Academic literature on the topic 'Mende language'
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Journal articles on the topic "Mende language"
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Gorrotxategi Nieto, Mikel. "Getxoko etxe izenen sorreraz." Fontes Linguae Vasconum, no. 99 (April 30, 2005): 335–63. http://dx.doi.org/10.35462/flv99.5.
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Ikerketa honetan Getxon baserri izenak sailkatzeaz gain historian zehar sortzeko erabili diren sistema desberdinak aztertu dira mendez mende. Baserri zaharrenek sorrera desberdineko izenak dituzten arren geroago hiru multzotan sailkatu ahal ditugu, etxearen ezaugarri bat aipatzen dutenak (Etxebarria), etxe zaharrago baten izena daramana, ezaugarri bereizgarri batez hornituta (-zar, barri, goiko, beko...) eta jabearen izen, deitura edo ezizena gehi -ena atzizkia dutenak: Sarriena, Osabaena...
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Smith, Jason D. "On the Absence of Certain Island Effects in Mende." Languages 9, no. 4 (April 2, 2024): 131. http://dx.doi.org/10.3390/languages9040131.
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The distinction between weak and strong islands has been extensively explored in the literature from both a descriptive and analytical perspective. In this paper, I document and analyze island constructions and constraints in Mende, an understudied Mande language spoken in Sierra Leone. Mende has both weak islands (left branch and wh-islands) and strong islands (adjunct clauses, sentential subjects, and coordinate structures). Intriguingly, it has a third class of islands, that I call mixed islands which show a subject–non-subject asymmetry in allowing for movement out of relative clauses, only when they modify the subject. As such, subject-modifying RCs cannot be classified as (strong/weak) islands in Mende. This is the first systematic work on islands and island constraints in the Mande language family, and, as such, it brings novel data from an understudied language family to bear on our understanding of A-bar dependencies and the study of island escape in African languages. It also calls into question a neat paradigm of cross-linguistic island constraints. Importantly, this work also lays down a baseline for future research on island constraints in the broader Mande language family. In order to discuss island constraints, this paper also lays out the first analysis of relative clauses in Mende, while integrating new research on the left periphery, focus constructions, and wh-constructions.
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Kamino Kaminondo, Peio, and Patxi Salaberri Zaratiegi. "Luzaideko oikonimiaren azterketa: etxe izengoitiak." Fontes Linguae Vasconum, no. 134 (December 28, 2022): 309–36. http://dx.doi.org/10.35462/flv134.2.
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Hemen Luzaideko etxe izengoitiak aztertzen ditugu, eta ondoko haranetako batzuk ere badakartzagu. Garbi ageri da etxe izengoitien emakumeentzako aldaerak eratzean Luzaide Garaziko beste herriekin batean doala, baita Aezkoa eta Zaraitzurekin ere. Izengoitiei lotu aitzin, herriaren bilakaeraz mintzo gara, Erdi Aroan hasi eta XIX. gizaldia bukatu arte: mendez mende zenbat etxe izan diren zehazten dugu, baita auzoen bilakaera zein izan den ere. Gero, etxe izengoitia zer den definitzen dugu eta, etxeen eta izengoitien taula emandakoan, zenbait ondorio ateratzen ditugu, besteak beste izengoitiak Luzaiden berean eta herritik kanpo bizirik dauden abizen batzuen iturri direla.
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Martinez Martinez, Josu. "Kultura zinematografiko bat sortzeko bide luzea: XX. mendeko euskal idazleak zinemaren aitzinean (1910-1980)." Fontes Linguae Vasconum, no. 136 (December 28, 2023): 437–55. http://dx.doi.org/10.35462/flv136.7.
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Artikulu honek, ikuspuntu historiko batetik, XX. mende hastapenetik 1980 arte euskal idazleek zinemari buruz idatzitako testuak aztertzen ditu deskriptiboki, euskaraz publikatutako liburu eta agerkarien azterketa xehea eginda. Lau arotan banatuta, beste askoren artean, «Kirikiño», «Batxi», Jean Etxepare, Larzabal, «Zerbitzari», «Luzear», «Aitzol», Mitxelena, Ibinagabeitia, Lete, Azurmendi, «Txillardegi», Izagirre edo Sarrionandiak zinemari buruz idatzi testuak hartu dira aintzat. Hala, kartografia zabala osatu da, bilakaera erakutsiz, mende hastapeneko gaitzespenetik 1970eko hamarkadan kultura zinematografiko baten sorrerarako oinarrietaraino.
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Thomas-Houston, Marilyn M. "The Language You Cry In: The Story of a Mende Song:The Language You Cry In: The Story of a Mende Song." American Anthropologist 101, no. 4 (December 1999): 826–28. http://dx.doi.org/10.1525/aa.1999.101.4.826.
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TODA, Takako. "ACOUSTIC QUANTIFICATION OF TONE SPREADING IN DAISHAN AND MENDE." Cahiers de Linguistique Asie Orientale 18, no. 1 (March 12, 1989): 63–80. http://dx.doi.org/10.1163/19606028-90000309.
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This paper examines the nature of ‘tone spreading’ in Daishan , a northern Wu dialect of Chinese, from the viewpoint of acoustic phonetics. It compares the mean falling fundamental frequency (FO) contour of disyllabic lexical items with that of monosyllabic citation forms in order to investigate if they are the same. The result shows that they are nearly identical, and therefore, demonstrates phonetic tone spreading as well as phonological tone spreading Acoustic data from Mende (Kupa Mende : Sierra Leone) are then presented and contrasted with those of Daishan. It is shown that the contouricity of the F О in fact differs between these two varieties. This result brings into question the autosegmentally based representation of tones using non-contour features such as HL, which has been commonly applied to the analysis of Wu tone sandhi. Finally, it is suggested that unitary contour features of tone, such as [falling], be applied in the case of Daishan tone spreading.
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Vydrin, Valentin. "Ergative/Absolutive and Active/Stative alignment in West Africa." Studies in Language 35, no. 2 (September 30, 2011): 409–43. http://dx.doi.org/10.1075/sl.35.2.06vyd.
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It is usually believed that non-accusative alignment systems are very rare in Africa. A thorough study of the verbal systems of the Southwestern Mande languages (Looma, Mende, Kpelle) has shown that this group is an exception. The Ergative/Absolutive types of argument coding and semantic alignment are observed in these languages mainly in the personal marking on the verbs. In the Liberian dialects of Looma, only stative verbs (belonging to a closed class) show non-accusative encoding, which can be interpreted as an S-split. In Mende, an Active/Stative type of argument indexing is attested on the verbs of an open class. All the verbs in the stative/resultative/perfect construction in Northern Looma and in the stative/resultative/intensive construction in Kpelle display Ergative/Absolutive alignment.
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Toda, Takako. "Acoustic quantification of tone spreading in Daishan and Mende." Cahiers de linguistique - Asie orientale 18, no. 1 (1989): 63–80. http://dx.doi.org/10.3406/clao.1989.1278.
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Tuchscherer, Konrad. "Kenneth Hubert Crosby (1904–1998): pioneer scholar of the Mende language." Journal of African Cultural Studies 11, no. 2 (December 1998): 217–20. http://dx.doi.org/10.1080/13696819808717835.
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Stone, Ruth M., Alvaro Toepke, Angel Serrano, Joseph Opala, Cynthia Schmidt, and Tazieff Koroma. "The Language You Cry In: The Story of a Mende Song." Ethnomusicology 44, no. 3 (2000): 545. http://dx.doi.org/10.2307/852505.
Full textDissertations / Theses on the topic "Mende language"
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Tuchscherer, Konrad Timothy. "The #Kikakui' (Mende) syllabary and number writing system : descriptive, historical and ethnographic accounts of a West African tradition of writing." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.362981.
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Acuña, Nataly, Carolina Balletta, Valentina Domel, Carolina Guerra, Mauricio Monsalve, Matías Morales, Carmen Nabalón, Angela Pérez, and Rafaela Wahl. "Explorations about language and mind." Tesis, Universidad de Chile, 2007. http://www.repositorio.uchile.cl/handle/2250/110491.
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The relevance that cognitive linguistics has reached in the last decades has triggered our interest in the field mainly due to its pioneering approach to the study of language. This theory is commonly contrasted with the previous dominant tendency, namely, generativism as it overlooks notions concerning the human brain. It has been asserted that the brain has unique areas related to language, which work separately from other functions of the brain. Cognitive theory, on the other hand, argues for general processes that make language development possible. Besides, it also places special emphasis on the individuals’ environment since it regards language knowledge as dependent on its use. Worth mentioning here is the contribution of the development of new techniques for studying brain functioning. Thus, new insights on the processing and production of language are now available to us with the use of brain scans, performed with the Positron Emission Tomography, better known as PET scans, and the functional magnetic resonance, also known as fMRI, which are techniques that allow us in certain cases to observe brain activity at the very same time that the subject is realizing a linguistic or any other task. This was the main motivation our group had to investigate the relationship between mind and language, in general, and brain – being the substrate on which mental representations and operations lie – and foreign language acquisition, in particular, based on the different data that cognitive science, psycholinguistic, neurolinguistic, and neuroscience studies have provided us until today. We are convinced that this area can make enormous contributions to the study of language as it considers environmental constraints as a critical aspect of language acquisition.
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Figueiredo, Suely Mara Ribeiro. "Linguagem e mente em Terrence Deacon." reponame:Repositório Institucional da UFSC, 2017. https://repositorio.ufsc.br/xmlui/handle/123456789/183224.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Filosofia, Florianópolis, 2017.Made available in DSpace on 2018-02-06T03:16:40Z (GMT). No. of bitstreams: 1 349455.pdf: 1395888 bytes, checksum: 83437b7bf20e64715a2b8f34cee031f6 (MD5) Previous issue date: 2017
Esta tese apresenta as teorias do cientista cognitivo e antropólogo de Berkeley Terrence Deacon em relação à linguagem e à mente. Para tal, ela inicia caracterizando seu modelo de linguagem enquanto fenômeno originado concomitantemente à intencionalidade e à organização social. A seguir, descreve a associação deaconiana entre tal origem e a emergência de um insight simbólico num cérebro hominídeo, insight este que diz respeito à percepção da estrutura de representação icônica e indicial e a aplicação desta mesma estrutura a signos virtuais e compartilhados. São apresentados, na sequência, os processos de interpretação, da aprendizagem e os mecanismos cognitivos envolvidos na linguagem que o autor destaca, principalmente em relação às críticas que tece à gramática universal inata de Chomsky, ao instinto da linguagem de Pinker e ao não-representacionismo de Maturana, Varela e Gibson. Para apresentar o modelo mental de Deacon, esta tese discute, antes, seu conceito de emergência, com o qual o autor afirma ter resolvido o hard problem da filosofia da mente; a seguir, apresenta as principais considerações sobre os objetos entencionais que Deacon define e reivindica em suas explicações, e introduz sua teoria da informação, que trata a informação como uma restrição a ser locupletada por um significado cognitivamente inferido. A tese então, apresenta, a partir desses conceitos preliminares, a teoria da mente de Deacon que se caracteriza, primordialmente, pela compreensão de como restrições homeodinâmicas propiciam a emergência de restrições morfodinâmicas que, por sua vez, permitem a emergência de restrições teleodinâmicas que, em seu nível mais alto, configuram a subjetividade e a intencionalidade. Deacon dá à emoção um lugar de destaque por expressar teleodinamicamente a incompletude que nos move. Para construir suas teorias, Deacon penetra no debate filosófico sobre teleologia e apresenta seus argumentos sobre como os materialistas eliminativistas, entre os quais inclui Dennett, não conseguem explicar a origem da intencionalidade a partir de seus modelos computacionais do fenômeno mental. A tese conclui que os modelos de linguagem e mente em Deacon enriquecem o debate atual mas são suas teorias de emergência e informação, inéditas e potencialmente revolucionárias, as mais relevantes para a contribuição filosófica do autor.
Abstract : This thesis presents the theories of the cognitive scientist and Berkeley anthropologist Terrence Deacon in relation to language and mind. To this end, it begins by characterizing his language model as a phenomenon originated concomitantly with intentionality and social organization. It then describes the association between this origin and the emergence of a symbolic insight in a hominid brain, an insight that concerns the perception of the iconic and indicial representation structure and the application of this same structure to virtual and shared signs. Next, the processes of interpretation and learning and the cognitive mechanisms involved in the language, highlighted by the author, are presented, mainly in relation to the critics that weaves to Chomsky's innate universal grammar, Pinker's language instinct and non-representationalism of Maturana, Varela and Gibson. To present Deacon's mental model, this thesis first discusses his concept of emergency, with which he claims to have solved the hard problem of the philosophy of mind; then, introduces his theory of information, which treats information as a constraint to be locuted by a cognitively inferred meaning. The work then presents, from these preliminary concepts, Deacon's theory of mind that is characterized, primarily, by the understanding of how homeodynamic constraints foster the emergence of morphodynamic constraints that, in turn, allow the emergence of teleodynamic constraints that, at their highest level, configure subjectivity and intentionality. Deacon gives emotion a prominent place by teleodynamically expressing the incompleteness that moves us. To construct his theories, Deacon enters the philosophical debate on teleology and presents his arguments on how the eliminativist materialists, among them Dennett, can not explain the origin of intentionality from his computational models of the mental phenomenon. The thesis concludes that the models of language and mind in Deacon enrich the current debate, but its unprecedented and potentially revolutionary theories of emergence and information are the most relevant to the author's philosophical contribution.
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Mehmedović, Mirza. "Le chiavi della mente : linguaggio e pensiero alla luce delle nuove scienze." Doctoral thesis, Scuola Normale Superiore, 2014. http://hdl.handle.net/11384/86222.
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Machado, Admarcio Rodrigues. "Forma e indeterminação em As metamorfoses de Murilo Mendes." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8149/tde-11122015-140007/.
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Este trabalho analisa o livro As Metamorfoses, do poeta Murilo Mendes. A perspectiva escolhida é a da invenção por meio da linguagem desse poeta. Reconhecendo que a imagem tem valor inestimável na poesia de Murilo, nossa análise elucida a construção imagética atentando para o modo como a organização das palavras figura o efeito de desorganização semântica que lembra alguns quadros surrealistas. Nesse sentido, a pergunta que norteia este trabalho é: Como o poeta usa a forma para a construção da indeterminação de sentido? Para respondê-la, recorremos, além de textos poéticos e não poéticos de Murilo Mendes, a textos sobre o Surrealismo, o Essencialismo de Ismael Nery e sobre forma e indeterminação semântica, que nos ajudaram a entender melhor o código poético de Murilo Mendes, inclusive entrevendo nesse código um padrão compositivo. Sendo a junção de imagens descontínuas no poema a principal característica do trabalho de montagem em Murilo Mendes, julgamos coerente supor que esse procedimento de composição exige uma performance idiossincrática do leitor. Na condição de obra moderna, a poesia muriliana exige um leitor também moderno. Para constituí-lo textualmente, estudamos também alguns pré-requisitos de leitura que devem ser acionados para a compreensão da proposta artística de Murilo Mendes, recorrendo sistematicamente a textos da estética da recepção.This dissertation analyzes the book As Metamorfoses, by the poet Murilo Mendes. The chosen perspective of analysis are his poetical procedures. Recognizing that images are central in Murilos poetry, our analysis elucidates his imagery construction, focusing on the ways the organization of words features the semantic disorganization effect which reminds Surrealistic paintings. In this sense, the question that guides this work is: How does the poet use the form to build the indeterminacy of meaning? In order to answer it, we use, besides Murilo Mendes poetic and non poetic texts, texts on Surrealism, the Essentialism of Ismael Nery and about form and semantic indeterminacy, that help us to understand Murilo Mendes poetic code, including glimpsing a compositional standard in such code. Since the main feature in Murilo Mendes work is the joining of discontinuous images in the poem, it seems coherent to assume that his composition model requires an idiosyncratic readers performance. Murilos poetry also requires a modern reader. With that in mind, we also studied some reading prerequisites that must be triggered for the understanding of Murilo Mendes artistic proposal, systematically resorting to aesthetics of receptions texts.
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Freire, Gustavo Andrade Nunes 1981. "A aquisição de verbos perceptivos e causativos e a Teoria da Mente." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/271188.
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Orientador: Ruth Elisabeth Vasconcellos LopesTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este trabalho busca investigar, do ponto de vista da Gramática Gerativa, a aquisição linguística de complementos sentenciais de verbos perceptivos e causativos em português brasileiro (doravante, PB) e inglês e sua interação com o desenvolvimento da Teoria da Mente. Investiga-se qual a relação fundamental entre linguagem e cognição extralinguística, como essa relação é desenvolvida e o que falta nesse mapeamento linguístico no decorrer do desenvolvimento da criança. Mais especificamente, investigamos como as crianças adquirem os verbos perceptivos e causativos e seus complementos sentenciais e mostramos que o lugar ideal para explicá-la é na interface entre Aquisição da Linguagem e Teoria da Mente. Partimos da hipótese de que existe uma correlação entre as propriedades do evento percebido e a aquisição da linguagem e para sustentá-la destacamos as diferenças entre os complementos finitos e infinitivos. A partir delas, prevê-se que a aquisição dos complementos infinitivos de verbos perceptivos e causativos é anterior à aquisição dos complementos finitos, dada a complexidade desse último tipo. Examinamos também os verbos perceptivos não-agentivos ver e ouvir e atestamos que, além de nomearem o modo sensorial como auditivo ou visual, eles também codificam linguisticamente noções relacionadas ao conhecimento e crença do falante sobre a maneira como um determinado estado de coisas no mundo é percebido. Os verbos causativos perifrásticos fazer e deixar estão intimamente relacionados com as modalidades causativas, que codificam noções de intenção e volição (seja no sujeito da sentença matriz ou no sujeito da sentença encaixada). Essas propriedades dizem respeito, em maior ou menor grau, ao desenvolvimento da Teoria da Mente e, para analisar como elas se relacionam com a aquisição da linguagem, aplicamos experimentos sobre cada tipo verbal em cerca de 95 crianças em aquisição do inglês e 95 crianças em aquisição do PB, com idades entre 4 e 9 anos. Em linhas gerais, os resultados aqui mostraram que as crianças apresentam uma forte tendência de se guiarem pelas propriedades objetivas do evento, enquanto o adulto é capaz de processar as evidências disponíveis para computar a situação percebida. O mesmo pode ser afirmado para os verbos fazer e deixar, pois inicialmente apenas os seus significados mais concretos e gerais são atestados. Para ambos os tipos verbais verificamos que a gramática infantil vai na direção da do adulto, mostrando que existe uma relação entre o conhecimento sintático-semântico e o desenvolvimento da Teoria da Mente. Os resultados corroboram ainda a hipótese de que existe uma correlação entre o evento denotado e sua aquisição
Abstract: This dissertation investigates, from the Generative Grammar framework, the linguistic acquisition of sentential complements to perception and causative verbs in Brazilian Portuguese (henceforth, PB) and English and their interaction with the acquisition of Theory of Mind. The fundamental relationship between language and extralinguistic cognition, the development of such relationship and what is missing in the linguistic mapping throughout children's development are investigated. More specifically, we investigate how children acquire perception and causative verbs and their sentential complements and we show that the ideal place to explain it is within Language Acquisition and Theory of Mind interface. We hypothesized that there is a correlation between the properties of the perceived event and language acquisition and to sustain it we highlight the differences between finite and infinitive complements. From them, it is anticipated that the acquisition of infinitival complements to causative and perception verbs is prior to the acquisition of finite ones, given the complexity of the latter type. We also examined the non-agentive perception verbs see and hear and attested that in addition to naming the sensory mode as auditory or visual, they also linguistically encode notions related to the speaker's knowledge and belief about the way a certain state of affairs in the world is perceived. The periphrastic causative verbs make and let are closely related to the causative modalities, which encode notions of intention and volition (whether in the subject of the main clause or in the subject of the embedded sentence). These properties are related, in a greater or lesser degree, to the development of Theory of Mind and to analyze how they relate to language acquisition we have administered experiments about each type verbal with about 95 children acquiring English and 95 children acquiring PB, between 4 and 9 years of age. In general, the results have shown that children tend to be strongly guided by the objective properties of the event, whereas the adult is able to process the available evidence to compute the perceived situation. The same can be said for the verbs make and let, because initially only their concrete and more general meanings are attested. For both verbal types we attested the child's grammar moves towards the adult one, showing that there is a relationship between the syntactic-semantic knowledge and the Theory of Mind development. The results corroborate the hypothesis that there is a correlation between the denoted event and its acquisition
Doutorado
Linguistica
Doutor em Linguística
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Alves, Juliana Pacassini. "Conhecimento linguístico e Teoria da Mente: investigando a interface gramática-pragmática na aquisição do português brasileiro." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6600.
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Esta tese focaliza a interface Linguagem e Teoria da Mente (ToM – do inglês Theory of Mind), buscando-se investigar as demandas cognitivas envolvidas no raciocínio de Crenças Falsas (CFs) por crianças de 5-6 anos em fase de aquisição do Português Brasileiro e de desenvolvimento da ToM. Verifica-se em que medida subclasses de verbos de estado mental encontram-se relacionadas, como o verbo factivo saber e os verbos epistêmicos pensar/achar, na realização de tarefas de CFs de 2ª ordem por crianças nessa faixa etária. Considera-se o conceito de ToM como a capacidade sociocognitiva de o indivíduo reconhecer seus próprios estados mentais e os dos outros e, a partir deles, predizer ações ou comportamentos (ASTINGTON & GOPNIK, 1988, 1991; WELLMAN, 1991, 2017). Assume-se uma concepção minimalista de língua (CHOMSKY, 1995 – atual) e, de forma mais específica, de faculdade da linguagem, nos termos de Hauser et al. (2002). Propõese uma investigação acerca da interface gramática-pragmática, adotando-se uma teoria pragmática formal de natureza cognitiva, conforme a perspectiva da Teoria da Relevância (SPERBER & WILSON, 2001; 2002). A hipótese que norteia este estudo é a de que perguntas prévias de compreensão e orientação, inseridas em testes clássicos de CF de 2ª ordem, minimizam a sobreposição de demandas cognitivas linguísticas e não especificamente linguísticas envolvidas nesses testes. Parte-se da proposta de de Villiers (2004, 2005 e 2007), para quem a sintaxe de complementação é um pré-requisito para o desenvolvimento da ToM, propondo-se a existência de outros fatores diretamente relacionados ao domínio dessa habilidade. O objetivo geral deste estudo é o de propor, em termos metodológicos, estratégias que permitam à criança organizar/recuperar informação disponível na memória e distinguir pontos de vista, habilidades cognitivas necessárias ao raciocínio de crenças falsas. Para tanto, foram elaborados dois conjuntos de experimentos, subdivididos em 4 etapas cada um, com vistas a investigar especificamente: (i) se a estrutura sintática da pergunta-alvo do teste clássico de CF de 2ª ordem, com um ou dois verbos epistêmicos, interfere no desempenho das crianças que realizam a tarefa; (ii) se o tipo de verbo epistêmico (pensar ou achar) da pergunta-teste, com apenas um encaixamento estrutural, contribui para a compreensão de CFs de 2ª ordem; (iii) se alterações metodológicas na aplicação da tarefa clássica, por meio da inserção de perguntas prévias à pergunta-teste, auxiliam o raciocínio de CF de 2ª ordem; e (iv) em que medida a factividade se correlaciona com a atribuição de crenças falsas. Os resultados sugerem que a adaptação da tarefa, com a inserção de perguntas de orientação, contribui para a condução do raciocínio de CF de 2ª ordem, havendo maior índice de acertos, sobretudo, no grupo que realizou o experimento com a pergunta prévia com o verbo factivo saber. Além disso, com base no desempenho melhor das crianças na tarefa realizada com o verbo pensar, quando comparado ao verbo achar, os resultados indicam que o verbo epistêmico pensar pode ser uma pista linguística eficiente à criança para a compreensão de diferentes pontos de vista. Esta pesquisa pretende contribuir para aprofundar as discussões acerca da relação entre Linguagem e Teoria da Mente, na medida em que apresenta uma proposta de modificação metodológica para as tarefas comumente realizadas como meio de investigação do desenvolvimento da ToM.
This thesis project focuses on the interface Language and Theory of Mind (ToM), seeking to investigate the cognitive demands involved in the reasoning of False Beliefs (FBs), conducted by children in the acquisition stage of Brazilian Portuguese and the development of the ToM. It is verified to what extent subclasses of mental state verbs are related, such as the factive verb saber (to know) and the epistemic verbs pensar/achar (to think), in the realization of the tasks of 2nd-order FBs by children in this age range. The concept of the ToM is understood as the sociocognitive capacity of an individual to recognize his/her own mental states and those of the others, and thus, to predict actions or behaviors (ASTINGTON & GOPNIK, 1988, 1991; WELLMAN, 1991, 2017). The theoretical perspective assumed is a minimalist conception of language (CHOMSKY, 1995 - present) and, more specifically, of language faculty according to Hauser et al. (2002). The Grammar Pragmatics interface is investigated based on a formal Pragmatics theory of cognitive nature, in line with the Relevance Theory (SPERBER & WILSON, 2001; 2002). The hypothesis that guides this study is that which previous comprehension and orientation questions, inserted in classic FB tests of 2nd-order, minimize the overlapping of linguistic cognitive demands and the ones not specifically linguistic involved in these tests. The starting point of the proposition of de Villiers (2004, 2005 e 2007), to whom the syntax of complementation is a pre-requisite for the development of the ToM, by proposing the existence of other factors directly related to the mastering of this ability. The aim of this study is to propose, in methodological terms, strategies that allow children to organize/retrieve information available in their memory, and distinguish points of view, cognitive abilities necessary to the reasoning of false beliefs. Therefore, two sets of experiments have been devised, divided into 4 stages each , in order to specifically investigate: (i) whether the syntactic structure of the target-question in the classic test of 2nd-order, with one or two epistemic verbs, interferes in the performance of the children who did the task; (ii) whether the kind of epistemic verb (pensar or achar) of the test-question, with only one structural nesting, contributes to the comprehension of FBs of 2nd-order; (iii) whether methodological changes in the application of the classic task, by inserting questions, previous to the test-question, help in the reasoning of FBs of 2nd-order; and (iv) to what extent the factivity correlates to the attribution of false beliefs. The results suggest that the adaptation of the task, along with the insertion of orientation questions, contributes to the conducting of the reasoning of 2nd-order FB, having a greater accuracy rate, especially in the group that performed the experiment with a previous orientation question with the factive verb saber. Besides, based on the better performance of the children in the task done with the verb pensar, when compared to the verb achar, the results indicate that the epistemic verb pensar can be an efficient linguistic clue to a child for understanding different points of view. This research intends to contribute to further the discussions about the relation between Language and the Theory of Mind, inasmuch as it presents a proposition of methodological change to the tasks usually performed as a means of investigating the development of the ToM.
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Socio, Luama. "Mente, ideia e linguagem: o imaterialismo de Berkeley no Tratado sobre os princípios do conhecimento humano." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-15032016-153812/.
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No seu Tratado sobre os Princípios do Conhecimento Humano, publicado em 1710, George Berkeley realiza uma filosofia da mente, da ideia e da linguagem, através do ponto de vista da imaterialidade da realidade percebida pelo homem, explicada por uma teoria do conhecimento com base na totalidade perceptiva compreendida pela mente, ou espírito, ou percipiente. Historicamente, a questão da inexistência da matéria como um ser exterior à mente, inerte, independente do percipiente, interpretada dentro de um contexto filosófico rigidamente empirista, é o cerne da contenda que Berkeley propõe à filosofia de Locke. Porém, ultrapassando os limites de seu século, o ponto de vista de Berkeley doravante não poderá ser ignorado em qualquer debate concernente à teoria do conhecimento posterior à sua época, articulando-se com traços de importantes correntes filosóficas, tais como o idealismo em Kant e a filosofia da linguagem em Wittgenstein. E por conter em seu núcleo a problematização da falha intrínseca ao dualismo do pensamento, a filosofia de Berkeley ainda é capaz de alimentar e iluminar a natureza do artifício dessa falha, cujo apagamento é denunciado por Habermas no final do século XX, mas cujo ponto de partida parece ter sido estabelecido pela remota herança de Anaxágoras, a qual implica a reiteração da radicalidade existencial no espírito, ponto central da filosofia de Berkeley.In A Treatise Concerning the Principles of Human Knowledge published in 1710, George Berkeley realizes a philosophy of the mind, the idea and the language through the point of view of the immateriality of the reality perceived by man, explained by a theory of knowledge based on the perceptive totality understood as the mind, the spirit or the perceiver. Historically, the issue of the inexistence of matter as a being external to the mind, inert and independent from the perceiver, interpreted in a rigid empirical philosophic context, is the core of the debate offered by Berkeley to the philosophy of Locke. Overpassing the limits of his century, Berkeley\'s point of view, articulated on important philosophical currents such as Kant\'s idealism and the philosophy of language of Wittgenstein, could not be ignored anymore in any debate about the theory of knowledge posterior to that time. In spite of ncompassing in its core the problematic of the intrinsic fissure of the dualism of thought, Berkeley\'s philosophy is still able to feed and enlighten the nature of the device of this fissure, which deletion is denounced by Habermas at the end of the twentieth century, but which starting point seems to have been established by the remote inheritance of Anaxagoras which involves the reiteration of existential radicalism in the spirit, core point of Berkeley\'s philosophy.
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Abreu-Zorzi, Thais Holanda de. "O estatuto prosódico dos advérbios em -mente : um estudo comparativo entre português arcaico e português brasileiro /." Araraquara, 2016. http://hdl.handle.net/11449/138342.
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Acompanha CD-ROM com o Apêndice 1: Mapeamento das ocorrências de advérbios em -menteOrientador: Gladis Massini-Cagliari
Banca: Ester Miriam Scarpa
Banca: Flaviane Romani Fernandes Svartmann
Banca: Beatriz Nunes de Oliveira Longo
Banca: Juliana Simões Fonte
Resumo: Esta tese tem como objetivo realizar um estudo comparativo dos advérbios em -mente em duas sincronias da língua portuguesa - Português Arcaico (PA), século XIII, e Português Brasileiro (PB) atual, a fim de observar e descrever possíveis mudanças com relação ao estatuto prosódico dessas formas. Para a descrição do estatuto prosódico desses advérbios, sobretudo no PA, elegeram-se como corpus as 420 cantigas em louvor à Virgem Maria, conhecidas como Cantigas de Santa Maria (CSM), e as 1251 cantigas profanas (510 de amigo, 431 de escárnio e maldizer e 310 de amor). Por outro lado, elegeu-se como corpus de estudo do PB um recorte do banco de dados do "Corpus Online do Português", elaborado em conjunto pelos pesquisadores Michael Ferreira, da Universidade de Georgetown, e Mark Davies, da Brigham Young University. A partir da coleta das formas adverbiais em -mente nos corpora, são investigadas algumas propriedades dos advérbios em -mente sob o viés da Fonologia Prosódica (SELKIRK, 1984; NESPOR; VOGEL, 1986) e da Fonologia Métrica (HAYES, 1995). Conclui-se que as formas adverbiais em -mente são, do ponto de vista prosódico, compostas (um acento lexical e um secundário), tanto em PA como em PB, visto que tais advérbios podem ser considerados elementos que são formados por partes independentes entre si, em que a Regra de Atribuição do Acento atua em domínios distintos: nas bases já flexionadas e no "sufixo" -mente. Por terem um domínio independente, cada uma das partes formadoras desses advérbios representa uma palavra fonológica (ω) distinta
Abstract: This thesis aims to conduct a comparative study of adverbs ending in -mente in two synchronies of the Portuguese language - Archaic Portuguese (AP), from the thirteenth century, and current Brazilian Portuguese (BP) - in order to observe and describe possible changes regarding the prosodic status of these forms. For the description of the prosodic status of these adverbs, especially in AP, a corpus composed of 420 cantigas [a genre of poetry] in praise of the Virgin Mary, known as Cantigas de Santa Maria (CSM), and 1251 profane cantigas (510 cantigas de amigo, 431 cantigas de escárnio e maldizer and 310 cantigas de amor). On the other hand, a part of the database from "Corpus Online do Português" [Online Corpus of the Portuguese Language], prepared jointly by researchers Michael Ferreira, from Georgetown University, and Mark Davies, from Brigham Young University, was elected as study corpus of the BP. From the collection of the adverbial forms ending in -mente in the corpora, some properties of adverbs ending in -mente are investigated under the bias of Prosodic Phonology (SELKIRK, 1984; NESPOR;VOGEL, 1986) and Metrical Phonology (HAYES, 1995) are investigated. It has been concluded that from the prosodic perspective the adverbial forms ending in -mente are compounds (one lexical stress and one secondary stress) in both AP and BP, since such adverbs may be considered elements formed of independent parts among themselves, where the Stress Assignment Rule operates in different domains: in bases already inflected and in the "suffix" ending in -mente. For having an independent domain, each forming part of these adverbs represents a distinct phonological word (ω)
Doutor
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Kim, Jung-Sug. "L'enseignement de la culture française au sein de l'enseignement du français dans les lycées coréens : étude menée autour de manuels scolaires d'après le septième programme officiel." Paris 3, 2007. http://www.theses.fr/2007PA030167.
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Notre recherche part de la conscience de la nécessité absolue de l’enseignement de la culture française dans celui de la langue française auprès des lycéens coréens. En effet, le septième programme qui est actuellement en cours en Corée met particulièrement l’accent sur l’enseignement culturel dans l’enseignement des langues étrangères, à la différence des anciens programmes. Par conséquent, les manuels de français ont été rédigés de nouveau en intégrant beaucoup plus d’éléments culturels qu’auparavant en conformité aux principes de ce programme. Effectivement, ces manuels constituent le noyau dur de l’enseignement du français dans les lycées coréens, dans la mesure où cet enseignement s’effectue généralement en s’appuyant sur les manuels. En outre, la France est considérée par les Coréens comme le pays de la culture par excellence. La découverte de la culture française est donc la première motivation des apprenants coréens et c’est elle qui constitue, selon nous, leur principal horizon d’attente. Somme toute, l’enseignement de la langue française ne peut se concevoir sans l’enseignement de la culture dans les lycées coréens, étant donné l’objectif institutionnel, et étant donné les attentes des apprenants. Notre recherche porte ainsi sur l’élaboration de modèles d’enseignement de la culture française dans le cadre de l’enseignement du français, en tenant compte du contexte coréen à savoir la culture, les enseignants, les apprenants, les méthodes, etcThis study was motivated by our realization of urgent need for culture teaching in the education of French language at Korean high schools. Actually the 7th National Curriculum of Korea puts emphasis on culture in foreign language education, which has been rather neglected in earlier national curricula. Reflecting this shift of view, French textbooks published under the guidelines of new National Curriculum tend to contain much richer cultural elements than ever. As French education is mostly based on textbooks in Korean classrooms, textbooks play a critical role in teaching French to Korean students. In addition, since France is perceived as the country of “ culture ” to Korean people, experiencing and understanding of French culture provides a strong motivation to learn French for many Korean students, as well as comprises their main expectation in learning French. After all, culture teaching can not be excluded from French education at Korean high schools when the curricula goals and learners' motivation are taken into account. Therefore, this study aims at suggesting a model of teaching French culture in the framework of overall French education by taking into account Korean contexts including culture, students, and textbooks of Korea
Books on the topic "Mende language"
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Bible Society in Sierra Leone. Ngowili Yekpei numu kpe̳le̳e̳ va: Hinda yangilingo̳ nine̳i hu. Freetown: Bible Society in Sierra Leone, 2008.
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Ngawojia, S. H. Mu Me̳nde yie gaa: Bukui ye sawa yee JSS III. Freetown: Lekon Publishing, 1996.
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Lahai, A. A. Mu Me̳nde yie gaa: Bukui ye felei yee JSS II. Freetown: Lekon Publishing, 1996.
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Hoel, Hanna Marie. Letan nga piksan nga heyeka =: Look at the letters and the pictures. Ukarumpa, Papua New Guinea: [SIL], 2002.
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Rogge, Waltraud. Aspekte des Sprachwissens von Jugendlichen im Bereich der französisch-okzitanischen Diglossie: Ergebnisse einer empirischen Untersuchung in Albi, Bédarieux, Mende und Montpellier. Trier: Wissenschaftlicher Verlag Trier, 1987.
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1803-1889, Schön James Frederick, Guinness H. Grattan 1835-1910, Schön James Frederick 1803-1889, and Steere Edward 1828-1882, eds. Grammar of the Mende language: Grammatical elements of the Ibo language ; by J.F. Schön. A handbook of the Swahili language, as spoken at Zanzibar ; dited for the Central African Mission, by Edward Steere. London: British Library, 2003.
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Massimiliano, Carrara, Magrin Sara, and De Anna Gabriele, eds. Linguaggio, mente e mondo: Saggi di filosofia del linguaggio, filosofia della mente e metafisica. Padova: Il poligrafo, 2003.
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Forgione, Luca. L' io nella mente: Linguaggio e autocoscienza in Kant. Acireale: Bonanno, 2006.
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Gola, Elisabetta. Metafora e mente meccanica: Creatività linguistica e processi cognitivi. Cagliari: CUEC, 2005.
Find full textBook chapters on the topic "Mende language"
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Cowper, Elizabeth, and Keren Rice. "The Status of Hy and Maa in Mende." In Publications in African Languages and Linguistics, edited by David Odden, 123–36. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110882681-011.
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Conteh, Patrick, Elizabeth Cowper, and Keren Rice. "9. The Environment for Consonant Mutation in Mende." In Publications in African Languages and Linguistics, edited by Gerrit J. Dimmendahl, 107–16. Berlin, Boston: De Gruyter, 1986. http://dx.doi.org/10.1515/9783110883350-010.
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Pérez García, Rafael, and Xavier Blanco. "Formation and Evolution of Intensive Adverbs Ending in -mente Derived from the Adjectival Class <Causatives de Feeling: Fear> in Spanish and French." In Formalizing Natural Languages: Applications to Natural Language Processing and Digital Humanities, 14–25. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-23317-3_2.
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Courroux, Pierre. "« Ne quidiés pas que je vous mence » : les chroniqueurs médiévaux de langue française face au merveilleux." In Aspetti del meraviglioso nelle letterature medievali. Aspects du merveilleux dans les littératures médiévales, 203–14. Turnhout: Brepols Publishers, 2016. http://dx.doi.org/10.1484/m.csm-eb.5.110960.
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Migeod, F. W. H. "Conjunctions." In The Mende Language, 122–25. Routledge, 2018. http://dx.doi.org/10.4324/9780429460081-10.
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Migeod, F. W. H. "Interjections." In The Mende Language, 126. Routledge, 2018. http://dx.doi.org/10.4324/9780429460081-11.
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Migeod, F. W. H. "General Remarks, Pronunciation, Euphony, Changes, etc." In The Mende Language, 31–40. Routledge, 2018. http://dx.doi.org/10.4324/9780429460081-2.
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Migeod, F. W. H. "Substantives." In The Mende Language, 41–45. Routledge, 2018. http://dx.doi.org/10.4324/9780429460081-3.
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Migeod, F. W. H. "Adjectives." In The Mende Language, 46–52. Routledge, 2018. http://dx.doi.org/10.4324/9780429460081-4.
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Migeod, F. W. H. "Pronouns." In The Mende Language, 69–74. Routledge, 2018. http://dx.doi.org/10.4324/9780429460081-5.
Full textConference papers on the topic "Mende language"
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Aguiar, Douglas Fabris, and Marcos Arrais e Silva. "Abordagem empírica para avaliação de uma aplicação de exercício linguístico utilizando interface de voz." In Workshop sobre Aspectos da Interação Humano-Computador na Web Social. Sociedade Brasileira de Computação (SBC), 2022. http://dx.doi.org/10.5753/waihcws.2022.226457.
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Aplicações de exercício linguístico têm se tornado amplamente conhecidas e presentes no dia a dia das pessoas devido a sua facilidade de acesso. Essa presença e relevância traz olhares críticos quanto ao alinhamento pedagógico das atividades propostas pelas aplicações e abre espaço para a investigação e hipótese do uso de interfaces de voz nesse cenário. Tendo isso em mente, o presente trabalho objetiva a criação de uma proposta de aplicação de exercício linguístico e uma avaliação heurística baseada no método Task-based language learning para identificar se existem benefícios no uso do tipo de interface para prática de idioma estrangeiro.
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Sebane, Mounia, and Oumria Tamba. "Le FOU pour ne pas naviguer en eaux troubles." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3594.
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La langue française a le statut de langue étrangère dans tous les cycles pré-universitaires en Algérie. Toutefois, à l’université elle devient langue de scolarisation dans les filières scientifiques. Il est donc difficile pour les étudiants arrivés à l’université de construire des connaissances scientifiques solides et en langue française, ils se trouvent également dans l’incapacité de communiquer avec leur professeur, de suivre un cours magistral ou des travaux pratiques ou dirigés. Ils éprouvent des difficultés à lire les textes scientifiques et les polycopiés et sont donc incapables de prendre des notes, de faire des synthèses ou des résumés de textes. Une demande de plus en plus pressente de mise en place d’un plan d’action en urgence émane non seulement de la part des enseignants mais également des étudiants. Nous allons donc décrire une expérience menée dans le cadre d’un projet de recherche au centre de recherche d’anthropologie sociale et culturelle et au laboratoire d’ingénierie des programmes de langues dans les filières scientifiques afin de tenter de remédier à cette situation et de répondre aux besoins des étudiants. C’est celle du montage d’un plan de formation en Français sur Objectif Universitaire pour les étudiants inscrits en master 2 et en doctorat de sciences économiques.C’est ce parcours de construction que nous allons décrire à travers cette communication avec l’analyse des premiers résultats pour réajuster le plan en question et le lancer à une plus grande échelle.DOI: http://dx.doi.org/10.4995/XXVColloqueAFUE.2016.3594
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Borsotti, Marco. "From the invisible from the everyday, the unmentionable towards narrative strategies to explain, understand, remember. New Perspectives on Cultural Preservation." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3211.
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This proposal takes into consideration three categories of unusual narrative, connected to human life - the invisible, the everyday and the unmentionable - often placed in the outer fringe of our attention or completely ignored. The invisible: that which inhabits our world and often influences our lives, even though escaping our awareness because active in dimensions that we cannot see or do not know to guess. The everyday: what accompanies us in every moment of our lives and that produces in us a habit that makes it obvious (and then again, but otherwise invisible). The unmentionable: what happened at some time and somewhere, and the memory of which, for convenience, hypocrisy or convenience, has been removed or put on the edge of our life (and therefore to the visible limits), These categories have been chosen because of paradigmatic of new experiences on Cultural Preservation. The comprehension of the fundamental value of intangible cultural heritage, which came less than ten years ago to be part of the definition of "museum" written by ICOM (International Council of Museums), indeed, has opened new perspectives in the field of curating and of exhibition design, often destabilizing and unexpectedly coincident. Therefore we needs updated languages, more interactive and interdisciplinary towards the construction of a real design of the intangible cultures, able to reflect (and make reflect) on at first sight marginal phenomena, preserving their value of social and historical testimony and making it comprehensible to an audience as broad as possible. The new methods of staging these tales turn the apparent immateriality of knowledge of their socio-cultural values into occasion of development solutions, in form of exhibition design products and related services. We will examine as case studies, among others: for the invisible - l’Amterdam Micropia Musem (ART+COM studios), the World Water Museum (Keti Haliori), the Water Museum (P-06 atelier); for the everyday - the Museum of Broken Relationships (Vištica and Grubišić), the Museum of Obsolete Objects (Jung von Matt), The Museum of Everyday Life (Tidens Samling) for the unmentionable - the Museo Laboratorio della Mente (Studio Azzurro), the Memoria y Tolerancia Museum (Arditti+RDT).DOI: http://dx.doi.org/10.4995/IFDP.2016.3211