Definitions, Uses and Varieties Of
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Against Logical Form
Against logical form Zolta´n Gendler Szabo´ Conceptions of logical form are stranded between extremes. On one side are those who think the logical form of a sentence has little to do with logic; on the other, those who think it has little to do with the sentence. Most of us would prefer a conception that strikes a balance: logical form that is an objective feature of a sentence and captures its logical character. I will argue that we cannot get what we want. What are these extreme conceptions? In linguistics, logical form is typically con- ceived of as a level of representation where ambiguities have been resolved. According to one highly developed view—Chomsky’s minimalism—logical form is one of the outputs of the derivation of a sentence. The derivation begins with a set of lexical items and after initial mergers it splits into two: on one branch phonological operations are applied without semantic effect; on the other are semantic operations without phono- logical realization. At the end of the first branch is phonological form, the input to the articulatory–perceptual system; and at the end of the second is logical form, the input to the conceptual–intentional system.1 Thus conceived, logical form encompasses all and only information required for interpretation. But semantic and logical information do not fully overlap. The connectives “and” and “but” are surely not synonyms, but the difference in meaning probably does not concern logic. On the other hand, it is of utmost logical importance whether “finitely many” or “equinumerous” are logical constants even though it is hard to see how this information could be essential for their interpretation. -
Truth-Bearers and Truth Value*
Truth-Bearers and Truth Value* I. Introduction The purpose of this document is to explain the following concepts and the relationships between them: statements, propositions, and truth value. In what follows each of these will be discussed in turn. II. Language and Truth-Bearers A. Statements 1. Introduction For present purposes, we will define the term “statement” as follows. Statement: A meaningful declarative sentence.1 It is useful to make sure that the definition of “statement” is clearly understood. 2. Sentences in General To begin with, a statement is a kind of sentence. Obviously, not every string of words is a sentence. Consider: “John store.” Here we have two nouns with a period after them—there is no verb. Grammatically, this is not a sentence—it is just a collection of words with a dot after them. Consider: “If I went to the store.” This isn’t a sentence either. “I went to the store.” is a sentence. However, using the word “if” transforms this string of words into a mere clause that requires another clause to complete it. For example, the following is a sentence: “If I went to the store, I would buy milk.” This issue is not merely one of conforming to arbitrary rules. Remember, a grammatically correct sentence expresses a complete thought.2 The construction “If I went to the store.” does not do this. One wants to By Dr. Robert Tierney. This document is being used by Dr. Tierney for teaching purposes and is not intended for use or publication in any other manner. 1 More precisely, a statement is a meaningful declarative sentence-type. -
Language and Definitions
This asset is intentionally omitted from this text. It may be accessed at Language and Definitions www.mcescher.com. (Waterfall by 1 Language Functions M.C. Escher) 2 Emotive Language, Neutral Language, and Disputes 3 Disputes and Ambiguity 4 Definitions and Their Uses 5 The Structure of Definitions: Extension and Intension 6 Definition by Genus and Difference 1 Language Functions When people reason, they typically do so using language, manipulating proposi- tions in a logical or informative spirit. But language is used in a great variety of ways, only some of which are informative. Without the intention to inform, we may express ourselves using language: “That’s really great!” we may say; and the poet, overcome by the beauty of an ancient city, channels his emotions in writing these lines: Match me such marvel, save in Eastern clime— A rose-red city—“half as old as time.”1 Of course, some expressive discourse also has informative content, and may express attitudes as well as beliefs. Grow old along with me! The best is yet to be, The last of life for which the first was made.2 Moreover, some discourse is directive, with or without expressive or informa- tive elements. It seeks to guide or to command. “Step on the scale, please,” we may be told, or we may receive this good advice: Drive defensively. The cemetery is full of law-abiding citizens who had the right of way. A mixture of functions is a natural feature of almost all our uses of language. We can see this in our own speech and writing. -
Notes on Mathematical Logic David W. Kueker
Notes on Mathematical Logic David W. Kueker University of Maryland, College Park E-mail address: [email protected] URL: http://www-users.math.umd.edu/~dwk/ Contents Chapter 0. Introduction: What Is Logic? 1 Part 1. Elementary Logic 5 Chapter 1. Sentential Logic 7 0. Introduction 7 1. Sentences of Sentential Logic 8 2. Truth Assignments 11 3. Logical Consequence 13 4. Compactness 17 5. Formal Deductions 19 6. Exercises 20 20 Chapter 2. First-Order Logic 23 0. Introduction 23 1. Formulas of First Order Logic 24 2. Structures for First Order Logic 28 3. Logical Consequence and Validity 33 4. Formal Deductions 37 5. Theories and Their Models 42 6. Exercises 46 46 Chapter 3. The Completeness Theorem 49 0. Introduction 49 1. Henkin Sets and Their Models 49 2. Constructing Henkin Sets 52 3. Consequences of the Completeness Theorem 54 4. Completeness Categoricity, Quantifier Elimination 57 5. Exercises 58 58 Part 2. Model Theory 59 Chapter 4. Some Methods in Model Theory 61 0. Introduction 61 1. Realizing and Omitting Types 61 2. Elementary Extensions and Chains 66 3. The Back-and-Forth Method 69 i ii CONTENTS 4. Exercises 71 71 Chapter 5. Countable Models of Complete Theories 73 0. Introduction 73 1. Prime Models 73 2. Universal and Saturated Models 75 3. Theories with Just Finitely Many Countable Models 77 4. Exercises 79 79 Chapter 6. Further Topics in Model Theory 81 0. Introduction 81 1. Interpolation and Definability 81 2. Saturated Models 84 3. Skolem Functions and Indescernables 87 4. Some Applications 91 5. -
FURTHER REMARKS on DEFINITION and ANALYSIS 19 Cf
FURTHER REMARKS ON DEFINITION AND ANALYSIS 19 Cf. C. G. Hempel and Paul Oppenheim, "The Logic of Explanation," Philosophy of Science, vol. 15 (1948). While this definition is adequate for many purposes, it is oversimplified in some ways. Theorem 1 depends on the form of this definition, but our general approach is consistent with any explieatum of 'explain.' 1~ Cf. footnote 6. i~ For example, T'~ may state that T~ holds under specified conditions. le Cf. H. Feigl's contribution to the symposium on operationism in the Psychological Review, vol. 52, no. 5 (September 1945). Further Remarks on Definition and Analysis by IRVING M. COPI UNIVERSITY OF MICHIGAN A NUMBER of acute criticisms have been directed against some of the views presented in my essay "Analytical Philosophy and Analytical Propositions" (this journal, December 1953). I welcome them as providing stimulation and opportunity for penetrating more deeply into the issues involved. The central notion in my discussion is that of a theoretical de/init/on. A theoretical definition of a term is intended to formulate a theoretically adequate characterization of the objects to which that term applies. One gives a theoretical definition of a term to attach to the term, as intension, that property which in the context of a given theory is most useful for understanding or predicting the behavior of those entities which comprise the (usual) extension of that term. In his "Definitions in Analytical Philosophy" (this journal, April 1954) Michael Scriven has correctly observed that a given theoretical definition is compatible with a wide range of different theories (p. -
Kuhnian Incommensurability Between Two Paradigms of Contemporary Linguistics
Kuhnian Incommensurability Between Two Paradigms of Contemporary Linguistics Philip Smith Ph.D. Thesis School of English Literature, Language and Linguistics The University of Sheffield March 2011 Slowly we are learning, We at least know this much, That we have to unlearn Much that we were taught, And are growing chary Of emphatic dogmas; Love like matter is much Odder than we thought. From 'Heavy Date' by W.H.Auden I must review my disbelief in angels. Brian Patten - Angel Wings Abstract This dissertation proposes a theory of reference for the language of scien- tific theories. This theory of reference looks at the nature of postulation in scientific theories, and shows that mental posits are metaphorical in na- ture. It is a hybrid of internalist and extensive reference theories. This, allied with the competing epistemological assumptions of competing schools of ltngutsttcs, can account for the existence of incommensurability across two paradigms of ltngutsttcs, The relationship between transformational generative grammar and socio- linguistics is vexed. Both claim the same object of study, but with radi- cally different methods and aims. This dissertation shows that the meta- phorical nature of the posits used in each leads to incommensurable vo- cabularies. Thomas Kuhn's notions of paradigms and incommensurability are used to elucidate this relationship. Chapter one proposes and explains the theory of reference. Chapter two defines the major areas of the thesis. Chapter three explores the history of linguists claiming that a particular area of linguistics instantiates a Kuhnian paradigm, and looks at arguments concerning the possibilities for studying language scientifically. Chapter four explores the epistemological bases of TGG and sociolinguistics, starting from Chomsky's claims to do 'Cartesian linguistics', and concludes that opposing epistemological com- mitments lead to incommensurability. -
Chapter 3 – Describing Syntax and Semantics CS-4337 Organization of Programming Languages
!" # Chapter 3 – Describing Syntax and Semantics CS-4337 Organization of Programming Languages Dr. Chris Irwin Davis Email: [email protected] Phone: (972) 883-3574 Office: ECSS 4.705 Chapter 3 Topics • Introduction • The General Problem of Describing Syntax • Formal Methods of Describing Syntax • Attribute Grammars • Describing the Meanings of Programs: Dynamic Semantics 1-2 Introduction •Syntax: the form or structure of the expressions, statements, and program units •Semantics: the meaning of the expressions, statements, and program units •Syntax and semantics provide a language’s definition – Users of a language definition •Other language designers •Implementers •Programmers (the users of the language) 1-3 The General Problem of Describing Syntax: Terminology •A sentence is a string of characters over some alphabet •A language is a set of sentences •A lexeme is the lowest level syntactic unit of a language (e.g., *, sum, begin) •A token is a category of lexemes (e.g., identifier) 1-4 Example: Lexemes and Tokens index = 2 * count + 17 Lexemes Tokens index identifier = equal_sign 2 int_literal * mult_op count identifier + plus_op 17 int_literal ; semicolon Formal Definition of Languages • Recognizers – A recognition device reads input strings over the alphabet of the language and decides whether the input strings belong to the language – Example: syntax analysis part of a compiler - Detailed discussion of syntax analysis appears in Chapter 4 • Generators – A device that generates sentences of a language – One can determine if the syntax of a particular sentence is syntactically correct by comparing it to the structure of the generator 1-5 Formal Methods of Describing Syntax •Formal language-generation mechanisms, usually called grammars, are commonly used to describe the syntax of programming languages. -
The History of Logic
c Peter King & Stewart Shapiro, The Oxford Companion to Philosophy (OUP 1995), 496–500. THE HISTORY OF LOGIC Aristotle was the first thinker to devise a logical system. He drew upon the emphasis on universal definition found in Socrates, the use of reductio ad absurdum in Zeno of Elea, claims about propositional structure and nega- tion in Parmenides and Plato, and the body of argumentative techniques found in legal reasoning and geometrical proof. Yet the theory presented in Aristotle’s five treatises known as the Organon—the Categories, the De interpretatione, the Prior Analytics, the Posterior Analytics, and the Sophistical Refutations—goes far beyond any of these. Aristotle holds that a proposition is a complex involving two terms, a subject and a predicate, each of which is represented grammatically with a noun. The logical form of a proposition is determined by its quantity (uni- versal or particular) and by its quality (affirmative or negative). Aristotle investigates the relation between two propositions containing the same terms in his theories of opposition and conversion. The former describes relations of contradictoriness and contrariety, the latter equipollences and entailments. The analysis of logical form, opposition, and conversion are combined in syllogistic, Aristotle’s greatest invention in logic. A syllogism consists of three propositions. The first two, the premisses, share exactly one term, and they logically entail the third proposition, the conclusion, which contains the two non-shared terms of the premisses. The term common to the two premisses may occur as subject in one and predicate in the other (called the ‘first figure’), predicate in both (‘second figure’), or subject in both (‘third figure’). -
An Introduction to Lexical Semantics for Students of Translation
IMOLA KATALIN NAGY AN INTRODUCTION TO LEXICAL SEMANTICS FOR STUDENTS OF TRANSLATION STUDIES SAPIENTIA HUNGARIAN UNIVERSITY OF TRANSYLVANIA FACULTY OF TECHNICAL AND HUMAN SCIENCES, TÂRGU-MUREŞ DEPARTMENT OF APPLIED LINGUISTICS IMOLA KATALIN NAGY AN INTRODUCTION TO LEXICAL SEMANTICS FOR STUDENTS OF TRANSLATION STUDIES SCIENTIA Publishing House Cluj-Napoca · 2017 The book was published with the support of: Publisher-in-chief: Zoltán Kása Readers: Andrea Peterlicean (Târgu-Mureş) Judit Szabóné Papp (Miskolc) The author takes all the professional responsibility for the present volume. Series cover: Dénes Miklósi First English edition: 2017 © Scientia, 2017 All rights reserved, including the rights for photocopying, public lecturing, radio and television broadcast, and translation of the whole work and of chapters as well. Descrierea CIP a Bibliotecii Naţionale a României IMOLA, KATALIN NAGY An introduction to lexical semantics for students of translation studies / Imola Katalin Nagy. - Cluj-Napoca : Scientia, 2017 ISBN 978-606-975-003-2 81 CONTENTS Preface . 11 1. Introduction . 13 2. History of semantics . 31 3. Defining semantics. Defining meaning . 39 4. Approaches to meaning . 53 5. Semantic relations . 73 6. Semantic roles . 105 7. Theories of meaning . 109 8. Types of meaning . 131 9. Changes of meaning . 161 10. Semantics and translation . 183 Bibliography . 203 Rezumat: Introducere în semantica lexicală pentru studenţii de la traductologie . 207 Kivonat: Bevezetés a jelentéstanba fordító szakos hallgatók számára . 209 About the author . 211 TARTALOMJEGYZÉK Előszó . 11 1. Bevezető . 13 2. A szemantika története . 31 3. A jelentéstan és a jelentés meghatározása . 39 4. A jelentés fogalmának értelmezései . 53 5. Szemantikai viszonyok . 73 6. Szemantikai szerepek . 105 7. -
Developing a Theoretical Framework of Responsiveness In
DEVELOPING A THEORETICAL FRAMEWORK OF RESPONSIVENESS IN EDUCATIONAL INSTITUTIONS AND NON-PROFIT ORGANIZATIONS by DIVYA NARENDRA BHEDA A DISSERTATION Presented to the Department of Education Studies and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2013 DISSERTATION APPROVAL PAGE Student: Divya Narendra Bheda Title: Developing a Theoretical Framework of Responsiveness in Educational Institutions and Non-Profit Organizations This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Education Studies by: Dr. Ronald Beghetto Co-Chair Dr. Joanna Goode Co-Chair Dr. Mia Tuan Member Dr. Patricia A. Curtin Outside Member and Dr. Kimberly Andrews Espy Vice President for Research & Innovation/Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2013 ii © 2013 Divya Narendra Bheda iii DISSERTATION ABSTRACT Divya Narendra Bheda Doctor of Philosophy Department of Education Studies June 2013 Title: Developing a Theoretical Framework of Responsiveness in Educational Institutions and Non-Profit Organizations A number of education institutions and non-profit organizations seek to be responsive toward the stakeholders they serve. They engage in numerous organizational and evaluative processes to be perceived as responsive. They consider evaluating and improving responsiveness, important to their practice. Unfortunately, such efforts are often impeded because there is a lack of clear understanding regarding what “responsiveness” means. One reason is that the current professional literature on responsiveness provides fragmented, ambiguous, and limited definitions of responsiveness. -
Wittgenstein and Nietzsche: Two Critics of Philosophy
Wittgenstein and Nietzsche: Two Critics of Philosophy by Anu Koshal Graduate Program in Literature Duke University Date: July 23, 2010 Approved: ___________________________ Toril Moi, Supervisor __________________________ Richard Fleming __________________________ V.Y. Mudimbe __________________________ Michael Hardt Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate Program in Literature in the Graduate School of Duke University 2010 ABSTRACT Wittgenstein and Nietzsche: Two Critics of Philosophy by Anu Koshal Graduate Program in Literature Duke University Date: July 23, 2010 Approved: ___________________________ Toril Moi, Supervisor __________________________ Richard Fleming __________________________ V.Y. Mudimbe __________________________ Michael Hardt An abstract submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate Program in Literature in the Graduate School of Duke University 2010 ii Copyright by Anu Koshal 2010 iii ABSTRACT Few philosophers have been more critical of the Western philosophical tradition than Friedrich Nietzsche and Ludwig Wittgenstein. Nietzsche and Wittgenstein did not just reject the conclusions of their philosophical predecessors; they rejected their most basic assumptions. They rejected the very idea of philosophy as the attempt to rationally develop objective theories of the world. And yet Wittgenstein and Nietzsche have now been absorbed into the discipline they wanted to abolish. This dissertation attempts to recapture the force and extent of their respective criticisms of philosophy, and evaluate their conceptions of what philosophy should be. I begin by examining Wittgenstein’s claim that philosophical problems rest on a misunderstanding of language. I show that this claim does not entail a quietist refusal to engage in philosophical problems, as many have argued. -
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16 Definition Robert H. Ennis 1. Introduction1 Definition, though often neglected, plays an important role in critical thinking by helping us make our positions, inquiries, and reasoning clear. Every definition has three dimensions: form, action, and content. The form of a definition is essentially the structure of the definition. An example of form is definition by synonym, a simple form of definition in which the word being defined is equal in meaning to one other word. Three definitional actions that can be performed with any form of defini- tion are reporting a meaning, stipulating a meaning, and advocating a mean- ing that incorporates a position on an issue. This chapter focuses on these first two dimensions, form and action. The third dimension, content, deals with the meaning conveyed by the def- inition. The content dimension is enormous because it involves the defini- tional content of all subject matter areas, as well as all other areas of human life. Attention to the content dimension will here be exemplified only in a dis- cussion of a case of probable equivocation with the term ‘reliability’. To the extent possible, a definition should be clear, brief, efficient, informa- tive, responsive to background information, and easy to remember and under- stand. It should be at an appropriate level of sophistication and difficulty for the situation. It should employ an appropriate form and have a reasonable amount of vagueness and specificity. Because so much depends on the situa- tion, and because these general criteria overlap to some extent, informed cau- tious judgment is required. 1 I deeply appreciate the help and advice of Jennie Berg, David Hitchcock, and Kevin Possin in the development of this chapter.