7,087 research outputs found
Collectivity, distributivity, and the interpretation of numerical expressions in child and adult language
No full textSentences containing plural numerical expressions (e.g., two boys) can give rise to two interpretations (collective and distributive), arising from the fact that their representation admits of a part-whole structure. We present the results of a series of experiments designed to explore children’s understanding of this distinction and its implications for the acquisition of linguistic expressions with number words. We show that preschoolers access both interpretations, indicating that they have the requisite linguistic and conceptual machinery to generate the corresponding representations. Furthermore, they can shift their interpretation in response to structural and lexical manipulations. However, they are not fully adult-like: unlike adults, they are drawn to the distributive interpretation, and are not yet fully aware of the lexical semantics of each and together, which should favor one or another interpretation. This research bridges a gap between a well-established body of work in cognitive psychology on the acquisition of number words and more recent work investigating children’s knowledge of the syntactic and semantic properties of sentences featuring numerical expressions.Peer reviewe
Meaning and context in children’s understanding of gradable adjectives
No full textThis paper explores what children and adults know about three specific ways that meaning and context interact: the interpretation of expressions whose extensions vary in different contexts (semantic context dependence); conditions on the felicitous use of expressions in a discourse context (presupposition accommodation) and informative uses of expressions in contexts in which they strictly speaking do not apply (imprecision). The empirical focus is the use of unmodified (positive form) gradable adjectives (GAs) in definite descriptions to distinguish between two objects that differ in the degree to which they possess the property named by the adjective. We show that by 3 years of age, children are sensitive to all three varieties of context–meaning interaction and that their knowledge of this relation with the definite description is appropriately guided by the semantic representations of the GA appearing in it. These findings suggest that children's semantic representations of the GAs we investigated and the definite determiner the are adult-like and that they are aware of the consequences of these representations when relating meaning and context. Bolstered by adult participant responses, this work provides important experimental support for theoretical claims regarding the semantics of gradable predicates and the nature of different types of ‘interpretive variability’, specifically semantic context dependence v. pragmatic tolerance of imprecision.This is a pre-copyedited, author-produced PDF of an article accepted for publication in Journal of Semantics following peer review. The version of record, Kristen Syrett, Christopher Kennedy, and Jeffrey Lidz (2010). Meaning and Context in Children's Understanding of Gradable Adjectives Journal of Semantics 27 (1): 1-35, is available online at: http://dx.doi.org/10.1093/jos/ffp011.Peer reviewe
Alumni Authors: Kristen Tracy \u2794
No full textAlumni Authors Series - Spring 2012. The William H. Hannon Library was happy to celebrate some of our acclaimed literary alumnus. Each author discussed their newest works and share a few stories from their days at LMU.
Kristen Tracy (\u2794) - Kristen Tracy has written four young adult novels, Lost It, Crimes of the Sarahs, A Field Guide for Heartbreakers, and Sharks & Boys. Her first middle-grade novel, Camille McPhee Fell Under the Bus, was released in Summer 2009. This year, Kristen\u27s newest second middle-grade novel, The Reinvention of Bessica Lefter, has won a Parents\u27 Choice Award. Kristen has a Ph.D. in English, an MFA in writing and an MA in American Literature. Kristen has taught writing and literature courses at Brigham Young University, Johnson State College (in Vermont), and Western Michigan University
Sosiologi Pluralisme dalam Pendidikan Agama Kristen: Upaya Membangun Kesatuan Bangsa
No full textIndonesia has experienced religious conflicts and brought about alarming humanitarian impacts. The horizontal conflict has pushed into the joints of destroying the pillars of the nation\u27s integrity. Moreover, conflict destroys harmony, therefore the author\u27s aim was to describe pluralism through the perspective of Christian religious education as an effort to bring generations to continue to build the nation and maintain its integrity. The writing of this article used a descriptive qualitative method with a literature study approach related to the sociology of religious pluralism in the perspective of Christian religious education as an effort to build national unity. The findings of this study are firstly the sociology of pluralism starting from recognizing and understanding the nature of pluralism and understanding all the values of pluralism. Second, all believers, especially teachers and students, see and understand that pluralism in the concept of Christian Religious Education is not contradictory to what is done by people and organizations that promote pluralism, but it needs to be emphasized that pluralism in agreement is only to maintain and build the integrity of the nation. Third, on this basis, Christianity, in this case the role of Christian religious education, must be actualized in social life in pluralism.Indonesia pernah mengalami konflik agama dan membawa dampak kemanusiaan yang memprihatinkan. Konflik horizontal tersebut merangsak masuk dalam sendi merusak pilar keutuhan bangsa. Terlebih konflik merusak kerukunan. Oleh karena itu, tujuan penulis mendeskripsikan pluralisme melalui perspektif pendidikan agama Kristen sebagai upaya untuk membawa generasi untuk terus membangun bangsa dan menjaga keutuhannya. Penulisan ini menggunakan metode kualitatif deskritif dengan pendekatan studi literatur yang berhubungan dengan sosiologi pluralisme agama dalam perspektif pendidikan agama Kristen upaya membangun kesatuan Bangsa. Adapun hasil temuan dari penelitian ini. Pertama, sosiologi pluralisme di mulai dari mengenal dan memahami hakikat pluralisme dan memahami seluruh nilai dari kemajemukan. Kedua, seluruh orang percaya terlebih guru dan naradidik melihat dan mengerti bahwa pluralisme dalam konsep pendidikan agama Kristen sangat tidak bertentangan dengan apa yang dilakukan oleh kaum maupun organisasi yang mengusung pluralisme namun perlu ditegaskan bahwa pluralisme dalam kesepakatan hanya untuk menjaga dan membangun keutuhan bangsa. Ketiga, dari dengan tersebut maka Kekristenan, dalam hal ini peran pendidikan agama Kristen, wajib diaktualisasikan dalam hidup bermasyarakat dalam kemajemukan
Pendidikan Agama Kristen Gereja dalam Menghadapi Kondisi Psikologi Jemaat Akibat Pandemi Covid-19
No full textIn this article, the author doing a study about the role of christian education in the church in dealing with the psychological conditions of the congregation due to the Covid-19 pandemic. The background for writing this article departs from the information data of printed media, online media which suggests psychological conditions such as stress, excessive pressure and anxiety that arise due to the Covid-19 pandemic outbreak in humans. This article examines the Christian faith in Christian education in the church forum, which plays an important role in dealing with the psychological conditions experienced by the congregation. This article analyzes Christian faith in Christian education in the church forum, analyzes the psychological conditions caused by Covid-19. The purpose of this paper is to provide an understanding of Christian faith which is useful for strengthening the human soul when the person experiences pressure, stress, anxiety, and so on. The method that I use in this article is a qualitative research method. The analytical process used by the author is by analyzing the Bible as the main source and various actual and reliable sources of literature related to the title in this article in order to produce an accountable study.Dalam artikel ini, penulis melakukan kajian tentang bagaimana peran pendidikan agama Kristen Gereja dalam menghadapi kondisi psikologi jemaat akibat pandemi covid-19. Latar belakang penulisan artikel ini beranjak dari data-data informasi media cetak, media online yang mengemukakan tentang adanya kondisi psikologis seperti stres, tekanan dan kecemasan yang berlebihan yang timbul akibat wabah pandemi covid-19 pada manusia. Artikel ini mengkaji tentang iman Kristen dalam wadah pendidikan agama Kristen Gereja yang sangat berperan penting dalam menghadapi kondisi psikologis yang dialami oleh jemaat. Artikel ini menganalisis iman Kristen dalam wadah pendidikan agama Kristen Gereja, menganalisis kondisi psikologis akibat covid-19.Tujuan dari penulisan ini, untuk memberikan pemahaman tentang iman Kristen yang bermanfaat untuk menguatkan jiwa manusia ketika manusia tersebut mengalami tekanan, stres, cemas, dan sebagainya. Metode yang penulis gunakan dalam artikel ini adalah metode penelitian kualitatif. Proses analisis yang digunakan penulis yaitu dengan menganalisis Alkitab sebagai sumber utama dan berbagai sumber kepustakaan yang aktual dan terpercaya yang berhubungan dengan judul dalam artikel ini agar menghasilkan kajian yang dapat dipertanggungjawabkan
Analisis Kapitalisme Max Weber Sebagai Jalan Pendidikan Agama Kristen Menghadapi Kemiskinan
No full textPenelitian ini mengeksplorasi penerapan karya penting Max Weber, yaitu Etika Protestan dan Semangat Kapitalisme, sebagai dasar bagi pendidikan agama Kristen secara efektif mengatasi persoalan kemiskinan dalam masyarakat modern. Dengan meneliti konteks historis dan prinsip-prinsip dasarnya, penulis menyarankan bagaimana pendidikan agama Kristen dapat menggunakan ide-ide Weber untuk mendorong pemahaman kritis tentang persoalan ekonomi dan memberdayakan masyarakat untuk berpartisipasi dalam mengatasi kemiskinan. Metode yang digunakan adalah pendekatan studi kepustakaan, dimana penulis mengumpulkan data dari buku dan topik atau permasalahan yang relevan dalam penelitian ini. Hasil penelitian ini berusaha menjembatani wawasan sosiologis Weber dengan ajaran pendidikan agama Kristen, dengan melihat bagaimana prinsip-prinsip kerja keras, disiplin, dan tanggung jawab individu dapat ditanamkan melalui lensa Pendidikan Agama Kristen untuk memberdayakan masyarakat dalam memerangi kemiskinan. Dengan menanamkan nilai-nilai yang mendorong pemberdayaan ekonomi, pengembangan masyarakat, dan tanggung jawab sosial, pendidikan agama Kristen muncul sebagai alat yang ampuh untuk mengatasi berbagai tantangan kemiskinan dalam masyarakat kontemporer. Keywords:kemiskinan; max weber; pendidikan agama kristen / This study explores the application of Max Weber's seminal work, Protestant Ethics and the Spirit of Capitalism, as a basis for Christian religious education to effectively address the issue of poverty in modern society. By examining the historical context and underlying principles, the author suggests how Christian religious education can use Weber's ideas to promote critical understanding of economic issues and empower people to participate in overcoming poverty. The method used is a literature study approach, where the author collects data from books and relevant topics or issues in this research. The results of this study seek to bridge Weber's sociological insights with the teachings of Christian religious education, by looking at how the principles of hard work, discipline, and individual responsibility can be instilled through the lens of Christian religious education to empower communities in the fight against poverty. By instilling values that promote economic empowerment, community development, and social responsibility, Christian religious education emerges as a powerful tool to address the challenges of poverty in contemporary society.Keywords:christian religious education; max weber;povert
QR in Child Grammar: Evidence from Antecedent-Contained Deletion
No full textWe show that 4-year-olds assign the correct interpretation to antecedent-contained deletion (ACD) sentences because they have the correct representation of these structures. This representation involves Quantifier Raising (QR) of a Quantificational Noun Phrase (QNP) that must move out of the site of the verb phrase in which it is contained to resolve a case of verb phrase ellipsis. Furthermore, not only do children provide clear justifications for such sentences with ACD, but they treat ACD sentences differently from sentences with coordinated conjunction, a plausible alternative if they lacked QR. The findings have implications for the interpretation of experimental results in which children appear to lack this grammatical operation, and instead point to extragrammatical factors as the source of this pattern.Peer reviewe
Experimental Support for Inverse Scope Readings of Finite-Clause-Embedded Antecedent-Contained-Deletion Sentences
No full textUnlike its overt counterpart, wh-movement, Quantifier Raising (QR) is typically assumed not to be able to cross a finite clause boundary. Two effects of this clause-boundedness constraint are that (a) a universal quantifier that is embedded in a finite clause is judged to be unable to take scope over an indefinite in subject position, and (b) in sentences in which antecedent-contained deletion (ACD) is embedded in a finite clause, a matrix reading is questionable—and extrawide scope over the indefinite subject even more so. However, counterexamples to this generalization about the QR locality constraint have surfaced over the years, and recent evidence demonstrates that the matrix reading is available, given certain linguistic and contextual manipulations. Cecchetto (2004) argues that if the quantificational phrase in an ACD sentence raises high enough by QR to take scope over the matrix VP, it should be able to take scope over an indefinite subject. Here, I provide experimental evidence that participants can indeed access the supposedly barred inverse scope reading of such ACD sentences and provide justifications that unambiguously signal this reading. These results, paired with those previously reported for the matrix reading, suggest that—at least in the case of ACD—there may be nothing in the grammar that a priori prevents QR out of a finite clause, and that interpretations arising from extrawide scope of a quantifier may be difficult to access for independent reasons.Peer reviewe
Little Arias
No full textBook of thisness, book of withness, book of now: Kristen Case\u27s Little Arias meticulously situates a woman\u27s consciousness in the immediacy of relation: with language, objects, other people, and the present tense. There is in these poems a marvelous fullness to each relation recorded, rendered so by the author\u27s belief \u27That a sentence…might become a habitable room into which others might wander and in which certain moods, certain thoughts, certain ghosts of the possible might find form.\u27 What makes this book so poignant, however, is its fierce commitment to also recording moods and thoughts that at first would seem to negate relation: absence, loss, and solitude all find their place here, paradoxically, as part of possibility, the fullness of being in the world. To read this intelligent, wise book is \u27to have swallowed an openness\u27 that starts at the heart. —Brian Tearehttps://scholarworks.umf.maine.edu/publications/1098/thumbnail.jp
American pragmatism and poetic practice : crosscurrents from Emerson to Susan Howe
No full textWittgenstein wrote that philosophy ought really to be written only as a form of poetry. American poetry has long engaged questions about subject and object, self and environment, reality and imagination, real and ideal that have dominated the Western philosophical tradition since the Enlightenment. Kristen Case\u27s book argues that American poets from Emerson to Susan Howe have responded to the central problems of Western philosophy by performing, in language, the continually shifting relation between mind and world. Pragmatism, recognizing the futility of philosophy\u27s attempt to fix the mind/world relation, announces the insights that these poets enact. Pursuing the flights of pragmatist thinking into poetry and poetics, Case traces an epistemology that emerges from American writing, including that of Emerson, Marianne Moore, William James, and Charles Olson. Here mind and world are understood as inseparable, and the human being is regarded as, in Thoreau\u27s terms, part and parcel of Nature. Case presents a new picture of twentieth-century American poetry that disrupts our sense of the schools and lineages of modern and postmodern poetics, arguing that literary history is most accurately figured as a living field rather than a line. This book will be of particular interest to scholars and students of pragmatism, transcendentalism, and twentieth-century American poetry. Kristen Case is Assistant Professor of English at the University of Maine at Farmington.https://scholarworks.umf.maine.edu/publications/1011/thumbnail.jp
- …
