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会員(一般・学生共通) |
非会員(一般) |
非会員(学生) |
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参加費 |
無料 |
4,000円 |
2,000円 |
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予稿集 |
1,000円 |
1,000円 |
1,000円 |
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計 |
1,000円 |
5,000円 |
3,000円 |
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Within linguistics a word class is defined in grammatical terms as a set of words that exhibit the same syntactic properties. In this lecture the aim is to argue that differences between word classes can be given a cognitive grounding. It is shown that with the aid of conceptual spaces, a geometric analysis can be provided for the meaning of major word classes. A universal single-domain thesis is proposed, saying that words in all content word classes, except for nouns, refer to a single domain. For example, adjectives refer to regions of color, size, shape, weight domains. As regards verbs, an important distinction is between manner and result verbs. Manner verbs are analysed in terms of the force domain, while result verbs refer to changes in some property domain. Most prepositions refer to the spatial domain, but there are also case which refer to the force or time domains. It will also be discussed how this analysis helps understanding the semantic connections between different word classes. |
This lecture concerns the co-evolution of hominin cooperation, communication and cognition. The capacity of planning for future needs, combined with more developed cooperative skills, opened up the cognitive niche of cooperation towards future goals. Such cooperation requires complex intersubjectivity (theory of mind). I analyze five types of intersubjectivity: emotion, desire, attention, intention, and belief; and argue that cooperation towards future goals requires, among other things, joint intentions (we-intentions). I discuss the cognitive and communicative conditions for reciprocal altruism, found in some species; and indirect reciprocity, a form of cooperation typical in the hominin line.（第2部）The evolution of teaching
Sharing intentions and beliefs about the future requires communication about what is not present in the current environment. Symbols are efficient tools for this kind of communication, and I argue that the benefits of cooperation for the future selected for the evolution of symbolic communication. In line with recent models describing how indirect reciprocity might develop into an evolutionarily stable strategy, I outline the need for yet more complex intersubjectivity and symbolic communication, including a minimal syntax.
Teaching is present in all human societies, while within other species it is very limited. Something happened during the evolution of Homo sapiens that also made us Homo docens – the teaching animal. Based on discussions of animal and hominin learning, I analyze the evolution of intentional teaching by a series of levels that require increasing capacities of mindreading and communication on the part of the teacher and the learner. The levels of teaching are: (1) intentional evaluative feedback, (2) drawing attention, (3) demonstrating, (4) communicating concepts, and (5) explaining relations between concepts. I suggest that level after level has been added during the evolution of teaching. I demonstrate how different technologies depend on increasing sophistication in the levels of cognition and communication required for teaching them. As regards the archaeological evidence for the different levels, there is evidence that the Oldowan technology requires at least teaching by demonstration and that learning the late Acheulean hand-axe technology requires at least communicating concepts. I conclude that Homo docens preceded Homo sapiens.
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Within linguistics a word class is defined in grammatical terms as a set of words that exhibit the same syntactic properties. In this lecture the aim is to argue that differences between word classes can be given a cognitive grounding. It is shown that with the aid of conceptual spaces, a geometric analysis can be provided for the meaning of major word classes. A universal single-domain thesis is proposed, saying that words in all content word classes, except for nouns, refer to a single domain. For example, adjectives refer to regions of color, size, shape, weight domains. As regards verbs, an important distinction is between manner and result verbs. Manner verbs are analysed in terms of the force domain, while result verbs refer to changes in some property domain. Most prepositions refer to the spatial domain, but there are also case which refer to the force or time domains. It will also be discussed how this analysis helps understanding the semantic connections between different word classes. |