Mind, Cognition, Semiosis: Ways to Cognitive Semiotics

What is meaning-making? How do new domains of meanings emerge in the course of child’s development? What is the role of consciousness in this process? What is the difference between making sense of pointing, pantomime and language utterances? Are great apes capable of meaning-making? What about dogs? Parrots? Can we, in any way, relate their functioning and behavior to a child’s? Are artificial systems capable of meaning-making? The above questions motivated the emergence of cognitive semiotics as a discipline devoted to theoretical and empirical studies of meaning-making processes. As a transdisciplinary approach to meaning and meaning-making, cognitive semiotics necessarily draws on a different disciplines: starting with philosophy of mind, via semiotics and linguistics, cognitive science(s), neuroanthropology, developmental and evolutionary psychology, comparative studies, and ending with robotics. The book presents extensively this discipline. It is a very eclectic story: highly abstract problems of philosophy of mind are discussed and, simultaneously, results of very specific experiments on picture recognition are presented. On the one hand, intentional acts involved in semiotic activity are elaborated; on the other, a computational system capable of a limited interpretation of excerpts from Carroll’s Through the Looking-Glass is described. Specifically, the two roads to cognitive semiotics are explored in the book: phenomenological-enactive path developed by the so-called Lund school and author’s own proposal: a functional-cognitivist path

Affective Sustainability. Is this what timelessness really means?

Sustainability is always about regard to the environment: an intelligent use of resources and not returning to nature what it cannot degrade without long-term damage. Politics, business and thus research have been predominantly concerned with the direct impact on the environment of the diverse human activities in our society. There is of course awareness about all the indirect effects caused by these activities but as these effects are more complicated to identify and calculate, it could reasonably be suggested that these have not got the same attention and hence have not been thoroughly explored. Important resources are required for the production of objects, which subsequently turn out neither to meet humans’ needs nor to fulfil their desires. This issue involves not just the misuse of resources but also the addition to waste problems. Needs and desires are not unrelated to material and function but reach mostly beyond the physicality of the object as argued by Krippendorf (2006), among others. Timelessness is unrelated to physicality and is most likely the ultimate example of sustaining. However, this phenomenon does not easily allow interpretation as it is basically philosophical, which also would complicate its transition into other domains. The deconstruction of timelessness in an earlier work (Borjesson, 2006) resulted in the phenomenon being conceptualised as affective sustainability. Four notions were identified as mainly informing timelessness: time, tradition, aesthetics and perception. When subsequently studied in several disciplines, these notions produced indicators on how to understand better what makes objects retain their significance in a changing human context. These indicators are not to be categorised as a set of tools or even less as a model to be applied in the design process: they are directional rather than normative. Moreover, they are best understood as support and inspiration to develop design thinking and have been the subject for further analysis as part of continued research. This has increased the clarity of the directions not only in relation to design thinking but also where to continue research. Keywords: Sustainability, Human ways of living, Human ways of being, Lived and Learned experience, Emotion, Affect, Feeling, Cognition.</p

Symbol Emergence in Robotics: A Survey

Humans can learn the use of language through physical interaction with their environment and semiotic communication with other people. It is very important to obtain a computational understanding of how humans can form a symbol system and obtain semiotic skills through their autonomous mental development. Recently, many studies have been conducted on the construction of robotic systems and machine-learning methods that can learn the use of language through embodied multimodal interaction with their environment and other systems. Understanding human social interactions and developing a robot that can smoothly communicate with human users in the long term, requires an understanding of the dynamics of symbol systems and is crucially important. The embodied cognition and social interaction of participants gradually change a symbol system in a constructive manner. In this paper, we introduce a field of research called symbol emergence in robotics (SER). SER is a constructive approach towards an emergent symbol system. The emergent symbol system is socially self-organized through both semiotic communications and physical interactions with autonomous cognitive developmental agents, i.e., humans and developmental robots. Specifically, we describe some state-of-art research topics concerning SER, e.g., multimodal categorization, word discovery, and a double articulation analysis, that enable a robot to obtain words and their embodied meanings from raw sensory--motor information, including visual information, haptic information, auditory information, and acoustic speech signals, in a totally unsupervised manner. Finally, we suggest future directions of research in SER.Comment: submitted to Advanced Robotic

Emotion resonance and divergence: a semiotic analysis of music and sound in 'The Lost Thing', an animated short film and 'Elizabeth' a film trailer

Music and sound contributions of interpersonal meaning to film narratives may be different from or similar to meanings made by language and image, and dynamic interactions between several modalities may generate new story messages. Such interpretive potentials of music and voice sound in motion pictures are rarely considered in social semiotic investigations of intermodality. This paper therefore shares two semiotic studies of distinct and combined music, English speech and image systems in an animated short film and a promotional filmtrailer. The paper considers the impact of music and voice sound on interpretations of film narrative meanings. A music system relevant to the analysis of filmic emotion is proposed. Examples show how music and intonation contribute meaning to lexical, visual and gestural elements of the cinematic spaces. Also described are relations of divergence and resonance between emotion types in various couplings of music, intonation, words and images across story phases. The research is relevant to educational knowledge about sound, and semiotic studies of multimodality

Trần Đức Thảo. A Marxist Theory of the Origins of Human Language

This paper will explore Trần Đức Thảo’s (Từ Sơn, Bắc Ninh, September 26th, 1917 – Paris, April 24th, 1993) work from historical, philosophical, and linguistic points of view. Most notably it will focus on Thảo’s Recherches sur l’origine du langage et de la conscience (1973). According to Marx and Engels, Thảo argued that language was originally constituted during collective cooperative activities. And he also suggested that human specific skills appeared for the first time with the production of first tools. To him, language arose as gestural and verbal indication involved in task-oriented cooperative activities already in hominid societies. Trying to integrate Piaget’s child development psychology with the findings of Spirkin’s anthropology, Thảo described six stages of evolution of genus Homo

THE ESSENCE OF SEMIOTICS AS A MEDIATOR OF COMMUNICATION AND COGNITION

Studies in modern linguistic theory to determine the scope and vision of human communication have shifted their attention to semiotics, in which actions speak louder than words as some say. The semiotic capacity of an individual reflects the effective and efficient usage of pragmatic competence in which the language user has the awareness of sociocultural and anthropological conventions processed and produced in the course of communication. Such a capacity also enables a systematic usage of cognitive skills, thereby developing the value of the communicative context and the perception of the individuals in various discourses. This paper attempts to identify, decode, and proceed utterances in a systematic mixture of psychological, physiological, sociological and anthropological procedures, in which non-verbal expressions appear as signs and symbols to communicate information. It is also argued that not only do individuals attain semiotic information naturally, they also do so  with proper semiotic training and research. In this respect, studies in biosemiotics explore the micro and the macro cosmos of human nature which are in a continuous cycle of interaction to process language. It is  further  established that the curiosity to discover the value systems in human communication through semiotic decoding means more than the mere study of language and its linguistic properties.Keywords: Pragmatics, Competence, Semiotics, Cognitive Theory, Communication, Cognition, Biosemiotic

The ontology of signs as linguistic and non-linguistic entities: a cognitive perspective

It is argued that the traditional philosophical/linguistic analysis of semiotic phe-nomena is based on the false epistemological assumption that linguistic and non-linguistic entities possess different ontologies. An attempt is made to show where linguistics as the study of signs went wrong, and an unorthodox account of the na-ture of semiosis is proposed in the framework of autopoiesis as a new epistemology of the living

From intersubjectivity to interculturalism in digital learning environments

The paper presents the work of the research program “Studies on\ud Intermediality as Intercultural Mediation” a joint international venture that seeks\ud to provide blended-learning -both online and in-classroom- methodologies for the\ud development of interculturalism and associated emotional empathic responses\ud through the study of art and literary fiction.1\ud Technological development is consistent with human desire to draw on\ud previous information and experiences in order to apply acquired knowledge to\ud present life conditions and, furthermore, make improvements for the future.\ud Therefore, it is logical that human agentive consciousness has been directed\ud towards encouraging action at a distance by all possible means. The evolution in\ud media technologies bears witness to this fact.\ud This paper explores the paradoxes behind the growing emphasis on spatial\ud metaphors during the 20th-century and a dynamic concept of space as the site of\ud relational constructions where forms and structural patterns become formations\ud constructed in interaction, and where the limit or border becomes a constitutive\ud feature, immanently connected with the possibility of its transgression. The paper\ud contends that the development of mass media communication, and particularly the\ud digital turn, has dramatically impacted on topographical spaces, both sociocultural and individual, and that the emphasis on „inter‟ perspectives, hybridism,\ud ambiguities, differences and meta-cognitive articulations of awareness of limits\ud and their symbolic representations, and the desire either to transgress limits or to\ud articulate „in-between‟, intercultural „third spaces‟, etc. are symptomatic of\ud structural problems at the spatial-temporal interface of culture and its\ud representations. Finally, the paper brings into attention research on the\ud neuroscientific basis of intersubjectivity in order to point out the material basis of\ud human knowledge and cognition and its relationship to the archiving of historical\ud memory and information transfer through education. It also offers and brief\ud introduction to the dynamics of SIIM