INTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS, Issue 9 2005
E. Herrera-Viedma
Information retrieval is an activity that attempts to produce documents that better fulfill user information needs. To achieve this activity an information retrieval system uses matching functions that specify the degree of relevance of a document with respect to a user query. Assuming linguistic-weighted queries we present a new linguistic matching function for a threshold weighting semantics that is defined using a 2-tuple fuzzy linguistic approach (Herrera F, Martínez L. IEEE Trans Fuzzy Syst 2000;8:746,752). This new 2-tuple linguistic matching function can be interpreted as a tuning of that defined in "Modelling the Retrieval Process for an Information Retrieval System Using an Ordinal Fuzzy Linguistic Approach" (Herrera-Viedma E. J Am Soc Inform Sci Technol 2001;52:460,475). We show that it simplifies the processes of computing in the retrieval activity, avoids the loss of precision in final results, and, consequently, can help to improve the users' satisfaction. © 2005 Wiley Periodicals, Inc. Int J Int Syst 20: 921,937, 2005. [source]

Cognitive, Linguistic and Adaptive Functioning in Williams Syndrome: Trajectories from Early to Middle Adulthood

JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 4 2010
Patricia Howlin
Background, Little is known about trajectories of cognitive functioning as individuals with Williams syndrome (WS) move though adulthood. Method, The present study investigated cognitive, linguistic and adaptive functioning in adults with WS aged 19,55 years, using both cross-sectional and longitudinal approaches. Results, Data from the cross-sectional study (n = 92; mean age = 32 years) indicated that IQ was comparable across age groups (Full-Scale IQ mean = 56,57) with Verbal IQ being slightly higher than Performance IQ. Daily Living Skills (as measured by the Vineland Adaptive Behavior Scales) were significantly higher in older individuals. Language abilities showed no consistent age-related differences. On formal tests of language, comprehension scores were higher than expressive language scores for almost all individuals, although this pattern was not replicated on the Vineland. In the longitudinal study, a follow-up of 47 individuals (mean age = 37 years) first assessed 12 years previously, similar trajectories were found. IQ remained very stable (FSIQ = 61,62 at both time points); there were significant improvements on the Social and Daily Living domains of the Vineland and significant decreases in Maladaptive scores. There were no improvements in language over time. Conclusions, The data indicate that adults with WS (at least up to the age of 50 years) show no evidence of deterioration in cognitive skills. Adaptive abilities continue to develop although language shows relatively little improvement with time. [source]

Relationship between ,3 long-chain polyunsaturated fatty acid status during early infancy and neurodevelopmental status at 1 year of age

JOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 2 2002
R. G. Voigt
Objective To determine the influence of ,-linolenic acid (ALA; 18 : 3,3) intake and, hence, the influence of plasma and/or erythrocyte phospholipid content of docosahexaenoic acid (DHA; 22 : 6,3) during early infancy on neurodevelopmental outcome of term infants. Methods The Bayley Scales of Infant Development (second edition), the Clinical Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) and the Gross Motor Scale of the Revised Gesell Developmental Inventory were administered at a mean age of 12.26 ± 0.94 months to 44 normal term infants enrolled in a study evaluating the effects of infant formulas differing only in ALA content (0.4, 1.0, 1.7 and 3.2% of total fatty acids). Results As reported previously [Jensen et al., Lipids 13 (1996) 107; J. Pediatr. 131 (1997) 200], the group fed the formula with the lowest ALA content had the lowest mean plasma and erythrocyte phospholipid DHA contents at 4 months of age. This group also had the lowest mean score on every neurodevelopmental measure. The difference in mean gross motor developmental quotient of this group versus the group fed the formula with 1.0% ALA but not of the other groups was statistically significant (P < 0.05). Across the groups, motor indices correlated positively with each other and with the plasma phospholipid DHA content at 4 months of age (P=0.02,0.03). The CLAMS developmental quotient correlated with the erythrocyte phospholipid content of 20 : 5,3 (P < 0.01) but not with DHA. Conclusions These statistically significant correlations suggest that the ,3 fatty acid status during early infancy may be important with respect to neurodevelopmental status at 1 year of age and highlight the need for further studies of this possibility. [source]

Idioms and Collocations: Corpus-based Linguistic and Lexicographic Studies edited by Christine Fellbaum

JOURNAL OF SOCIOLINGUISTICS, Issue 1 2009
Benjamin Clarke
[source]

The European Charter for Regional or Minority Languages: Ten Years of Protecting and Promoting Linguistic and Cultural Diversity

MUSEUM INTERNATIONAL, Issue 3 2008
Alexey Kozhemyakov
With about 250 languages spoken throughout Greater Europe, the European continent represents an excellent testing-ground for finding the proper identity and fostering the mutual understanding of linguistic groups, and promoting the perception of linguistic diversity as a part of national and all-European cultural wealth. [source]

Variation in Instructional Discourse Features: Cultural or Linguistic?

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2003
Evidence from Inuit, Non-Inuit Teachers of Nunavik
This article examines discourse features in the instructional interactions of eight Inuit and six non-lnuit teachers of Inuit children in northern Québec. Significant differences existed between these two groups of teachers in their use of Initiation-Response-Evaluation (IRE) routines, nomination format, and teacher response to student initiations. The research distinguishes cultural factors from factors related to second language teaching. Findings suggest the cultural variability of discourse features that have significant ramifications for teacher judgments regarding students' academic and communicative competence. [source]

STORIES AND COSMOGONIES: Imagining Creativity Beyond "Nature" and "Culture"

CULTURAL ANTHROPOLOGY, Issue 2 2009
STUART McLEAN
ABSTRACT What does it mean to create? Who or what could be said to create? God? Artists? Evolution? Markets? The Dialectic? Do things "just happen" and if so is that a kind of creativity? Taking storytelling as its point of reference, this essay considers the notion of creativity as it applies both to the productions of the human imagination, especially stories, and to the self-making of the material universe. I define creativity broadly as the bringing forth of new material, linguistic, or conceptual formations or the transformation of existing ones and as calling, not for a "cultural poetics," but for a more broadly conceived poetics of making (poesis, in its most inclusive sense), encompassing both the natural and cultural realms as conventionally designated, a poetics capable of articulating the stories human beings tell with cosmogonies detailing the coming-to-being of the physical universe. Extending the purview of creativity beyond the human realm to include the processes shaping the material universe allows us to envision creativity itself in terms of a generative multiplicity that resists articulation in binary oppositional terms and that demands therefore to be thought as ontologically prior to any possible differentiation between the domains of nature and culture, or between reality and its cultural,linguistic representations, challenging us to reimagine not only the relationship between nature and culture but also the problematic of representation that continues to inform much work in the humanities and social sciences. Such a reimagining might proceed precisely from an enlarged understanding of creativity,and in particular of storytelling,and I consider some of the epistemic and writerly implications of this claim for anthropology as a discipline concerned preeminently with exploring and documenting the varieties of human being-in-the-world. [source]

Toward the School as Sanctuary Concept in Multicultural Urban Education: Implications for Small High School Reform

CURRICULUM INQUIRY, Issue 3 2006
RENÉ ANTROP-GONZÁLEZ
ABSTRACT This article describes the school as sanctuary concept through the voices of students enrolled in a small urban high school that curricularly privileges the linguistic, cultural, and sociopolitical realities of its communities. Moreover, this particular school was founded by students and teachers over 30 years ago as a direct response to pedagogically and psychologically colonizing large comprehensive high schools in a major urban school district. According to students, a school becomes a sanctuary when there are four essential components in place. These sanctuary-like attributes include multiple definitions of caring relations between students and their teachers, the importance of a familial-like school environment, the necessity of psychologically and physically safe school spaces, and allowing students a forum in which they are encouraged to affirm their racial/ethnic pride. Implications for forwarding this concept within a larger discourse around urban school reform are discussed. [source]

Understanding of speaker certainty and false-belief reasoning: a comparison of Japanese and German preschoolers

DEVELOPMENTAL SCIENCE, Issue 4 2009
Tomoko Matsui
It has been repeatedly shown that when asked to identify a protagonist's false belief on the basis of his false statement, English-speaking 3-year-olds dismiss the statement and fail to attribute to him a false belief. In the present studies, we tested 3-year-old Japanese children in a similar task, using false statements accompanied by grammaticalized particles of speaker (un)certainty, as in everyday Japanese utterances. The Japanese children were directly compared with same-aged German children, whose native language does not have grammaticalized epistemic concepts. Japanese children profited from the explicit statement of the protagonist's false belief when it was marked with the attitude of certainty in a way that German children did not , presumably because Japanese but not German children must process such marking routinely in their daily discourse. These results are discussed in the broader context of linguistic and theory of mind development. [source]

Hemispheric asymmetries in children's perception of nonlinguistic human affective sounds

DEVELOPMENTAL SCIENCE, Issue 1 2004
Seth D. Pollak
In the present work, we developed a database of nonlinguistic sounds that mirror prosodic characteristics typical of language and thus carry affective information, but do not convey linguistic information. In a dichotic-listening task, we used these novel stimuli as a means of disambiguating the relative contributions of linguistic and affective processing across the hemispheres. This method was applied to both children and adults with the goal of investigating the role of developing cognitive resource capacity on affective processing. Results suggest that children's limited computational resources influence how they process affective information and rule out attentional biases as a factor in children's perceptual asymmetries for nonlinguistic affective sounds. These data further suggest that investigation of perception of nonlinguistic affective sounds is a valuable tool in assessing interhemispheric asymmetries in affective processing, especially in parceling out linguistic contributions to hemispheric differences. [source]

Neural plasticity and human development: the role of early experience in sculpting memory systems

DEVELOPMENTAL SCIENCE, Issue 2 2000
Charles A. Nelson
The concept of sensitive or critical periods in the context of memory development is examined in this paper. I begin by providing examples of the role of experience in influencing sensory, linguistic and emotional functioning. This is followed by a discussion of the role of experience in influencing cognitive functioning, particularly memory. Based on this discussion, speculation is offered that the infant's proclivity for novelty, which makes its appearance shortly after birth, provides critical input into a nervous system that will eventually be set up to learn and remember for the entire lifespan. Because learning and memory are fundamental to the survival of our species, those aspects of the nervous system that permit the encoding and retention of new information are remarkably malleable from the outset, even in the face of some types of neural trauma. This flexibility is retained for many years so long as the learning and memory ,system' is challenged. The implications of this model are discussed in the context of those life events that might undermine the longevity of memory systems. [source]

An Essay on the Role of Language in Collegiate Foreign Language Programmatic Reform,

DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 2 2009
Hiram Maxim
This position paper argues that collegiate foreign language (FL) education has lost sight of the central role that language plays in the profession. Regardless of one's sub-field within foreign language education (i.e., linguistic, literary, or cultural studies), the profession shares the common focus of exploring how to make and interpret meaning in and through language. The paper therefore recommends that an acknowledgement of and re-commitment to this foundational principle provides common ground to effect the types of change within departments that have long been called: the integration of upper- and lower-level instruction; the reform of graduate student teacher education to foster curricular thinking; the explicit and systematic attention to the development of advanced language abilities; and the establishment of a collaborative departmental culture centered around publicly shared beliefs and concerns. [source]

The contribution of phonological awareness and visual attention in early reading and spelling

DYSLEXIA, Issue 1 2007
Monique Plaza
Abstract We examined the development of phonological processing, naming speed, and visual attention in kindergarten and addressed the question of their contribution to reading and spelling in grade 1. Seventy five French-speaking children were administered seven tasks at the two phases of the study, and reading and spelling were assessed in grade 1. The major findings revealed that syllable awareness and visual attention were the most important predictors of early reading and spelling, and confirm the influence of naming speed and phoneme awareness on specific skills. These observations strongly suggest that written language acquisition relies on linguistic, perceptual and cognitive cross-modal skills and highlight the need for diversifying written language measures and analyzing their specific predictors. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Visual, auditory and cross-modal processing of linguistic and nonlinguistic temporal patterns among adult dyslexic readers

DYSLEXIA, Issue 2 2005
Ann Meyler
Abstract This study examined visual, auditory, and cross-modal temporal pattern processing at the nonlinguistic and sublexical linguistic levels, and the relationships between these abilities and decoding skill. The central question addressed whether dyslexic readers are impaired in their perception of timing, as assessed by sensitivity to rhythm. Participants were college-level adult dyslexic and normal readers. The dyslexic adults evidenced generalized impairment in temporal processing: they were less accurate and slower than normal readers when required to detect the temporal gap that differentiated pairs of patterns. Impairment was greatest when processing visual syllables. Temporal pattern processing correlated to decoding ability only among normal readers. It is suggested that high-functioning dyslexics may cope with temporal processing problems by adopting a predominantly holistic, orthographic strategy when decoding. It is proposed that there may be cumulative effects of processing demands from different sources including modality, stimulus complexity, and linguistic demands, and that combinations of these may interact to impact temporal processing ability. Moreover, there may be fundamentally distinct and dissociable temporal processing abilities, each of which may be differently linked developmental dyslexia. Copyright © 2005 John Wiley & Sons, Ltd. [source]

THE BORDER CROSSED US: EDUCATION, HOSPITALITY POLITICS, AND THE SOCIAL CONSTRUCTION OF THE "ILLEGAL IMMIGRANT"

EDUCATIONAL THEORY, Issue 3 2009
Dennis CarlsonArticle first published online: 6 OCT 200
In this essay, Dennis Carlson explores some of the implications of Derrida's "hospitality politics" in helping articulate a progressive response to a rightist cultural politics in the United States of policing national, linguistic, and other borders. He applies the concept of hospitality politics to a critical analysis of the social construction of the "problem" of "illegal immigrants" in U.S. public schools. This entails a discussion of three interrelated discourses and practices of hospitality: a universalistic discourse of philosophical and religious principles, a legalistic-juridical discourse, and a discourse and practice grounded in the ethos of everyday life. Derrida suggested that a democratic cultural politics must interweave these three discourses and also recognize the limitations of each of them. Moreover, a democratic cultural politics must be most firmly rooted in the praxis of ethos, and in the ethical claims of openness to the other. [source]

Knightly Complements: The Malcontent and the Matter of Wit

ENGLISH LITERARY RENAISSANCE, Issue 2 2010
Ian Munro
This essay uses John Marston's play The Malcontent to explore the social understanding and cultural practice of wit in the early modern period. Through the interactions between its various versions, The Malcontent charts the linguistic, stylistic, and cultural boundaries of early modern wit as both intrinsic class marker and promiscuous commodity. This duality of wit helps the play negotiate the complexities of its own theatrical genealogy that not only inform the larger context of wit in the period, but also inflect, in significant ways, the play's modern reception. (I.M.) [source]

Depression and Anxiety Disorders in Pediatric Epilepsy

EPILEPSIA, Issue 5 2005
Rochelle Caplan
Summary:,Purpose: This study examined affective disorders, anxiety disorders, and suicidality in children with epilepsy and their association with seizure-related, cognitive, linguistic, family history, social competence, and demographic variables. Methods: A structured psychiatric interview, mood self-report scales, as well as cognitive and language testing were administered to 100 children with complex partial seizures (CPSs), 71 children with childhood absence epilepsy (CAE), and 93 normal children, aged 5 to 16 years. Parents provided behavioral information on each child through a structured psychiatric interview and behavior checklist. Results: Significantly more patients had affective and anxiety disorder diagnoses (33%) as well as suicidal ideation (20%) than did the normal group, but none had made a suicide attempt. Anxiety disorder was the most frequent diagnosis among the patients with a diagnosis of affective or anxiety disorders, and combined affective/anxiety and disruptive disorder diagnoses, in those with suicidal ideation. Only 33% received some form of mental health service. Age, verbal IQ, school problems, and seizure type were related to the presence of a diagnosis of affective or anxiety disorder, and duration of illness, to suicidal ideation. Conclusions: These findings together with the high rate of unmet mental health underscore the importance of early detection and treatment of anxiety disorders and suicidal ideation children with CPSs and CAE. [source]

Examining rival theories of demographic influences on political support: The power of regional, ethnic, and linguistic divisions in Ukraine

EUROPEAN JOURNAL OF POLITICAL RESEARCH, Issue 4 2002
Lowell W. Barrington
What effects do regional, linguistic, and ethnic divisions have on support for the government and political system? What is the effect of each when the others are controlled for? Are apparent differences in support across regions simply compositional effects of ethno-linguistic patterns in those regions? This article provides answers to these questions, through the analysis of late 1998 mass survey data from Ukraine. The results indicate that region of residence strongly shapes support for the government and regime. Ethnicity and language, on the other hand, have weaker effects than scholars would expect, once region is controlled for. Thus, regional differences are not simply reflecting ethno-linguistic patterns in Ukraine, as scholars have often implied. These findings shed light on rival theoretical approaches to understanding regional, ethnic and linguistic sources of identity. They also highlight the necessity for scholars who have emphasized ethnic and linguistic cleavages in other countries to consider controlling for region of residence before jumping to conclusions about effects on political attitudes. Finally, the findings have narrower, but important, implications for the study of Ukraine and for its stability. [source]

Variation in Food Purchases: A Study of Inter-Ethnic and Intra-Ethnic Group Patterns Involving the Hispanic Community

FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 4 2001
Geoffrey D. Paulin
The Hispanic community in the United States is growing rapidly. Understanding food expenditure patterns for this group is of increasing importance. Yet, as implied by the term Hispanic community, most literature treats Hispanics as one group rather than as a collection of diverse cultures with some common linguistic and other characteristics. This article uses data from the 1995 and 1996 U.S. Consumer Expenditure Diary Surveys to examine food expenditure patterns for Hispanics as a group compared to non-Hispanics and for subgroups within the Hispanic community (i.e., families of Mexican, Puerto Rican, Cuban, Central and South American, or other Spanish origin). The data show not only that Hispanics in general have different food expenditure patterns than non-Hispanics, but also, and perhaps more important, that the subgroups within the Hispanic community are not homogeneous in their food expenditure patterns. Researchers should recognize the diversity in the Hispanic population when considering goals for nutritional and related policies. [source]

Incorporating Comparisons Standard 4.1 into Foreign Language Teaching

FOREIGN LANGUAGE ANNALS, Issue 2 2003
Article first published online: 31 DEC 200, Serafima Gettys
Drawing on Slobin's (1996) experimental study, which demonstrated the existence of "the thinking for speaking" form of thought, it is argued that teaching a foreign language entails teaching novel "thinking for speaking" operations and it is at this point of instruction that the use of L1-L2 comparisons is most warranted. In addition, linguistic and psycholingustic evidence in favor of using the word as a basic unit of linguistic comparisons in the foreign language classroom is provided. Finally, practical suggestions as to how linguistic comparisons can be included in day-to-day teaching are offered. [source]

Teaching Composition in the College Level Foreign Langua Class: Insights and Activities from Sociocultural Theory

FOREIGN LANGUAGE ANNALS, Issue 3 2001
Regina F. Roebuck
It is precisely this course, however, that offers learners the opportunity to develop their linguistic and written competencies and the instructor the opportunity to create multiple situations of pedagogical value. This article will draw on several relevant and useful components of sociocultural theory in the organization of a second language composition course and the creation of activities designed to improve students' written skills in the second language [source]

Turning Professional: Content-Based Communication and the Evolution of a Cross-Cultural Language Curriculum

FOREIGN LANGUAGE ANNALS, Issue 6 2000
Gisela Hoecherl-Alden
Furthermore, the increasing demand for professional language classes makes it necessary to adjust the overall undergraduate program so that these courses fit meaningfully into the mainly humanities-oriented curriculum. If students are to bridge the gap between form and meaning, courses need to move from communicative training at the elementary level through an intermediate stage that combines communicative and content-based instruction. Finally, training students successfully for future careers in a global economy means that courses cannot focus only on content and form, but also must include a thorough development of cultural awareness. Applying ethnographic intercultural training methods to the language classroom ensures that the students attain not only linguistic but also cultural proficiency. The course structure presented in this paper demonstrates that professional school students can be trained alongside humanities majors by making minor but far-reaching adjustments to the elementary and intermediate language program, and without placing undue constraints on departmental resources. [source]

The Politics of Belonging: Complexities of Identity in the Catalan Borderlands

GEOGRAFISKA ANNALER SERIES B: HUMAN GEOGRAPHY, Issue 3 2001
Jouni Häkli
The rise of the European nation,state system profoundly influenced the map of linguistic and cultural minorities. Catalonia in northeastern Spain is no exception. The consolidation of the Spanish and French kingdoms during the sixteenth and seventeenth centuries left Catalan speakers without political and cultural sovereignty. Furthermore, in the Treaty of the Pyrenees of 1659, the Catalan homeland els Països Catalans was divided by the Franco,Spanish border. Today, Catalan culture and politics enjoy increasing latitude in both Spain and France. This has encouraged various forms of cross,border co,operation in the Catalan borderlands. It has also led many Catalan nationalists to expect still greater political autonomy. Some activists have voiced claims for independence and even the reincorporation of the Spanish (el Principat) and French Catalonias (Catalunya Nord). However, political tensions regarding the borderland's development exist between the local actors and the Spanish and French national governments, as well as between Catalan nationalists and the population at large. This article examines these tensions, first by looking at cross,border co,operation efforts in Catalonia, and second by assessing the visible markers of identity that Catalan nationalists have placed in the border landscapes. These are contrasted with the results of a survey charting the opinions and attitudes of ,ordinary' Catalans. The article argues that there are significant cleavages among Catalans, and that the era of the nation,states has left a legacy of complex loyalties at international frontiers. [source]

Neurofuzzy Modeling of Context,Contingent Proximity Relations

GEOGRAPHICAL ANALYSIS, Issue 2 2007
Xiaobai Yao
The notion of proximity is one of the foundational elements in humans' understanding and reasoning of the geographical environments. The perception and cognition of distances plays a significant role in many daily human activities. Yet, few studies have thus far provided context,contingent translation mechanisms between linguistic proximity descriptors (e.g., "near,""far") and metric distance measures. One problem with previous fuzzy logic proximity modeling studies is that they presume the form of the fuzzy membership functions of proximity relations. Another problem is that previous studies have fundamental weaknesses in considering context factors in proximity models. We argue that statistical approaches are ill suited to proximity modeling because of the inherently fuzzy nature of the relations between linguistic and metric distance measures. In this study, we propose a neurofuzzy system approach to solve this problem. The approach allows for the dynamic construction of context,contingent proximity models based on sample data. An empirical case study with human subject survey data is carried out to test the validity of the approach and to compare it with the previous statistical approach. Interpretation and prediction accuracy of the empirical study are discussed. [source]

The Logic of Action: Indeterminacy, Emotion, and Historical Narrative

HISTORY AND THEORY, Issue 4 2001
William M. Reddy
Modern social theory, by and large, has aimed at reducing the complexity of action situations to a set of manageable abstractions. But these abstractions, whether functionalist or linguistic, fail to grasp the indeterminacy of action situations. Action proceeds by discovery and combination. The logic of action is serendipitous and combinative. From these characteristics, a number of consequences flow: The whole field of our intentions is engaged in each action situation, and cannot really be understood apart from the situation itself. In action situations we remain aware of the problems of categorization, including the dangers of infinite regress and the difficulties of specifying borders and ranges of categories. In action situations, attention is in permanent danger of being overwhelmed. We must deal with many features of action situations outside of attention; in doing so, we must entertain simultaneously numerous possibilities of action. Emotional expression is a way of talking about the kinds of possibilities we entertain. Expression and action have a rebound effect on attention. "Effort" is required to find appropriate expressions and actions, and rebound effects play a role in such effort, making it either easier or more difficult. Recent theoretical trends have failed to capture these irreducible characteristics of action situations, and have slipped into a number of errors. Language is not rich in meanings or multivocal, except as put to use in action situations. The role of "convention" in action situations is problematic, and therefore one ought not to talk of "culture." Contrary to the assertions of certain theorists, actors do not follow strategies, except when they decide to do so. Actors do not "communicate," in the sense of exchanging information, except in specially arranged situations. More frequently, they intervene in the effortful management of attention of their interlocutors. Dialogue, that is, very commonly becomes a form of cooperative emotional effort. From these considerations, it follows that the proper method for gaining social knowledge is to examine the history of action and of emotional effort, and to report findings in the form of narrative. [source]

Agency, Postmodernism, and the Causes of Change

HISTORY AND THEORY, Issue 4 2001
Michael L. Fitzhugh
This theme issue's call for papers notes that "several prevalent and influential historical practices of the last thirty years have limited agency's significance, . . . seeing the human as the patient of History rather than its agent." The questions implicit in this statement are nowhere more urgent than in those practices collectively known as the "linguistic turn." Yet such questions have been explored sparsely enough in relation to this movement that some adherents can still insist that the ideas they favor do not devalue agency, while many simply ignore the issue and incorporate agency as an integral part of their work. By examining a largely unremarked episode in Michel Foucault's highly influential thought and considering its connections to foundational assumptions of the linguistic turn, we seek to demonstrate in detail why the premises that underlie both structuralism and poststructuralism (the theoretical movements most deeply implicated in the direction the linguistic turn has taken in history) logically require the denial of agency as a causal force and ultimately compel the conclusion that no change can occur in realities as interpreted by humans. We illustrate the intractability of these logical problems by analyzing unsatisfactory defenses from some of the few linguistic-turn historians who have discussed relevant issues, after which we conclude by suggesting that attention to current work in linguistics and cognitive science may help resolve such difficulties. [source]

Incorporating linguistic, probabilistic, and possibilistic information in a risk-based approach for ranking contaminated sites

INTEGRATED ENVIRONMENTAL ASSESSMENT AND MANAGEMENT, Issue 4 2010
Kejiang Zhang
Abstract Different types of uncertain information,linguistic, probabilistic, and possibilistic,exist in site characterization. Their representation and propagation significantly influence the management of contaminated sites. In the absence of a framework with which to properly represent and integrate these quantitative and qualitative inputs together, decision makers cannot fully take advantage of the available and necessary information to identify all the plausible alternatives. A systematic methodology was developed in the present work to incorporate linguistic, probabilistic, and possibilistic information into the Preference Ranking Organization METHod for Enrichment Evaluation (PROMETHEE), a subgroup of Multi-Criteria Decision Analysis (MCDA) methods for ranking contaminated sites. The identification of criteria based on the paradigm of comparative risk assessment provides a rationale for risk-based prioritization. Uncertain linguistic, probabilistic, and possibilistic information identified in characterizing contaminated sites can be properly represented as numerical values, intervals, probability distributions, and fuzzy sets or possibility distributions, and linguistic variables according to their nature. These different kinds of representation are first transformed into a 2-tuple linguistic representation domain. The propagation of hybrid uncertainties is then carried out in the same domain. This methodology can use the original site information directly as much as possible. The case study shows that this systematic methodology provides more reasonable results. Integr Environ Assess Manag 2010;6:711,724. © 2010 SETAC [source]

Men staying at home looking after their children: feminist linguistic reform and social change

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2006
Jo Winter
nicht-sexistische Sprache und Diskurse; Männlichkeit und Identität; Soziolinguistik und Ernennung; Englische Soziolinguistik; Berufsbezeichnungen The (mis)representation and stereotyping of gendered identities remain central concerns for applied linguistics and feminist linguistic reformers despite the history, since the 1970s, of promoting gender-fair or gender-inclusive language reform. To date, the primary focus has been the reform of linguistic discrimination against women. Here we examine the ,naming' of men who have entered the ,occupation', primary childcare provision , traditionally exclusively reserved for women. Drawing upon on-line survey and media data, we investigate the extent to which principles of feminist linguistic reform, equality, and inclusivity are evident in the labelling of, and media discourses about, these men. Regional variation in Englishes together with discourses of masculinity impact upon the implementation of linguistic reform. Normative meanings for masculinities and occupation construct a ,house father and working father' discourse context for men who are primary childcare providers. Die sprachliche Darstellung und Stereotypisierung der Geschlechter bleibt trotz der seit den siebziger Jahren eingeführten Maßnahmen zur Förderung nicht-sexistischen Sprachgebrauchs ein zentrales Anliegen der angewandten Sprachwissenschaft und der feministischen Sprachplanung/Politik. Bisher lag der Schwerpunkt auf der Reform der sprachlichen Diskriminierung gegen Frauen. In diesem Beitrag liegt der Akzent auf dem "Nennen" jener Männer, deren Hauptbeschäftigung die Betreuung der eigenen Kinder ist, eine Tätigkeit, die bis jetzt fast exklusiv mit Frauen verbunden war. Anhand einer on-line Datenerhebung und einer Analyse von Medientexten wird untersucht in wiefern die Prinzipien der feministischen Sprachreform , Gleichstellung und Inklusivität , in der Ernennung dieser Männer und deren Darstellung in Medientexten Anwendung finden. Festgestellt wird, daß das Ernennen solcher Männer regional gebunden ist und, daß der Einfluß der feministischen Sprachreform durch, dominante und normative' Diskurse der Männlichkeit gemäßigt wird. [source]

Calm seas or troubled waters?

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2005
Transitions, definitions, disagreements in applied linguistics
This article advances the position that an apparent current consensus over the nature and scope of applied linguistics is illusory. It is achieved only when definitions of the discipline are couched in the most general terms. When the details of theories are specified, we find fundamental differences of opinion both within applied linguistics and with linguistics. In the first part, the article reflects upon the history of applied linguistics, characterising it as falling into three periods. The second part presents a view of radical ideas in the third of these periods, focusing upon recent applied linguistic work in three areas: describing languages and defining speakers; modularity, modality and relativity; science, authority and action. Some work in these areas challenges fundamental linguistic as well as more conservative applied linguistic orthodoxies such as: the comparability of languages, the centrality of the native speaker, linguistic modularity and universalism, description without prescription, and the unique authority of science. [source]