Vagueness as Cost Reduction : An Empirical Test

This work was funded in part by an EPSRC Platform Grant awarded to the NLG group at Aberdeen.Publisher PD

Intransitivity and Vagueness

There are many examples in the literature that suggest that indistinguishability is intransitive, despite the fact that the indistinguishability relation is typically taken to be an equivalence relation (and thus transitive). It is shown that if the uncertainty perception and the question of when an agent reports that two things are indistinguishable are both carefully modeled, the problems disappear, and indistinguishability can indeed be taken to be an equivalence relation. Moreover, this model also suggests a logic of vagueness that seems to solve many of the problems related to vagueness discussed in the philosophical literature. In particular, it is shown here how the logic can handle the sorites paradox.Comment: A preliminary version of this paper appears in Principles of Knowledge Representation and Reasoning: Proceedings of the Ninth International Conference (KR 2004

On Vague Computers

Vagueness is something everyone is familiar with. In fact, most people think that vagueness is closely related to language and exists only there. However, vagueness is a property of the physical world. Quantum computers harness superposition and entanglement to perform their computational tasks. Both superposition and entanglement are vague processes. Thus quantum computers, which process exact data without "exploiting" vagueness, are actually vague computers

Effects of classification context on categorization in natural categories

The patterns of classification of borderline instances of eight common taxonomic categories were examined under three different instructional conditions to test two predictions: first, that lack of a specified context contributes to vagueness in categorization, and second, that altering the purpose of classification can lead to greater or lesser dependence on similarity in classification. The instructional conditions contrasted purely pragmatic with more technical/quasi-legal contexts as purposes for classification, and these were compared with a no-context control. The measures of category vagueness were between-subjects disagreement and within-subjects consistency, and the measures of similarity based categorization were category breadth and the correlation of instance categorization probability with mean rated typicality, independently measured in a neutral context. Contrary to predictions, none of the measures of vagueness, reliability, category breadth, or correlation with typicality were generally affected by the instructional setting as a function of pragmatic versus technical purposes. Only one subcondition, in which a situational context was implied in addition to a purposive context, produced a significant change in categorization. Further experiments demonstrated that the effect of context was not increased when participants talked their way through the task, and that a technical context did not elicit more all-or-none categorization than did a pragmatic context. These findings place an important boundary condition on the effects of instructional context on conceptual categorization

Typicality, graded membership, and vagueness

This paper addresses theoretical problems arising from the vagueness of language terms, and intuitions of the vagueness of the concepts to which they refer. It is argued that the central intuitions of prototype theory are sufficient to account for both typicality phenomena and psychological intuitions about degrees of membership in vaguely defined classes. The first section explains the importance of the relation between degrees of membership and typicality (or goodness of example) in conceptual categorization. The second and third section address arguments advanced by Osherson and Smith (1997), and Kamp and Partee (1995), that the two notions of degree of membership and typicality must relate to fundamentally different aspects of conceptual representations. A version of prototype theory—the Threshold Model—is proposed to counter these arguments and three possible solutions to the problems of logical selfcontradiction and tautology for vague categorizations are outlined. In the final section graded membership is related to the social construction of conceptual boundaries maintained through language use

Evaluational adjectives

This paper demarcates a theoretically interesting class of "evaluational adjectives." This class includes predicates expressing various kinds of normative and epistemic evaluation, such as predicates of personal taste, aesthetic adjectives, moral adjectives, and epistemic adjectives, among others. Evaluational adjectives are distinguished, empirically, in exhibiting phenomena such as discourse-oriented use, felicitous embedding under the attitude verb `find', and sorites-susceptibility in the comparative form. A unified degree-based semantics is developed: What distinguishes evaluational adjectives, semantically, is that they denote context-dependent measure functions ("evaluational perspectives")—context-dependent mappings to degrees of taste, beauty, probability, etc., depending on the adjective. This perspective-sensitivity characterizing the class of evaluational adjectives cannot be assimilated to vagueness, sensitivity to an experiencer argument, or multidimensionality; and it cannot be demarcated in terms of pretheoretic notions of subjectivity, common in the literature. I propose that certain diagnostics for "subjective" expressions be analyzed instead in terms of a precisely specified kind of discourse-oriented use of context-sensitive language. I close by applying the account to `find x PRED' ascriptions