Conceptual Structures

This chapter addresses the encoding of spatial
semantics at Conceptual Structure (CS) in the
framework proposed by Jackendoff (1983,
1987, 1996, 2002). The central question concerns
the aspects of the representation of space
at CS that are universal and therefore presumably
innate.

In this paper we will analyze the conceptual and computational motivations of the property of displacement in natural languages from a revisited perspective. We will account for displacement phenomena proposing our own version of displacement-as-external token Merge, as opposed to the traditional displacement-as-literal movement or, more recently, displacement-as-copy and Merge (Chomsky, 1995; Kitahara, 1997; Nunes, 2004). Our focus, as far as empirical data is concerned, will be set on parasitic gaps and their derivation, comparing our proposal with previous accounts making particular stress on the idea that operations are not feature-driven but interface-driven.

This paper presents an application of stasis theory for the purpose of consulting with interdisciplinary teams of scientists working in the early stages of composing a science policy advisory document. By showing that stasis theory can be used as an organizing conceptual tool, we demonstrate how cooperative and organized question-asking practices calm complex interdisciplinary scientific disputations in order to propel productive science policy work. We believe that the conceptual structure of stasis theory motivates scientists to shift their viewpoints from solitary expert specialists toward that of allied policy guides for their advisory document’s reader. We further argue that, through the use of stasis theory, technical writers can aid interdisciplinary scientists in policy writing processes, thus fostering transdisciplinary collaboration.

During the Renaissance there was a growing interest for the use of diagrams within conceptual studies. This paper investigates the historical and philosophical foundation of this renewed use of diagrams in ontology as well as
the modern relevance of this foundation. We discuss the historical and philosophical background for Jacob Lorhard’s invention of the word ‘ontology’ as well as the scientific status of ontology in the 16th and 17th century. We also consider the use of Ramean style diagrams and diagrammatic ontology in general. A modern implementation of Lorhard’s ontology is discussed and this classical ontology is compared to some modern ontologies.

Although concept maps have been found to be effective in
science education research, these are critiqued for being informal due to informal usage of relation and attribute names thereby resulting inambiguity. Refined concept mapping, a development over the regular concept mapping is an approach towards introducing rigor and parsimony in representing knowledge. The method proposed suggests to substitute the
ambiguous relation names with well-defined relation names to concepts consistently while mapping a domain. We suggest the use of this method for introducing rigor in concept mapping and position it among the other models of knowledge representation in an inverse semantic spectrum.

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The purpose of this research is to determine mathematics teacher candidates' conceptual structures about the concept of " measurement " that is the one of the important learning fields of mathematics. Qualitative research method was used in this study. Participants of this study were 58 mathematics teacher candidates studying in one of the public universities in Turkey. The free word-association test was used as data collection tool. The " Measurement " stimulus concept was presented to mathematics teacher candidates through the free word-association test. A total of 118 response words obtained from the test have been arranged in frequency tables. The response words divided into 9 categories with the help of content analysis. A network of concepts has been created that the conceptual structures of mathematics teacher candidates about " measurement " using the frequencies and categories of response words. The findings of this study indicates that the response words with the highest frequency of the mathematics teacher candidates related to the " measurement " stimulus word are evaluation, exam, length, meter, test, etc. and the categories of response words are meaning of measurement, measurement and evaluation lesson, measurement learning domain, measurement in daily life, measurement units, etc.

Abstract. This paper intends to show how a semiotic model akin to a dyadic semiotic can contribute to knowledge representation issues. In particular we hope that it offers a viable alternative to triadic semiotic models usually evoked to build conceptual structures and knowledge representations.

The aim of this study is to examine pre-service mathematics teachers' conceptual structures about " geometry ". Qualitative research methodology has been adopted in the study. The data of the study is obtained from mathematics teacher candidates who have been students at the faculties of education of an Anatolian university in the academic year of 2015-2016. The free word association test was used to collect the data. The "geometry" stimulus word is presented to participants by the word association test. A total of 65 response words obtained from the test have been arranged in frequency tables. The answer words were divided into 13 categories with the help of content analysis. Considering the frequencies and categories of answer words, a network of concepts has been developed that outlines the conceptual structures of pre-service mathematics teacher about "geometry". At the end of the research, the answer words with the highest frequency of the mathematics teacher candidates related to the "geometry" stimulus word are triangle, angle, area, polygon, etc. and the categories of answer words are triangle, quadrilateral/polygon, basic concepts of geometry, measurement, etc.

A rationale and proposal for developing a primer for teaching-learning of conceptual structures is presented. The skills required and developed by an engagement of constructing and analyzing conceptual structures are richer and easier to be dealt with in school education. The teaching-learning context of CS is fundamental and important enough to introduce the topics from logic, philosophy, computer science and linguistics.

This paper illustrates relevant details of an on-going semantic-role annotation work based on a framework called MULTILAYERED/DIMENSIONAL SEMANTIC FRAME ANALYSIS (MSFA for short) (Kuroda and Isahara, 2005b), which is inspired by, if not derived from, Frame Semantics/Berkeley FrameNet approach to semantic annotation (Lowe et al., 1997; Johnson and Fillmore, 2000).

In this paper Gärdenfors's geometric approach to meaning in natural language is compared to Jackendoff's algebraic one, and this is done against the backdrop of formal semantics. Ultimately, the paper tries to show that Jackendoff's framework is to be preferred to all others. The paper proceeds as follows. In Section 2, the common theoretical commitments of Gärdenfors and Jackendoff are outlined, and it is attempted to argue briefly that they are on the right track. In Section 3, the basics of the two frameworks to be compared are laid out, and it is assessed how they deal with some central issues in semantic theory, namely reference and truth, lexical decomposition, and compositionality. In Section 4, we get into the nitty-gritty of how Gärdenfors and Jackendoff actually proceed in semantic analysis, using an example of a noun and a verb (embedded in a sentence). In Section 5, the merits of Gärdenfors's empiricism when it comes to word learning and concept acquisition are assessed and compared to the moderate nativism of Jackendoff, and it is argued that Jackendoff's nativism is to be preferred. In the sixth section, the semantic internalism common to both frameworks is commented on.

This paper illustrates relevant details of an on-going semantic-role annotation work based on a framework called M ULTI- LAYERED/DIMENSIONAL SEMANTIC FRAME ANALYSIS (MSFA for short) (Kuroda and Isahara, 2005b), which is inspired by, if not derived from, Frame Semantics/Berkeley FrameNet approach to semantic annotation (Lowe et al., 1997; Johnson and Fillmore, 2000).