Meaning, thought, and reality. educationpptx

education

1. meaning, thought, and reality By: Elisa Octavia Amy Amelia M Maysilia Furifah R Masyita Devi M

2. introduction

3. Theories of reference Referential (denotational) approach Representational approach Word Object Word Sense Word

4. Types of reference Referring and non-referring expression Constant and variable reference Referents and extensions

5. Types of reference Referring and non-referring expression Expression which can never be used to refer Expression which can be used to refer or not, depending on the kind of sentence they occur in For example : John is a teacher John is a teacher whom I met in college

6. Types of reference Constant and variable reference For example : Eiffel Tower is named after the engineer, Gustave Eiffel She wrote a letter for me

7. Types of reference Referents and extensions For example : Capital city of Indonesia is Jakarta Other areas in Indonesia such as province of East Kalimantan, East Java or others.

8. Names Names are labels for people places and so on that carry speaker’s assumptions For example : He looks just like Brad Pitt

9. Nouns and noun phrases Can be used to refer or operate like names Can also form definite descriptions Can also be used to refer to groups or individual

10. Reference as a Theory of Meaning Reference To give a meaning of one shows what it denotes The simplest versions as a theory of semantics .

11. Reference picks out elements in the real world. Proper names Denotes Individuals Common names Sets of individuals Verbs Actions Adjectives Properties of individuals Adverbs Properties of actions

12. 3 Problems of Reference as Theory of Meaning Ruth Kempson (1977:13)

13. Mental representation

14. Mental Representations

15. Concepts What form can we assign to concepts? How do children acquire them, along with their linguistic labels?

16. What form can we assign to concepts? 1. Lexicalized E.g. : Selfie = a self-portrait photography 2. Described by phrases E.g. : On the shopping, I saw a tool for compacting dead leaves into garden sanctuary.

17. How do children acquire them, along with their linguistic labels? Children acquiring concepts differ from the concepts of adults.

18. Necessary and Sufficient Condition Traditional approach to describe concept by using sets of necessary and sufficient condition Example : Michelle is a woman if and only if she is: Human Adult Female Set of Attributes/Characteristics

19. Major Problem An animal Has four legs Stripped in black and white Herbivore

20. Prototype Elanor Rosch and co-worker propose the notion of Prototype A model of concept which views concepts as structured so that there are central or typical members of a category, but then a shading off into less typical or peripheral members.

21. Semantic Features Parameter of Bird Laying egg Flying Having wings Has a beak Has feathers

22. Relation between Concepts Conceptual hierarchies c ontain 3 levels of generality Each level differ in their balance between informativeness and usefulness

23. Example Superordinate Level Basic Level Subordiante Level

24. How do we acquire concepts? Ostensive definition Example: GAVAGAI

25. Words, Concepts and Thinking

26. Words, Concepts and Thinking

27. Linguistic Relativity (Edward Sapir and Benjamin Lee Whorf) For example:

28. Each language, from the point of view of another language, may be arbitrary in its classification; that what appears as asingle simple idea in one language may be characterized by a series of distinct phonetic groups in another. (Boas 1966: 22)

29. The Language of Thought H ypothesis Human beings have essenally the same cognitive architecture and mental processes, even th ti ough they speak different languages. The idea of linguistic relativity is rejected by many linguists and researchers in cognitive science

30. Thought and Reality Only language is the proper object of study for linguists Issues of mental representations and the existence of reality are the best left to psychologist and philosophers .