concern with yan is prominently exhibited in their proposing objective standards, or ‘gauges’, by means of which any yan may be assessed. Part II introduces these gauges and discusses how they function as standards for right yan and right conduct. Given the generally pragmatic outlook of their thinking, the question remains as to whether, in their conception of yan, the Mohists conceived of language exclusively in terms of its action guiding function, and whether they deployed the notion of truth at all. Part III discusses this issue, arguing that there is a minimal sense in which yan that are positively assessed by the gauges are true, and that the Mohists are not insensitive to the distinction between descriptive as opposed to action guiding uses of language. Part IV briefly discusses how the Mohists’ attitude towards yan contrasts with those of early Confucian and Daoist thinkers. (shrink)

Peter Ludlow shows how word meanings are much more dynamic than we might have supposed, and explores how they are modulated even during everyday conversation. The resulting view is radical, and has far-reaching consequences for our political and legal discourse, and for enduring puzzles in the foundations of semantics, epistemology, and logic.

'On the Meanings of Democracy' points to the fragility and contested meanings of 'democracy'. Once 'the assurance is given that "democracy" is the only kind of political regime that is acceptable to an adult, emancipated population which is an end in itself, the very idea of democracy fades and becomes blurred and confusing'. Such 'wide-spread lack of clarity' gave rise to Europe's 'totalitarian' regimes. It is claimed that 'it is impossible to be simply a "democrat" without questioning what this really (...) means', and that to ignore the conceptual difficulties is as 'dangerous as rejecting democracy completely'. A 'minimal argument or blueprint for an enquiry into the possible meanings' of the term is proposed. The implications of taking 'democracy', the word, 'to describe the exercising of political power by the people' are explored. The 'people' as a social group distinct from some 'other reputedly superior part, which dominates it', is distinguished from the 'people' taken to mean 'the whole'. In the first sense, 'democracy' is not a regime but an uprising against a regime or government. In the second sense, the 'political sovereignty of the people' signifies their 'self-constitution as a people'. Accounts of democracy that focus not so much on its 'political specificity' as on 'civil society' or the 'social bond' are then explored. The author concludes with a reflection on the relationship between democracy, 'modernity' and the scope, nature and place of politics. (shrink)

'On the Meanings of Democracy' points to the fragility and contested meanings of 'democracy'. Once 'the assurance is given that "democracy" is the only kind of political regime that is acceptable to an adult, emancipated population which is an end in itself, the very idea of democracy fades and becomes blurred and confusing'. Such 'wide-spread lack of clarity' gave rise to Europe's 'totalitarian' regimes. It is claimed that 'it is impossible to be simply a "democrat" without questioning what this really (...) means', and that to ignore the conceptual difficulties is as 'dangerous as rejecting democracy completely'. A 'minimal argument or blueprint for an enquiry into the possible meanings' of the term is proposed. The implications of taking 'democracy', the word, 'to describe the exercising of political power by the people' are explored. The 'people' as a social group distinct from some 'other reputedly superior part, which dominates it', is distinguished from the 'people' taken to mean 'the whole'. In the first sense, 'democracy' is not a regime but an uprising against a regime or government. In the second sense, the 'political sovereignty of the people' signifies their 'self-constitution as a people'. Accounts of democracy that focus not so much on its 'political specificity' as on 'civil society' or the 'social bond' are then explored. The author concludes with a reflection on the relationship between democracy, 'modernity' and the scope, nature and place of politics. (shrink)

Temporal externalism posits that the meanings of words inherently incorporate properties closely tied to future usage and aims to develop models for the evolution of word meanings within normative-like frameworks. However, these models face significant challenges due to an unwavering focus on how specific words change across diverse practices. A more suitable strategy entails examining the relationship between specific practices and different words, allowing us to naturally replace shifts in agent beliefs for changes in word meanings over time, (...) which may lead to certain contradictions if they insist on asserting changes in word meanings from an external perspective. (shrink)

There is an ongoing debate about the meaning of lexical words, i.e., words that contribute with content to the meaning of sentences. This debate has coincided with a renewal in the study of polysemy, which has taken place in the psycholinguistics camp mainly. There is already a fruitful interbreeding between two lines of research: the theoretical study of lexical word meaning, on the one hand, and the models of polysemy psycholinguists present, on the other. In this (...) paper I aim at deepening on this ongoing interbreeding, examine what is said about polysemy, particularly in the psycholinguistics literature, and then show how what we seem to know about the representation and storage of polysemous senses affects the models that we have about lexical word meaning. (shrink)

Words refer to objects in the world, but this correspondence is not one-to-one: Each word has a range of referents that share features on some dimensions but differ on others. This property of language is called underspecification. Parts of the lexicon have characteristic patterns of underspecification; for example, artifact nouns tend to specify shape, but not color, whereas substance nouns specify material but not shape. These regularities in the lexicon enable learners to generalize new words appropriately. How does the (...) lexicon come to have these helpful regularities? We test the hypothesis that systematic backgrounding of some dimensions during learning and use causes language to gradually change, over repeated episodes of transmission, to produce a lexicon with strong patterns of underspecification across these less salient dimensions. This offers a cultural evolutionary mechanism linking individual word learning and generalization to the origin of regularities in the lexicon that help learners generalize words appropriately. (shrink)

According to Barry Stroud, Wittgenstein thought that language is social only in this minimal way: we cannot make sense of the idea of someone having a language unless we can describe her as using signs in conformity with the linguistic practices of some community. Since a solitary person could meet this condition, Stroud concludes that, for Wittgenstein, solitary languages are possible. I argue that Wittgenstein in fact thought that language is social in a much more robust way. Solitary languages (...) are not possible because we cannot make sense of the idea of someone having a language unless we can think of her as actively participating in the linguistic practices that fix the standards governing the applications of her words. (shrink)

This paper combines domestic and international research results to analyze and study the difference between the attribute features of English phrase speech and noise to enhance the short-time energy, which is used to improve the threshold judgment sensitivity; noise addition to the discrepancy data set is used to enhance the recognition robustness. The backpropagation algorithm is improved to constrain the range of weight variation, avoid oscillation phenomenon, and shorten the training time. In the real English phrase sound recognition system, there (...) are problems such as massive training data and low training efficiency caused by the super large-scale model parameters of the convolutional neural network. To address these problems, the NWBP algorithm is based on the oscillation phenomenon that tends to occur when searching for the minimum error value in the late training period of the network parameters, using the K-MEANS algorithm to obtain the seed nodes that approach the minimal error value, and using the boundary value rule to reduce the range of weight change to reduce the oscillation phenomenon so that the network error converges as soon as possible and improve the training efficiency. Through simulation experiments, the NWBP algorithm improves the degree of fitting and convergence speed in the training of complex convolutional neural networks compared with other algorithms, reduces the redundant computation, and shortens the training time to a certain extent, and the algorithm has the advantage of accelerating the convergence of the network compared with simple networks. The word tree constraint and its efficient storage structure are introduced, which improves the storage efficiency of the word tree constraint and the retrieval efficiency in the English phrase recognition search. (shrink)

Cross-situational statistical learning of words involves tracking co-occurrences of auditory words and objects across time to infer word-referent mappings. Previous research has demonstrated that learners can infer referents across sets of very phonologically distinct words, but it remains unknown whether learners can encode fine phonological differences during cross-situational statistical learning. This study examined learners’ cross-situational statistical learning of minimal pairs that differed on one consonant segment, minimal pairs that differed on one vowel segment, and non-minimal pairs (...) that differed on two or three segments. Learners performed above chance for all pairs, but performed worse on vowel minimal pairs than on consonant minimal pairs or non-minimal pairs. These findings demonstrate that learners can encode fine phonetic detail while tracking word-referent co-occurrence probabilities, but they suggest that phonological encoding may be weaker for vowels than for consonants. (shrink)

These are central to the accounts of lexical representation and meaning construction developed, giving rise to the Theory of Lexical Concepts and Cognitive ...

For many years, it has been common-ground in semantics and in philosophy of language that semantics is in the business of providing a full explanation about how propositional meanings are obtained. This orthodox picture seems to be in trouble these days, as an increasing number of authors now hold that semantics does not deal with thought-contents. Some of these authors have embraced a “thin meanings” view, according to which lexical meanings are too schematic to enter propositional contents. I will suggest (...) that it is plausible to adopt thin semantics for a class of words. However, I’ll also hold that some classes of words, like kind terms, plausibly have richer lexical meanings, and so that an adequate theory of word meaning may have to combine thin and rich semantics. (shrink)

That words express a conceptual content is uncontroversial. This does not entail that their content should break down neatly into a grammatical part, relevant for language and to be analyzed in linguistic terms, and a conceptual part, relevant for cognition and to be analyzed in psychological terms. Various types of empirical evidence are reviewed, showing that the conceptual content of words cannot be isolated from their linguistic properties, because it is affected and shaped by them. The view of words as (...) labels or containers for a non-linguistic conceptual content stems from a naive disregard of the complex and structured nature of lexical knowledge. On the contrary, knowledge of language is shown not just to organize and categorize conceptual content in a way not reducible to non-linguistic cognition, but also to affect its scope, as the range of verbalized concepts is both limited by abstract templates and expanded by productive word formation. This suggests that lexical knowledge is a distinctively linguistic dimension of conceptualization, and that words do not so much label or package concepts, as provide an inner form for conceptual knowledge. (shrink)

Questions about the nature of word meaning have drawn attention across the cognitive science disciplines. Because words are one of the basic units of language, linguists working to describe the design of human language have naturally been concerned with word meaning. Perhaps less obvious, though, is the importance of word meaning to other disciplines. Philosophers seeking to identify the nature of knowledge and its relation to the world, psychologists trying to understand the mental representations (...) and processes that underlie language use, and computer scientists wanting to develop machines that can talk to people in a natural language have all worked to describe what individual words mean, and, more generally, what kind of thing a word meaning is. (shrink)

The role of memory in one’s cognition of sentential meaning is a pivotal topic in Indian philosophical debates on the nature of language. The Bhāṭṭa Mīmāṃsakas claim in their doctrine of abhihitānvaya that words denote word-meanings which in turn lead one to sentential meaning, with memory playing only a limited role in this process. The Prābhākara Mīmāṃsakas however assign memory a central role and assert that each word in a sentence denotes the connected sentential meaning. (...) This paper is a philosophical and philological study of the arguments presented by the influential Prābhākara thinker Śālikanātha in his Vākyārthamātṛkā-I in order to substantiate the role of memory as part of the doctrine of anvitābhidhāna. The VM-I commences these discussions with an objection of the Bhāṭṭa pūrvapakṣin against this Prābhākara doctrine, and thereafter proceeds to refute this objection by demonstrating the role of memory, specifically in regard to word-meaning. Śālikanātha lays out his refutation by means of several layers of intricate argumentation, and this paper attempts to follow the text closely and present cogently his philosophical reasoning. The aim of this paper is thus to not only demonstrate the early pre-empting of this Bhāṭṭa objection by Śālikanātha himself but also his own responses to this, thereby enabling one to understand with greater clarity a cornerstone of the elaborate doctrine of anvitābhidhāna. (shrink)

Supraspan verbal list-learning tests, such as the Rey Auditory Verbal Learning Test (RAVLT), are classic neuropsychological tests for assessing verbal memory. In this study, we investigated the impact of the meaning of the words to be learned on 3 memory stages (short-term recall, learning, and delayed recall) in a cohort of 447 healthy adults. First, we compared scores obtained from the RAVLT (word condition) to those of an alternative version of this test using phonologically similar but meaningless items (...) (pseudoword condition) and observed how each score varied as a function of age and sex. Then, we collected the participants’ self-reported strategies to retain the word and pseudoword lists and examined if these strategies mediated the age and sex effects on memory scores. The word condition resulted in higher memory scores than pseudoword condition at each memory stage and even canceled out, for the learning stage, the detrimental effect of age that was observed for the short-term and delayed recall. When taking sex into account, the word advantage was observed only in women for short-term recall. The self-reported strategies, which were similar for words and pseudowords, were based on the position of the item on the list (word: 53 %, pseudoword: 37%) or the meaning of the item (word: 64%, pseudoword: 58%) and were used alone or in combination. The best memory performance was associated with the meaning strategy in the word condition and with the combination of the meaning and position strategies in the pseudoword condition. Finally, we found that the word advantage observed in women for short-term recall was mediated by the use of the meaning strategy. The RAVLT scores were thus highly dependent on word meaning, notably because it allowed efficient semantic knowledge-based strategies. Within the framework of Tulving’s declarative memory model, these results are at odds with the depiction of the RAVLT as a verbal episodic memory test as it is increasingly referred to in the literature. (shrink)

This review proposes that Bloom's linkage of word meaning with more general cognitive capacities could be extended through examination of the social contexts in which children learn. Specifically, the child's developing theory of mind can be viewed as part of the process by which children learn word meanings through engagement in social interactions that facilitate both language and strategic behaviours.

Almost all words are the names of categories. We can learn most of our words (and hence our categories) from dictionary definitions, but not all of them. Some have to be learned from direct experience. To understand a word from its definition we need to already understand the words used in the definition. This is the “Symbol Grounding Problem” [1]. How many words (and which ones) do we need to ground directly in sensorimotor experience in order to be able (...) to learn all other words via definition alone? The answer may shed some light both on the developmental origin of word meanings and on the evolutionary origin and adaptive value of language. We used an algorithm to reduce each of our dictionaries (Longmans LDOCE, Cambridge CIDE and WordNet) to its “grounding kernel” (“Kernel”) (which turned out to be about 10% of the dictionary) by systematically eliminating.. (shrink)

I shall examine a theory, set out in the form of a story, which claims to explain advance in learning the meaning of words. Ignoring some important features of the theory—those notably to do with how such learning comes about—I shall ask what it is that the theory supposes us to learn when we learn the meaning of a word, or what it is that the theory supposes us to be doing when we learn it. The theory (...) will be imputed to one Augustine, since the story may be taken as a not unfair remythologization of a theory advanced by St Augustine in the De Magistro: but I shall not attempt here either to prove or reject paternity, being content to examine the theory on its intrinsic merits which, I hope to show, are not inconsiderable. (shrink)

We evaluate here the performance of four models of cross-situational word learning: two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed Pursuit, uses an associative learning mechanism to estimate word-referent probability but pursues and tests the best referent-meaning at any given time. Pursuit is found to perform as well as global models under (...) many conditions extracted from naturalistic corpora of parent-child interactions, even though the model maintains far less information than global models. Moreover, Pursuit is found to best capture human experimental findings from several relevant cross-situational word-learning experiments, including those of Yu and Smith (), the paradigm example of a finding believed to support fully global cross-situational models. Implications and limitations of these results are discussed, most notably that the model characterizes only the earliest stages of word learning, when reliance on the co-occurring referent world is at its greatest. (shrink)

Children and adults may not realize how much they depend on external sources in understanding word meanings. Four experiments investigated the existence and developmental course of a “Misplaced Meaning” effect, wherein children and adults overestimate their knowledge about the meanings of various words by underestimating how much they rely on outside sources to determine precise reference. Studies 1 and 2 demonstrate that children and adults show a highly consistent MM effect, and that it is stronger in young children. (...) Study 3 demonstrates that adults are explicitly aware of the availability of outside knowledge, and that this awareness may be related to the strength of the MM effect. Study 4 rules out general overconfidence effects by examining a metalinguistic task in which adults are well calibrated. (shrink)