Meanings and Situations is an account of the ‘interactionist’ position. It is a committed account in the sense that it sees the central concerns of social psychology and sociology as being located in an interpretative and humanistic framework. At the same time, it argues for a bio-social image of man which does not do violence to the way in which men in interaction continuously construct and renegotiate ‘meaning’. This is in contrast to some of the highly fashionable ‘exchange’ and ‘game’ models of interaction which dominate the thinking of proponents of ‘respectable’ behavioural science. Hence, so the author urges, the current upsurge of interest in social phenomenology, ethnomethodology and symbolic interactionism is more than a reaction to the reigning paradigm in behavioural science. Arthur Brittan believes this new interest is essentially a return to the humanistic sources of these disciplines which have been in constant danger of being overwhelmed by the ‘behavioural ideology’.
Meanings and Situations is an account of the ¿interactionist¿ position. It is a committed account in the sense that it sees the central concerns of social psychology and sociology as being located in an interpretative and humanistic framework. At the same time, it argues for a bio-social image of man which does not do violence to the way in which men in interaction continuously construct and renegotiate ¿meaning¿. This is in contrast to some of the highly fashionable ¿exchange¿ and ¿game¿ models of interaction which dominate the thinking of proponents of ¿respectable¿ behavioural science. Hence, so the author urges, the current upsurge of interest in social phenomenology, ethnomethodology and symbolic interactionism is more than a reaction to the reigning paradigm in behavioural science. Arthur Brittan believes this new interest is essentially a return to the humanistic sources of these disciplines which have been in constant danger of being overwhelmed by the ¿behavioural ideology¿.
This original research applies semiotics to linguistic and non-linguistic segments in a text in search of potential correlations between them. The resultant mapping is applied to cases of gesture-word mismatches that are evident in conflict situations. The current study adopts the word systems approach, a sign-based theory that is naturally designed for the analysis of linguistic signs, and extends it to non-linguistic units, borrowing analytical tools from the field of dance movement therapy. The variety of interdisciplinary metaphorical and literal interpretations of the analyzed signs enriches the theoretical framework and facilitates examination of the instances of mismatches. Hence, this study makes a meaningful contribution to the understanding of linguistic/non-linguistic mismatches in situations of conflict. Further, it makes more general claims: the semiotic system underlying this study paves the way for further research of correlations (or lack thereof) between a range of phenomena cutting across sociology, sociolinguistics, psycholinguistics and political science.
First published in 2002. This is Volume VIII of seventeen in the Library of Philosophy series on Metaphysics. Written in 1974, the most significant studies of meaning are rightly focused upon restricted ranges of meanings, but occasional attempts to see the subject in larger perspective are also required. The present inquiry is concerned with meanings of words in languages and of spoken and written sentences, but it is also concerned with a wider spectrum including meanings of spoken and written sentences, of signs and symbols, of physical and historical events, of material objects and mental images, of poems and paintings, of sculptures and symphonies, and even of life and of the universe.
This textbook approaches second language acquisition from the perspective of generative linguistics. Roumyana Slabakova reviews and discusses paradigms and findings from the last thirty years of research in the field, focussing in particular on how the second or additional language is represented in the mind and how it is used in communication. The adoption and analysis of a specific model of acquisition, the Bottleneck Hypothesis, provides a unifying perspective.The book assumes some non-technical knowledge of linguistics, but important concepts are clearly introduced and defined throughout, making it a valuable resource not only for undergraduate andgraduate students of linguistics, but also for researchers in cognitive science and language teachers.
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
