会话含义的认知语言学新解

会话含义可以从认知的视角进行推导和理解,本文将运用认知语言学的认知语境、意象图式、心理空间域说对会话含义的理解作尝试性的研究。     

一种旧的新逻辑:实质归纳理论

诺顿在古德曼和亨普尔等人的启发下,结合他的科学哲学研究背景,提出一种不同于他所定义的“形式归纳理论”的“实质归纳理论”,强调归纳的局部应用性,拒斥普遍的归纳推理模式。归纳推理的基础往往建立在具体领域的事实之上,因此所有的归纳推理都是局部的。诺顿认为归纳推理模式是由事实授权的,我们可以通过考察这些事实的可靠性来评估归纳风险。同时实质归纳理论不再区分归纳的事实部分和模式部分,所以不易受休谟问题的影响。但我们发现,诺顿的归纳辩护面临着亟待解决的问题,其理论也遭受多方面的批评。实质归纳理论是归纳逻辑领域的前沿性成果,引起了逻辑学界和科学哲学界的广泛关注,一定程度上体现了归纳逻辑的强劲生命力和广阔的发展前景。     

Relating Gestures and Speech: An analysis of students' conceptions about geological sedimentary processes

Advances in cognitive science and educational research indicate that a significant part of spatial cognition is facilitated by gesture (e.g. giving directions, or describing objects or landscape features). We aligned the analysis of gestures with conceptual metaphor theory to probe the use of mental image schemas as a source of concept representations for students' learning of sedimentary processes. A hermeneutical approach enabled us to access student meaning-making from students' verbal reports and gestures about four core geological ideas that involve sea-level change and sediment deposition. The study included 25 students from three US universities. Participants were enrolled in upper-level undergraduate courses on sedimentology and stratigraphy. We used semi-structured interviews for data collection. Our gesture coding focused on three types of gestures: deictic, iconic, and metaphoric. From analysis of video recorded interviews, we interpreted image schemas in gestures and verbal reports. Results suggested that students attempted to make more iconic and metaphoric gestures when dealing with abstract concepts, such as relative sea level, base level, and unconformities. Based on the analysis of gestures that recreated certain patterns including time, strata, and sea-level fluctuations, we reasoned that proper representational gestures may indicate completeness in conceptual understanding. We concluded that students rely on image schemas to develop ideas about complex sedimentary systems. Our research also supports the hypothesis that gestures provide an independent and non-linguistic indicator of image schemas that shape conceptual development, and also play a role in the construction and communication of complex spatial and temporal concepts in the geosciences.     

从中西传统教育图式看我国大学英语教学

每个国家的教育图式有其优势也有不足,并因各国文化渊源、经济政治体制的不同特征而显示出相当的差异。取长补短可以帮助我们解决我国教育教学中存在的问题。因此,通过分析我国大学英语教学现状,以西方传统教育图式为参照,提出解决问题的措施,有助于我国大学英语教学更好地发展。     

A schematic–Theoretic view of problem solving and development of algebraic thinking

This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving contexts of (1) growth and change and (2) size and shape. This article describes the qualities and types of schemas that students developed through examples of problems used to develop schemas, examples of students' reasoning and writing, and excerpts from student interviews. Findings from the study indicated that there is a link between the type of generalizations students construct and the schemas they are forming. By using these schemas students recognize, extend, and generalize patterns and quantitative relationships both verbally and symbolically. This revised version was published online in July 2006 with corrections to the Cover Date.     

Structural ignorance of Christian privilege

Abstract

Despite claims of a so-called war on Christmas, Christmas in the United States is still celebrated widely in public spaces. The question is why some people ignore, what some scholars call, their Christian privilege? In this paper, we explore the ignoring of Christian privilege in one public space: USA elementary schools. Using 27 interviews, we show that most of the teachers/administrators adopted what we are calling Christian ignorance –– a structural ignorance rooted in normative cognitive schemas that creates and maintains Christian privilege.     

IM微件在数字参考咨询中的应用研究

分析现有数字参考咨询方式存在的问题及IM微件技术的应用背景,介绍IM微件的概念,归纳可应用于图书馆IM微件的种类并分析应用的实现机制。对目前国外可供图书馆使用的IM微件工具功能等情况进行比较分析,从IM工具选择、存放位置、显示方式和具体应用过程四个方面讨论IM微件在数字参考咨询中的具体应用方案。
     

Signs,symbols and schemas: understanding meaning in a child’s drawings

This paper examines the schematic underpinnings in the drawings of a four-year-old girl, Thea. The paper reviews literature on graphic representations, signs and meaning-making before discussing schematic form in children’s drawings, the theoretical background for the study. The paper discusses ethical issues and methodological approaches to the study where data include drawings made at home and school, Thea’s recorded talk about drawings, and video recordings of her drawing sessions over a four-month period. These were coded manually and using NVivo to identify schemas. The paper discusses examples of Thea’s exploration of enclosure and trajectory schematic form, which are represented by rich content derived from her experiences and imagination. The paper concludes that Thea’s drawings included many schematic signifiers with clear evidence of complex thinking around enclosures and of vertical and horizontal trajectories. The paper evidences the importance of listening to children’s talk as they draw in order to understand more fully, the meanings they are making. Through signs, symbols and personal narratives, Thea used drawing as a meaningful semiotic space where her persistent schematic concerns were manifest.     

《红高粱家族》英译的误译及对语篇理解的影响

著名汉学家葛浩文的《红高粱家族》英译本深受外国读者喜爱,影响较大,但是在他的译本中尚有很多误译之处。这些误译造成了译本语篇情节的缺失,从而影响读者对小说的理解。依据帕尔默的语篇情节概念,分别找出译本在语篇情节方面的五种图式上出现的误译,并对其进行分析研究,结果认为:参与图式中人称称谓上的误译使读者混淆人物关系,同时无法领会高密东北乡独特的说话方式;言语行为图式中陈述情节和表达情节的误译不仅使读者误读人物行为,还会使读者无法了解说话人潜在的情感;次第顺序图式的误译改变了部分语篇的行为结构,造成读者理解偏差;视角图式的误译使个别句子的意义与整个语篇想表达的内容不符,对读者理解语篇造成困惑;由文化差异造成的概念图式上的误译削弱读者对语篇的期待。所以,译者应对原文语篇情节进行妥善处理以减少误译,这才是读者识解语篇的关键。     

一元算符逻辑理论三探——狭义函数相对论视野下的现代模态逻辑

狭义函数相对论基本原理:对于任意二真值的逻辑变量p和由任意一元算符H与p所形成的二真值变量Hp,无论Hp是否为p的真值函数,它总会等值于p和独立于p的另一二真值变量q所形成的一个真值函数。由于有且仅有16个二真值二元函数式和有且仅有16个相应的基本二真值二元函数,所以有且仅有16个一元算符和有且仅有16个相应的基本二真值一元非函数。其他的二真值一元非函数由且仅由这16个一元算符叠置所形成。那么可进一步认为现代模态逻辑公理其实是按一阶逻辑对经典二真值函数做分类研究。模态命题逻辑中任一可能世界集W仅对应一组二元真值函数,相应的可能世界间的关系R就是这组函数共有的一种集合性质。任一公理模式在一框架内有效,就是将属于W的每个真值函数(式)按K-2分别依次代入该公理模式中的每一个"□",使得形成一组经典定理。