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Encyclopedic knowledge in the mobile age
The aim of this chapter is to shed some light on the changing nature of all-encompassing collections of represented knowledge, how knowledge may be socially constructed and shared, and whether perspectives may be shifting due to greater mobility and travel. New manifestations of encyclopedias on the web attest to the enduring appeal of gathering together and disseminating what is known about a broad range of topics. At the same time, the scale and nature of knowledge sharing on the web differs in many respects from traditional formats. The proliferation of portable and pervasive technologies is introducing further changes that we are only beginning to understand
The pragmatics of specialized communication
El presente artículo pretende poner de manifiesto la importancia de la
pragmática en relación con la comunicación especializada. La estructura, el
contenido y la terminología de los textos especializados se ven afectados por
factores como la propia situación comunicativa y el conocimiento, intenciones,
expectativas y creencias previos del emisor del texto. La transmisión de tal
significado es difícil incluso en una sola lengua. Cuando la transmisión se
produce entre dos lenguas, como es el caso de cualquier acto de traducción, las
dificultades se multiplican. Por esta razón, es fundamental que los traductores
sean conscientes de cómo la pragmática, más que ningún otro componente del
lenguaje, puede afectar de forma decisiva a su actividad profesional
Are distributional representations ready for the real world? Evaluating word vectors for grounded perceptual meaning
Distributional word representation methods exploit word co-occurrences to
build compact vector encodings of words. While these representations enjoy
widespread use in modern natural language processing, it is unclear whether
they accurately encode all necessary facets of conceptual meaning. In this
paper, we evaluate how well these representations can predict perceptual and
conceptual features of concrete concepts, drawing on two semantic norm datasets
sourced from human participants. We find that several standard word
representations fail to encode many salient perceptual features of concepts,
and show that these deficits correlate with word-word similarity prediction
errors. Our analyses provide motivation for grounded and embodied language
learning approaches, which may help to remedy these deficits.Comment: Accepted at RoboNLP 201
Religion and Globalization: Crossroads and Opportunities
A conversation between the First Vice-President of the Russian Philosophical Society, Doctor of Philosophy, Professor of Moscow State University, Alexander Chumakov and the editor of the special series Contemporary Russian Philosophy at Brill, the Nertherlands, Doctor of Philosophy, Professor Mikhail Sergeev
What words mean and express: semantics and pragmatics of kind terms and verbs
For many years, it has been common-ground in semantics and in philosophy of language that semantics is in the business of providing a full explanation about how propositional meanings are obtained. This orthodox picture seems to be in trouble these days, as an increasing number of authors now hold that semantics does not deal with thought-contents. Some of these authors have embraced a “thin meanings” view, according to which lexical meanings are too schematic to enter propositional contents. I will suggest that it is plausible to adopt thin semantics for a class of words. However, I’ll also hold that some classes of words, like kind terms, plausibly have richer lexical meanings, and so that an adequate theory of word meaning may have to combine thin and rich semantics
The Journal of the Center for Interdisciplinary Teaching and Learning
IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).How do our students learn what it means to be a human being, with all the attendant responsibilities and joys? How do we learn to teach in a truly interdisciplinary manner? These are some of the questions that preoccupy this issue’s contributors
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