Presupposition, perceptional relativity and translation theory

The intertwining of assertions and presuppositions in utterances affects the way a text is perceived in the source language (SL) and the target language (TL). Presuppositions can be thought of as shared assumptions that form the background of the asserted meaning. To translate presuppositions as assertions, or vice versa, can distort the thematic meaning of the SL text and produce a text with a different information structure. Since a good translation is not simply concerned with transferring the propositional content of the SL text, but also its other semantic and pragmatic components, including thematic meaning, a special attention should be accorded to the translation of presupposition. This article examines the intrinsic relation between presupposition and thematic meaning, why the concept is relevant to translation theory, and how presupposition can affect the structure and understanding of discourse. Unshared presuppositions are major obstacles in translation, as cultural concepts may be conveyed through expressions that yield presuppositions. To attain an optimal proximity to the SL text, presupposition needs to be singled out as a distinct aspect of meaning, and distinctions need to be made between definite and indefinite meaning, topic and comment, topic and focus, presupposition and entailment, and presupposition and implicature

Historical enquiry in primary school: Teaching interpretation of archaeological artefacts from an intercultural perspective

This article explores how learning historical interpretation of Viking-age archaeological artefacts from an intercultural perspective could be facilitated through historical enquiry in primary school. Three design principles were formulated for the teaching: (1) enquiry based upon an authentic intercultural question; (2) enquiry with a focus on source interpretation; and (3) enquiry using material culture in the form of archaeological artefacts. Two questions were addressed: first, how did the teaching design and practice facilitate the intended learning, and second, what obstacles to learning were encountered as a result of the design? Research data were analysed qualitatively using contentfocused conversation analysis and variation theory. The findings in relation to the first question indicated that the design principles helped teachers facilitate learning through historical enquiry from an intercultural perspective, and that archaeological artefacts can inspire investigations into history by activating pupils’ historical consciousness. The answer to the second question indicated that pupils had difficulties responding to historical enquiries with synthesized inferences based on historical evidence. A revision of the final phase of the enquiry suggests that focus is on discussing reasonable explanations in relation to artefacts, rather than synthesizing historical inferences based on evidence. This study points to possibilities of teaching historical interpretation and intercultural perspectives through historical enquiry in primary school, and suggests that archaeological artefacts can be used to initiate historical learning

The assessment of comprehension skills and development of a programme for enhancing comprehension skills for fourth grade students in the State of Qatar

This study aimed to explore the reading comprehension learning needs of fourth grade pupils in Qatar; to identify and test assessment techniques that may be helpful in studying reading comprehension; and to investigate the effects on reading comprehension of a metacognitive teaching programme.Exploratory interviews with fourth grade teachers showed that they focus on pronunciation, word-recognition and grammar. Pupils are not taught the strategies of comprehension and thinking while they read. A need was identified for innovative assessment activities and interventions to enhance reading comprehension skills.A quasi-experimental research design was chosen to investigate the effect of a metacognitive teaching programme in which two groups of pupils were compared on various measures of comprehension performance, including reading self-awareness and strategy use before and after a three month teaching programme: the standard Qatar reading programme for the control group and the Reading and Thinking Strategy programme for the experimental group.Reading comprehension was measured by a comprehension test and cloze test developed by the researcher. Strategy use and reading awareness were assessed by think-aloud tasks, the Index of Reading Awareness (Paris, Cross and Lipson, 1984), a Self-perception scale (Henk and Melrick, 1998) and metacognitive interviews. The reliability and validity of all measures were tested with classes of 4th grade pupils from three randomly selected schools in Qatar. The reading strategy programme was applied in a single school selected from among the three that had been involved in piloting the instruments. Valid, usable data was collected from 64 pupils: 31 in the control and 33 in the experimental group.The experimental group made significantly greater gains over all measures than the control group in association with the intervention showing the effectiveness of the metacognitive approach. The significant gains in reading awareness experienced by the experimental group extended to individual strategies: evaluation, planning, regulation and conditional knowledge. The metacognitive interviews and think-aloud protocols supported these findings. Following the intervention, the experimental group made more use than the control group of evaluation, self-questioning, monitoring and planning, and unlike the control group, used strategies in combination. It is concluded that, by training pupils in metacognitive skills, teachers can improve reading comprehension and help them to become active learners in the reading process

Toward a Comprehensive Model of the Pragmatization of Lexical Uniqueness with Reference to Iraqi Arabic

This study attempts to propose a comprehensive model to analyze the pragmatization of lexically unique utterances. The previous three models, idiomaticity, social construction, and pragmatic generalization are viewed and modified as stages of the proposed comprehensive model. Additionally, certain core observations have been introduced such as the cognitive aspects of pragmatics and the conceptualization of new contexts. It is argued that there is a new type of conversational implicature introduced by the present study. This is referred to as “coded implicature” due to fact that it is generated within a very narrow context that could be only between the speaker and the listener for the first time. Based on the coded implicature, new contexts are produced, utterances are conventionalized to be interpreted and socially conceptualized and finally pragmatically generalized

Aspect Comprehension And Processing In Narratives By Native Spanish Speakers

Aspect is fundamental to expressing time and sequence of events in narratives. In second language acquisition literature little is known about how English aspect is comprehended. This study manipulates aspect in narratives and compares comprehension of Spanish speakers to English and Arabic speakers. English and Spanish have morphosyntactic aspect, Arabic does not. This study examines aspect comprehension in 18 native Spanish speakers, using 16 narratives to capture moment-to-moment and off-line processing. Results show that Spanish speakers comprehend aspect more like English speakers in the moment-to-moment processing, where Arabic speakers do not. Spanish speakers did not comprehend aspect like English speakers when it came to off-line processing. Implications for teachers of adult learners of English are discussed

Pragmatics is not a monolithic phenomenon, and neither is theory of mind:Response to Kissine

In this commentary, we emphasize the importance of the observations presented by Kissine (2021) in his target article for our understanding of the nonmonolithic nature of pragmatics. Our first aim is to complement Kissine's argument, discussing some critical cases of linguistic processes that demonstrate the need for a finer-grained characterization of pragmatic phenomena. In addition, we report some findings that suggest that perspective taking may emerge as atypical even in autistic individuals who appear to be able to pass the standard theory-of-mind tasks. Our second aim is thus to argue that, albeit difficult to spot in experimental settings, the atypical theory-of-mind profile of low- and high-functioning autistic individuals is mirrored in their difficulties in everyday sociocommunicative interactions. Moreover, we claim that subtle differences in perspective-taking abilities may explain the highly heterogeneous linguistic profile of autistic individuals. Ultimately, with this commentary we wish to highlight the need for an increased appreciation of the role of perspective taking in typical and atypical language acquisition. This is crucial to our understanding of the nature of language acquisition, and can shed more light on the interaction between language and other aspects of human cognition

Horizontal asymmetries derived from script direction : consequences for attention and action

Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Psicologia na área de especialização de Psicologia Social apresentada no ISPA - Instituto Universitário, no ano de 2021.A direção de leitura e escrita estabelecem uma trajetória preferencial de exploração do espaço que é reforçada por diversas regularidades culturais consistentes com essa direccionalidade. A correlação espaço-movimento cria um esquema para a ação que enviesa a representação da agência humana, estendendo-se à representação de outros conceitos abstratos que não possuem bases sensoriomotoras. A dimensão horizontal é recrutada para melhor compreender estes conceitos, sendo ancorados de acordo com a direção de escrita e leitura da nossa língua. A assimetria espacial que esta direccionalidade induz constitui um contributo crucial para a área do embodiment, tendo sido demonstrado que afeta processos sociais e cognitivos. Contudo, os processos específicos que estas assimetrias ativam permanecem pouco explorados. Em sete estudos, esta dissertação investiga de que forma as assimetrias espaciais afetam inferências sociais e a performance visuo-motora para com estímulos ancorados na dimensão horizontal. O primeiro estudo indica que inferências sociais relacionadas com agência são preferencialmente atribuídas a faces de perfil orientadas para a direita (versus esquerda). Em duas experiências, o segundo estudo mostra que faces orientadas para a direita servem como pistas para a orientação de atenção. Faces orientadas para a direita, que traduzem a direção utilizada para representar a agência humana, facilitam a atenção para e deteção de alvos no campo visual direito, comparativamente a faces orientadas para a esquerda no campo visual esquerdo. No terceiro estudo, as faces foram substituídas por palavras temporais auditivas e visuais, que se sabe serem ancoradas horizontalmente. A assimetria espacial foi testada em duas experiências em comunidades com direções de leitura e escrita opostas (Português e Árabe). Observou-se uma ancoragem contrária do conceito abstrato ‘tempo’ entre as duas amostras (Português: passado-esquerda/futuro-direita; Árabe: passado-direita/futuro-esquerda). Adicionalmente, uma performance assimétrica reversa entre as duas comunidades linguísticas confirma que o mapeamento do tempo é enviesado pelos hábitos ortográficos e pela representação cultural da agência humana. Isto é, palavras temporais que coincidem com a direção induzida por ambos os sistemas de escrita (i.e., palavras relacionadas com futuro), dão origem a vantagem à direita na amostra Portuguesa, e vantagem à esquerda na amostra Árabe. O quarto estudo estendeu estes resultados à categoria da política, tipicamente representada através de coordenadas de esquerda e de direita. Respostas manuais e atencionais foram mais rápidas para alvos localizados à direita após terem sido apresentadas termos políticos de direita (versus alvos à esquerda após termos políticos de esquerda), que correspondiam à direção em que habitualmente se representa movimento. O quinto e último estudo demonstrou que a apresentação de palavras temporais simultaneamente com um tom auditivo não-espacial impede os efeitos de emergirem. Estas pistas bimodais revelaram as condições limitativas dos efeitos da assimetria espacial. Em conclusão, esta dissertação demonstra que existe uma propriedade genérica de movimento que deriva da direção ortográfica e que é transversal à representação de estímulos distintos, em várias tarefas e modalidades sensoriais. Estes resultados oferecem uma perspetiva mais abrangente sobre o impacto prevalente que uma característica da língua aparentemente irrelevante tem em processos cognitivos fundamentais de perceção, atenção, e julgamento.The directional activities of reading and writing have been shown to ground a preferential trajectory when scanning space. This horizontal directional formation is further reinforced by other cultural regularities that overlap with it. This space-movement correlation creates a left-right (or vice-versa) schema for action that biases the representation of human agency and extends to the representation of other abstract concepts lacking experiential sensorimotor bases. Consequently, the horizontal dimension is recruited to reason about abstract concepts that are mapped congruently with one’s dominant reading and writing or script direction. The spatial asymmetry that this combined directionality induces is a core finding in the embodiment area and has been shown to affect important social and cognitive processes. However, the specific processes activated by these asymmetries remain unclear. A series of seven experiments are outlined to investigate how spatial asymmetries affect social inferences and visuomotor performance to stimuli anchored in the horizontal dimension. The first study indicated that a range of agency-related social inferences are preferentially assigned to face profiles oriented rightward (versus leftward). Across two experiments, the second study showed that right oriented faces serve as attention-orienting primes. Rightward faces, which are in line with the direction used to represent human agency, facilitate attention to and detection of targets on the right hemifield, relative to leftward faces and targets on the left hemifield. In the third study, face primes were replaced by visual and auditory time words known to ground horizontally in space. Spatial asymmetries were tested in two experiments with communities holding opposite writing scripts (Portuguese and Arabic). We observed the mapping of time to be reversed between the two samples (Portuguese: past-left/future-right; Arabic: past-right/future-left). Further, a mirrored asymmetric performance between the two linguistic communities confirmed that the mapping of time is biased by orthographic habits and the cultural representation of human agency. That is, time words that coincide with the direction induced by both writing systems (i.e., future-related) gave rise to right-side advantage in the Portuguese sample and left-side advantage in the Arabic sample. The fourth study extended these results to the category of politics, commonly represented through coordinates of left and right. Manual and gaze responses were faster to targets embedded on the right following conservatism-related words (versus the left following socialism-related words) that embody the habitualized rightward movement direction. The fifth and final study demonstrated that presenting time words synchronously with an auditory nonspatial tone impaired cueing effects. These bimodal cues revealed the boundary conditions of the spatial agency bias. Overall, this dissertation underscores that a generic property of movement that is derived from orthographic direction underlies the representation of very distinct stimuli across tasks and sensory modalities. These findings offer a broader perspective on the pervasive impact a seemingly irrelevant feature of language has on fundamental cognitive processes of perception, attention, and judgment

The Neurocognitive Process of Digital Radicalization: A Theoretical Model and Analytical Framework

Recent studies suggest that empathy induced by narrative messages can effectively facilitate persuasion and reduce psychological reactance. Although limited, emerging research on the etiology of radical political behavior has begun to explore the role of narratives in shaping an individual’s beliefs, attitudes, and intentions that culminate in radicalization. The existing studies focus exclusively on the influence of narrative persuasion on an individual, but they overlook the necessity of empathy and that in the absence of empathy, persuasion is not salient. We argue that terrorist organizations are strategic in cultivating empathetic-persuasive messages using audiovisual materials, and disseminating their message within the digital medium. Therefore, in this paper we propose a theoretical model and analytical framework capable of helping us better understand the neurocognitive process of digital radicalization

From Euclidean Geometry to Knots and Nets

This document is the Accepted Manuscript of an article accepted for publication in Synthese. Under embargo until 19 September 2018. The final publication is available at Springer via https://doi.org/10.1007/s11229-017-1558-x.This paper assumes the success of arguments against the view that informal mathematical proofs secure rational conviction in virtue of their relations with corresponding formal derivations. This assumption entails a need for an alternative account of the logic of informal mathematical proofs. Following examination of case studies by Manders, De Toffoli and Giardino, Leitgeb, Feferman and others, this paper proposes a framework for analysing those informal proofs that appeal to the perception or modification of diagrams or to the inspection or imaginative manipulation of mental models of mathematical phenomena. Proofs relying on diagrams can be rigorous if (a) it is easy to draw a diagram that shares or otherwise indicates the structure of the mathematical object, (b) the information thus displayed is not metrical and (c) it is possible to put the inferences into systematic mathematical relation with other mathematical inferential practices. Proofs that appeal to mental models can be rigorous if the mental models can be externalised as diagrammatic practice that satisfies these three conditions.Peer reviewe