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| concrete vs abstract language: Language, Mind and Body John E. Joseph, 2018 Where is language? Centuries of efforts to 'incorporate' language lie behind current concepts of extended mind and embodied cognition. This book examines this question. |
| concrete vs abstract language: Stylish Academic Writing Helen Sword, 2012-04-02 Elegant data and ideas deserve elegant expression, argues Helen Sword in this lively guide to academic writing. For scholars frustrated with disciplinary conventions, and for specialists who want to write for a larger audience but are unsure where to begin, here are imaginative, practical, witty pointers that show how to make articles and books a pleasure to read—and to write. Dispelling the myth that you cannot get published without writing wordy, impersonal prose, Sword shows how much journal editors and readers welcome work that avoids excessive jargon and abstraction. Sword’s analysis of more than a thousand peer-reviewed articles across a wide range of fields documents a startling gap between how academics typically describe good writing and the turgid prose they regularly produce. Stylish Academic Writing showcases a range of scholars from the sciences, humanities, and social sciences who write with vividness and panache. Individual chapters take up specific elements of style, such as titles and headings, chapter openings, and structure, and close with examples of transferable techniques that any writer can master. |
| concrete vs abstract language: The Psychology of Word Meanings Paula J. Schwanenflugel, 2013-06-17 This volume contains perspectives from a collection of cognitive scientists on the psychological, philosophical, and educational issues surrounding the meanings of words and how these meanings are learned and accessed. It features chapters covering the nature and structure of word meaning, how new word meanings are acquired in childhood and later on in life, and how research in word processing may tell us something about the way in which word meanings are represented and how they relate to the language processor. |
| concrete vs abstract language: The Dialectics of the Abstract and the Concrete in Marx's Capital E. V. Ilyenkov, 2008 The book presents an integral Marxist conception of the dialectics and methodology of scientific theoretical cognition, of the dialectical interrelation between the abstract and the concrete, of the unity of the historical and the logical, of the correlat |
| concrete vs abstract language: Abstract and Concrete Categories Jiri Adamek, Horst Herrlich, George E. Strecker, 2009 This up-to-date introductory treatment employs category theory to explore the theory of structures. Its unique approach stresses concrete categories and presents a systematic view of factorization structures, offering a unifying perspective on earlier work and summarizing recent developments. Numerous examples, ranging from general to specific, illuminate the text. 1990 edition, updated 2004. |
| concrete vs abstract language: Concrete Semantics Tobias Nipkow, Gerwin Klein, 2014-12-03 Part I of this book is a practical introduction to working with the Isabelle proof assistant. It teaches you how to write functional programs and inductive definitions and how to prove properties about them in Isabelle’s structured proof language. Part II is an introduction to the semantics of imperative languages with an emphasis on applications like compilers and program analysers. The distinguishing feature is that all the mathematics has been formalised in Isabelle and much of it is executable. Part I focusses on the details of proofs in Isabelle; Part II can be read even without familiarity with Isabelle’s proof language, all proofs are described in detail but informally. The book teaches the reader the art of precise logical reasoning and the practical use of a proof assistant as a surgical tool for formal proofs about computer science artefacts. In this sense it represents a formal approach to computer science, not just semantics. The Isabelle formalisation, including the proofs and accompanying slides, are freely available online, and the book is suitable for graduate students, advanced undergraduate students, and researchers in theoretical computer science and logic. |
| concrete vs abstract language: Concrete Abstractions Max Hailperin, Barbara Kaiser, Karl Knight, 1999 CONCRETE ABSTRACTIONS offers students a hands-on, abstraction-based experience of thinking like a computer scientist. This text covers the basics of programming and data structures, and gives first-time computer science students the opportunity to not only write programs, but to prove theorems and analyze algorithms as well. Students learn a variety of programming styles, including functional programming, assembly-language programming, and object-oriented programming (OOP). While most of the book uses the Scheme programming language, Java is introduced at the end as a second example of an OOP system and to demonstrate concepts of concurrent programming. |
| concrete vs abstract language: Doctoral Writing Susan Carter, Cally Guerin, Claire Aitchison, 2020-01-01 This book on doctoral writing offers a refreshingly new approach to help Ph.D. students and their supervisors overcome the host of writing challenges that can make—or break—the dissertation process. The book’s unique contribution to the field of doctoral writing is its style of reflection on ongoing, lived practice; this is more readable than a simple how-to book, making it a welcome resource to support doctoral writing. The experiences and practices of research writing are explored through bite-sized vignettes, stories, and actionable ‘teachable’ accounts.Doctoral Writing: Practices, Processes and Pleasures has its origins in a highly successful academic blog with an international following. Inspired by the popularity of the blog (which had more than 14,800 followers as of October 2019) and a desire to make our six years’ worth of posts more accessible, this book has been authored, reworked, and curated by the three editors of the blog and reconceived as a conveniently structured book. |
| concrete vs abstract language: Aphasia and Language Stephen E. Nadeau, Leslie Janine Rothi, Bruce Crosson, 2000-09-13 This groundbreaking work brings together leading scientist-practitioners to review what is known about aphasia and to relate current knowledge to treatment. Integrating traditional linguistic formulations with new insights derived from cognitive neuroscience, this volume explores the neuropsychological bases of both normal and pathologic language. It reflects an understanding of brain structure and function based on new developments in connectionist modeling and functional neuroimaging. |
| concrete vs abstract language: Advances in Computational Intelligence Systems Ahmad Lotfi, Hamid Bouchachia, Alexander Gegov, Caroline Langensiepen, Martin McGinnity, 2018-08-10 This book presents the latest trends in and approaches to computational intelligence research and its application to intelligent systems. It covers a long list of interconnected research areas, such as fuzzy systems, neural networks, evolutionary computation, clustering and classification, machine learning, data mining, cognition and robotics, and deep learning. The individual chapters are based on peer-reviewed contributions presented at the 18th Annual UK Workshop on Computational Intelligence (UKCI-2018), held in Nottingham, UK on September 5-7, 2018. The book puts a special emphasis on novel methods and reports on their use in a wide range of applications areas, thus providing both academics and professionals with a comprehensive and timely overview of new trends in computational intelligence. |
| concrete vs abstract language: Abstract Phonology in a Concrete Model Tore Nesset, 2008-09-25 This book is relevant for phonologists, morphologists, Slavists and cognitive linguists, and addresses two questions: How can the morphology-phonology interface be accommodated in cognitive linguistics? Do morphophonological alternations have a meaning? These questions are explored via a comprehensive analysis of stem alternations in Russian verbs. The analysis is couched in R.W. Langacker's Cognitive Grammar framework, and the book offers comparisons to other varieties of cognitive linguistics, such as Construction Grammar and Conceptual Integration. The proposed analysis is furthermore compared to rule-based and constraint-based approaches to phonology in generative grammar. Without resorting to underlying representations or procedural rules, the Cognitive Linguistics framework facilitates an insightful approach to abstract phonology, offering the important advantage of restrictiveness. Cognitive Grammar provides an analysis of an entire morphophonological system in terms of a parsimonious set of theoretical constructs that all have cognitive motivation. No ad hoc machinery is invoked, and the analysis yields strong empirical predictions. Another advantage is that Cognitive Grammar can identify the meaning of morphophonological alternations. For example, it is argued that stem alternations in Russian verbs conspire to signal non-past meaning. This book is accessible to a broad readership and offers a welcome contribution to phonology and morphology, which have been understudied in cognitive linguistics. |
| concrete vs abstract language: Imagery and Verbal Processes A. Paivio, 2013-11-26 First published in 1978. In this book the author has attempted to present a systematic theoretical and factual account of the role of higher mental processes in human learning and memory, and certain aspects of the psychology of perception and language. The major orienting theme of the book is its dual emphasis on nonverbal imagery and verbal processes (inner speech) as memory codes and mediators of behavior. Based on recent experimental evidence, the conceptual approach in a sense represents an integration of pre-behavioristic and behavioristic views concerning the nature of thought. The book is intended both as a textbook and as a theoretical monograph. |
| concrete vs abstract language: Politics and the English Language George Orwell, 2021-01-01 George Orwell set out ‘to make political writing into an art’, and to a wide extent this aim shaped the future of English literature – his descriptions of authoritarian regimes helped to form a new vocabulary that is fundamental to understanding totalitarianism. While 1984 and Animal Farm are amongst the most popular classic novels in the English language, this new series of Orwell’s essays seeks to bring a wider selection of his writing on politics and literature to a new readership. In Politics and the English Language, the second in the Orwell’s Essays series, Orwell takes aim at the language used in politics, which, he says, ‘is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind’. In an age where the language used in politics is constantly under the microscope, Orwell’s Politics and the English Language is just as relevant today, and gives the reader a vital understanding of the tactics at play. 'A writer who can – and must – be rediscovered with every age.' — Irish Times |
| concrete vs abstract language: Language Edward Sapir, 1921 Professor Sapir analyzes, for student and common reader, the elements of language. Among these are the units of language, grammatical concepts and their origins, how languages differ and resemble each other, and the history of the growth of representative languages--Cover. |
| concrete vs abstract language: Comparative Stylistics of French and English Jean-Paul Vinay, Jean Darbelnet, 1995 The Stylistique comparée du français et de l'anglais has become a standard text in the French-speaking world for the study of comparative stylistics and the training of translators. This updated, first English edition makes Vinay & Darbelnet's classic methodology of translation available to a wider readership. The translation-oriented contrastive grammatical and stylistic analyses of the two languages are extensively exemplified by expressions, phrases and texts. Combining description with methodological guidelines for translation, this volume serves both as a course book and through its detailed index and glossary as a reference manual for specific translation problems. |
| concrete vs abstract language: Language and Experience Barbara LANDAU, Lila R. Gleitman, Barbara Landau, 2009-06-30 |
| concrete vs abstract language: Concrete Cuba: Cuban Geometric Abstraction from the 1950s Abigail McEwen, 2016-11-22 Radical political shifts that raged throughout Cuba in the 1950s coincided with the development of Cuban geometric abstraction and, notably, the formation of Los Diez Pintores Concretos (Ten Concrete Painters). The decade was marked by widespread turmoil and corruption following the 1952 military coup and by rising nationalist sentiments. At the same time, Havana was undergoing rapid urbanization and quickly becoming an international city. Against this vibrant backdrop, artists sought a new visual language in which art, specifically abstract art, could function as political and social practice. Concrete Cuba marks one of the first major presentations outside of Cuba to focus exclusively on the origins of concretism in the country. It includes important works from the late 1940s through the early 1960s by the twelve artists who were at different times associated with the short-lived group: Pedro Álvarez, Wifredo Arcay, Mario Carreño, Salvador Corratgé, Sandú Darié, Luis Martínez Pedro, Alberto Menocal, José M. Mijares, Pedro de Oraá, José Ángel Rosabal, Loló Soldevilla, and Rafael Soriano. Many of the group’s members had traveled widely in the preceding years and corresponded with those at the forefront of European and South American abstract movements. Produced on the occasion of the major exhibition at David Zwirner, Concrete Cuba is the first in-depth catalogue on the subject to be published in English; the show offered a “wonderful taste of a very complicated history,” according to Roberta Smith of The New York Times. With an extensive plate section, which includes works from the exhibition and a selection of important pieces from the permanent collection of Museo Nacional de Bellas Artes, Havana, this volume provides readers with a rich visual experience of this crucial period in modernism’s history. The catalogue also features an extensively researched illustrated chronology, compiled by Susanna Temkin, which tracks the development of the period artistically and politically from 1939 through 1964. New scholarship by Abigail McEwen offers an interpretative framework for this group of artists, and a deeper understanding of the forces behind the development of this movement. Also included is a conversation between Lucas Zwirner and Pedro de Oraá, one of the central members of Los Diez. |
| concrete vs abstract language: A Mind At A Time Mel Levine, 2012-12-11 'Different minds learn differently' writes Dr Mel Levine, one of the best-known education experts and paediatricians in America today. And that's a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. In A MIND AT A TIME, Dr Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure. Different brains are differently wired with eight fundamental systems of learning that draw on a variety of neurodevelopmental capacities. Certain students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Learning begins at school, but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr Levine, so that we can maximise our children's learning potential. A MIND AT A TIME shows us how. |
| concrete vs abstract language: Visual Grammar Christian Leborg, 2006-05-11 Both a primer on visual language and a visual dictionary of the fundamental aspects of graphic design, this text deals with every imaginable visual concept, making it an indispensable reference for beginners and seasoned visual thinkers alike. |
| concrete vs abstract language: Concrete Lies & Abstract Truths Percy Glover, 2020-02-20 As eyes are like windows to the soul, writing is like a door. You get more than a glimpse; you are being invited into a person's innermost thoughts, desires and dreams.Percy Glover has seen and experienced a lot in life, and has proven time and again that your current position does not dictate your future success.-- Danielle E. Ward, author of Warning Signs: what every woman should know |
| concrete vs abstract language: Relations: Concrete, Abstract, And Applied - An Introduction Herbert Toth, 2020-06-22 The book is intended as an invitation to the topic of relations on a rather general basis. It fills the gap between the basic knowledge offered in countless introductory papers and books (usually comprising orders and equivalences) and the highly specialized monographs on mainly relation algebras, many-valued (fuzzy) relations, or graphs. This is done not only by presenting theoretical results but also by giving hints to some of the many interesting application areas (also including their respective theoretical basics).This book is a new — and the first of its kind — compilation of known results on binary relations. It offers relational concepts in both reasonable depth and broadness, and also provides insight into the vast diversity of theoretical results as well as application possibilities beyond the commonly known examples.This book is unique by the spectrum of the topics it handles. As indicated in its title these are: |
| concrete vs abstract language: Mindstorms Seymour A Papert, 2020-10-06 In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible. |
| concrete vs abstract language: An Introduction to Communication Studies Sheila Steinberg, 2007 In this introductory textbook, the author contextualises approaches and theories on cornmunication studies by making use of local examples from the mass media, as well as relevant political and social experiences. The book is divided into two parts. The first provides students with a strong foundation in communication while the second focuses on the areas of specialisation within communication studies. Each chapter starts with the learning Outcomes and a short overview of the chapter. Students can monitor their learning by using the summaries and 'test yourself' questions at the end of every chapter. Scenarios provide examples of how the theory can be applied in practice. This makes for a learner-friendly and accessible book which will prove invaluable to Students and professionals alike. Beginner students majoring in Communication Studies, as well as those studying towards various degrees or qualifications where communication is a prerequisite will find this book useful. |
| concrete vs abstract language: Abstract from the Concrete David Harvey, 2016 Marxist geographer and professor of anthropology and geography at the Graduate |
| concrete vs abstract language: Derived Embodiment in Abstract Language Theresa Schilhab, 2017-04-12 How does knowledge of phenomena and events we have no direct experiences of emerge? Having a brain that learns from being in the world, how can we conceive of prehistoric dinosaurs, Atlantis, unicorns or even ‘desire’? This book is about how abstract knowledge becomes anchored in direct experiences through well-formed conversations. Within the framework of evolutionary biology and through the lens of contemporary studies in cognitive science, the neurosciences, sociology and anthropology, this book traces topics such as our inborn sensitivity to the environment, bottom-up and top-down processes in knowledge formation and the importance of language when we learn to categorise the world. A major objective of this monograph is to identify the key determinants of the specific interactivity mechanisms that control the cognitive processes while we are linguistically immersed. The emphasis is on real-life interactions in conversations. While the concrete word-object paradigm depends relatively more on direct experiences, the successful acquisition of abstract knowledge depends on the emphatic skills of the interlocutor. He or she must remain sensitive to the level and quality of the imagination of the child while making mental tableaus that are believed to elicit images to which the child associates the concept. Derived embodiment in abstract thought is a landmark synthesis that operationalizes contemporary neuroscience studies of acquisition of knowledge in the real life conversational context. The result is an exciting biology-based contribution to theories of knowledge acquisition and thinking in sociology, cognitive robotics, anthropology and not at least, pedagogy. |
| concrete vs abstract language: Comprehension Instruction, Second Edition Cathy Collins Block, Sheri R. Parris, 2008-04-22 This comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. Coverage includes such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings. |
| concrete vs abstract language: Big Data in Cognitive Science Michael N. Jones, 2016-11-03 The primary goal of this volume is to present cutting-edge examples of mining large and naturalistic datasets to discover important principles of cognition and to evaluate theories in a way that would not be possible without such scale. It explores techniques that have been underexploited by cognitive psychologists and explains how big data from numerous sources can inform researchers with different research interests and shed further light on how brain, cognition and behavior are interconnected. The book fills a major gap in the literature and has the potential to rapidly advance knowledge throughout the field. It is essential reading for any cognitive psychology researcher. |
| concrete vs abstract language: Locksley Hall Alfred Tennyson Baron Tennyson, 1869 |
| concrete vs abstract language: Bilingual Minds Aneta Pavlenko, 2006-03-09 Do bi- and multilinguals perceive themselves differently in their respective languages? Do they experience different emotions? How do they express emotions and do they have a favourite language for emotional expression? How are emotion words and concepts represented in the bi- and multilingual lexicons? This ground-breaking book opens up a new field of study, bilingualism and emotions, and provides intriguing answers to these and many related questions. |
| concrete vs abstract language: International Journal of Language Studies (IJLS) Ð volume 14(1) Mohammad Ali Salmani Nodoushan, |
| concrete vs abstract language: The Metaphorical Brain Seana Coulson, Vicky T. Lai, 2016-03-09 Metaphor has been an issue of intense research and debate for decades (see, for example [1]). Researchers in various disciplines, including linguistics, psychology, computer science, education, and philosophy have developed a variety of theories, and much progress has been made [2]. For one, metaphor is no longer considered a rhetorical flourish that is found mainly in literary texts. Rather, linguists have shown that metaphor is a pervasive phenomenon in everyday language, a major force in the development of new word meanings, and the source of at least some grammatical function words [3]. Indeed, one of the most influential theories of metaphor involves the suggestion that the commonality of metaphoric language results because cross-domain mappings are a major determinant in the organization of semantic memory, as cognitive and neural resources for dealing with concrete domains are recruited for the conceptualization of more abstract ones [4]. Researchers in cognitive neuroscience have explored whether particular kinds of brain damage are associated with metaphor production and comprehension deficits, and whether similar brain regions are recruited when healthy adults understand the literal and metaphorical meanings of the same words (see [5] for a review) . Whereas early research on this topic focused on the issue of the role of hemispheric asymmetry in the comprehension and production of metaphors [6], in recent years cognitive neuroscientists have argued that metaphor is not a monolithic category, and that metaphor processing varies as a function of numerous factors, including the novelty or conventionality of a particular metaphoric expression, its part of speech, and the extent of contextual support for the metaphoric meaning (see, e.g., [7], [8], [9]). Moreover, recent developments in cognitive neuroscience point to a sensorimotor basis for many concrete concepts, and raise the issue of whether these mechanisms are ever recruited to process more abstract domains [10]. This Frontiers Research Topic brings together contributions from researchers in cognitive neuroscience whose work involves the study of metaphor in language and thought in order to promote the development of the neuroscientific investigation of metaphor. Adopting an interdisciplinary perspective, it synthesizes current findings on the cognitive neuroscience of metaphor, provides a forum for voicing novel perspectives, and promotes avenues for new research on the metaphorical brain. [1] Arbib, M. A. (1989). The metaphorical brain 2: Neural networks and beyond. John Wiley & Sons, Inc. [2] Gibbs Jr, R. W. (Ed.). (2008). The Cambridge handbook of metaphor and thought. Cambridge University Press. [3] Sweetser, Eve E. Grammaticalization and semantic bleaching. Annual Meeting of the Berkeley Linguistics Society. Vol. 14. 2011. [4] Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic books. [5] Coulson, S. (2008). Metaphor comprehension and the brain. The Cambridge handbook of metaphor and thought, 177-194. [6] Winner, E., & Gardner, H. (1977). The comprehension of metaphor in brain-damaged patients. Brain, 100(4), 717-729. [7] Coulson, S., & Van Petten, C. (2007). A special role for the right hemisphere in metaphor comprehension?: ERP evidence from hemifield presentation. Brain Research, 1146, 128-145. [8] Lai, V. T., Curran, T., & Menn, L. (2009). Comprehending conventional and novel metaphors: An ERP study. Brain Research, 1284, 145-155. [9] Schmidt, G. L., Kranjec, A., Cardillo, E. R., & Chatterjee, A. (2010). Beyond laterality: a critical assessment of research on the neural basis of metaphor. Journal of the International Neuropsychological Society, 16(01), 1-5. [10] Desai, R. H., Binder, J. R., Conant, L. L., Mano, Q. R., & Seidenberg, M. S. (2011). The neural career of sensory-motor metaphors. Journal of Cognitive Neuroscience, 23(9), 2376-2386. |
| concrete vs abstract language: Storycraft, Second Edition Jack Hart, 2021-04-08 Jack Hart, master writing coach and former managing editor of the Oregonian, has guided several Pulitzer Prize–winning narratives to publication. Since its publication in 2011, his book Storycraft has become the definitive guide to crafting narrative nonfiction. This is the book to read to learn the art of storytelling as embodied in the work of writers such as David Grann, Mary Roach, Tracy Kidder, and John McPhee. In this new edition, Hart has expanded the book’s range to delve into podcasting and has incorporated new insights from recent research into storytelling and the brain. He has also added dozens of new examples that illustrate effective narrative nonfiction. This edition of Storycraft is also paired with Wordcraft, a new incarnation of Hart’s earlier book A Writer’s Coach, now also available from Chicago. |
| concrete vs abstract language: Mind and Its Evolution Allan Paivio, 2014-01-14 This book updates the Dual Coding Theory of mind (DCT), a theory of modern human cognition consisting of separate but interconnected nonverbal and verbal systems. Allan Paivio, a leading scholar in cognitive psychology, presents this masterwork as new findings in psychological research on memory, thought, language, and other core areas have flourished, as have pioneering developments in the cognitive neurosciences. Mind and Its Evolution provides a thorough exploration into how these adaptive nonverbal and verbal systems might have evolved, as well as a careful comparison of DCT with contrasting single-code cognitive theories. Divided into four parts, this text begins with a general, systematic theory of modern human cognition as the reference model for interpreting the cognitive abilities of evolutionary ancestors. The first half of the book discusses mind as it is; the second half addresses how it came to be that way. Each half is subdivided into two parts defined by thematic chapters. Mind and Its Evolution concludes with evidence-based suggestions about nourishing mental growth through applications of DCT in education, psychotherapy, and health. This volume will appeal to cognitive and evolutionary psychologists, as well as students in the areas of memory, language, cognition, and mind evolution specialists in psychology, philosophy, and other disciplines. |
| concrete vs abstract language: What is Social and Embodied About Situated Embodied Social Cognition? Current Issues and Perspectives Lionel Brunel, Nicolas Morgado, Francois Quesque, Oulmann Zerhouni, Claudia Gianelli, 2020-09-11 This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact. |
| concrete vs abstract language: Formal Languages and Compilation Stefano Crespi Reghizzi, Luca Breveglieri, Angelo Morzenti, 2013-10-16 This revised and expanded new edition elucidates the elegance and simplicity of the fundamental theory underlying formal languages and compilation. Retaining the reader-friendly style of the 1st edition, this versatile textbook describes the essential principles and methods used for defining the syntax of artificial languages, and for designing efficient parsing algorithms and syntax-directed translators with semantic attributes. Features: presents a novel conceptual approach to parsing algorithms that applies to extended BNF grammars, together with a parallel parsing algorithm (NEW); supplies supplementary teaching tools at an associated website; systematically discusses ambiguous forms, allowing readers to avoid pitfalls; describes all algorithms in pseudocode; makes extensive usage of theoretical models of automata, transducers and formal grammars; includes concise coverage of algorithms for processing regular expressions and finite automata; introduces static program analysis based on flow equations. |
| concrete vs abstract language: The Making of the Good Person Nora Hämäläinen, 2023-04-03 This book provides a philosophical assessment of the idea of personhood advanced in popular self-help literature. It also traces, within academic philosophy and philosophical scholarship, a self-help culture where the self is brought forth as an object of improvement and a key to meaning, progress, and profundity. Unlike other academic treatments of the topic of self-help, this book is not primarily concerned with providing a critique of popular self-help and self-transformative practices. Rather, it is concerned with how they work to shape contemporary forms and ideals of moral personhood and are conducive to moral renegotiation and change. The book consists of two parts with somewhat different argumentative strategies. Part 1 consists of an overview and reassessment of popular self-help literature and its sociological and journalistic critics, written from a moral philosophical perspective. Part 2 opens with discussion of the current attraction, among a range of philosophers, to self-transformative themes. The chapters assess the strand of self-transformative philosophy found in the work of Ludwig Wittgenstein, Michel Foucault, Pierre Hadot, Stanley Cavell, and Iris Murdoch. Finally, the book concludes with a discussion of the theme of social change and moral renegotiation in contemporary societies, which is a central but underestimated undercurrent in discussions on contemporary self-transformative practices. The book’s dual perspective—on both popular self-help and self-transformative currents in philosophy—enables a cultural and moral philosophical analysis of contemporary ethical ideals of personhood, as well as reflection on the literatures available for its development. The Making of the Good Person will be of interest to scholars and advanced students working in moral philosophy, history of philosophy, psychology, sociology, and literary studies. |
| concrete vs abstract language: Grounding Cognition Diane Pecher, Rolf A. Zwaan, 2005-01-10 One of the key questions in cognitive psychology is how people represent knowledge about concepts such as football or love. Some researchers have proposed that concepts are represented in human memory by the sensorimotor systems that underlie interaction with the outside world. These theories represent developments in cognitive science to view cognition no longer in terms of abstract information processing, but in terms of perception and action. In other words, cognition is grounded in embodied experiences. Studies show that sensory perception and motor actions support understanding of words and object concepts. Moreover, even understanding of abstract and emotion concepts can be shown to rely on more concrete, embodied experiences. Finally, language itself can be shown to be grounded in sensorimotor processes. This book brings together theoretical arguments and empirical evidence from several key researchers in this field to support this framework. |
| concrete vs abstract language: Security Officer Study Guide Det/Sgt. Joseph Rios (Retired), 2014-01-26 The Security Officer Study Guide was designed to assist the reader in preparation for a career in the security field. This guide contains all the information necessary to become a security officer. |
| concrete vs abstract language: Instruction Grammar Simon Kasper, 2015-07-24 Bringing together evidence from natural and social sciences, the work introduces the non-reductionist Instruction Grammar programme. Viewed from within the practicalities of the lifeworld, utterances are described as instructions to simulate perceptions and attributions for action. The approach provides solutions to long-standing philosophical problems of cognitive grammar theories and traditionally puzzling syntactic phenomena. |
| concrete vs abstract language: Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics Boris M. Velichkovsky, Pavel M. Balaban, Vadim L. Ushakov, 2021-04-17 This book reports on theoretical and experimental research answering key questions in neuroscience, philosophy of mind, and cognitive research. It gives a special emphasis on findings achieved within the territory of the former U.S.S.R, which has remained largely unknown to an international readership. The volume gathers authoritative studies on cognitive development, consciousness, attention and perception. It covers research on eye movements, language, speech and semantics, emotion, as well as brain functional states, and a variety of decision-making processes. It also highlights important advances in cognitive robotics and artificial intelligence, discussing brain-computer interfaces and other practically-relevant technologies. It includes studies on human subjects, in both healthy and disease conditions, and investigations on the molecular mechanisms of cognition in animal models. Chapters are based on invited lectures and peer-reviewed contributions to the 9th International Conference on Cognitive Sciences, Intercognsci–2020, held on October 10-16, 2020, in Moscow. The conference was organized by the Interregional Association of Cognitive Studies, with the participation of the Pavlov Society for Neurophysiology and Higher Nervous Activity, and supported by the Russian Academy of Sciences, the Russian Foundation for Basic Research and a number of the north eastern European research institutions. All in all, this book provides cognitive scientists around the world with a timely snapshot of interdisciplinary research and cutting-edge models, and a major source of inspiration for future collaborations in the areas of artificial intelligence and cognitive neuroscience. |
CONCRETE AND SPECIFIC LANGUAGE - Idaho State University
Abstract vs. Concrete Language. Abstract words refer to intangible qualities, ideas, and concepts. These words indicate things we know only through our intellect, like "truth," "honor," …
WHAT ARE CONCRETE AND ABSTRACT THINKING?
Tutorial: Concrete vs. Abstract Thinking. things or concepts being thought about. Abstract thinkers are able to reflect on events and ideas, and on attributes and relationships separate from the …
LESSON 2: CONCRETE vs. ABSTRACT - Virginia Tech
In this independent activity using the Concrete vs. Abstract Activity Handout (3 versions), students will work with word lists appropriate to their readiness levels as they practice identifying the …
Friedlander - Abstract, Concrete, General, and Specific Terms
language are more likely to be understood and what kinds are more likely to be misunderstood. The more abstract or general your language is, the more unclear and boring it will be. The …
Consequence is abstract Possession is abstract Predicting is …
Abstract thinking is developmental and therefore the age of an individual needs to be taken in to consideration. Abstract vs Concrete thinking (examples): a concrete thinker can think about …
Abstract and concrete sentences, embodiment, and languages
concrete words are processed preferentially in parallel systems – abstract in the language system and concrete more in the motor system, thus costs of processing within one system are the …
DETAILS: CONCRETE, ABSTRACT, GENERAL, & SPECIFIC
Chair, book, teacher, and honking are a few concrete terms. ABSTRACT: Words or details that do not appeal to one or more of the five senses. Courage, truth, beauty, honor, and education are …
Concrete Language - San José State University
Concrete language gives readers a clear understanding of what you are writing about, whether it is a place, event, person, or other topic, by providing precise details and specific identifying …
Abstract vs. Concrete Language - Weebly
Abstract words refer to intangible qualities, ideas, and concepts. These words indicate things we know only through our intellect, like "truth," "honor," "kindness," and "grace." Concrete words …
1 CONCRETE VS ABSTRACT WORDS WHAT DO YOU RECALL
The results showed that concrete language has a natural advantage 88 over abstract language. 89 Many research had been conducted on the concreteness of abstract and concrete words.
The Representation of Concrete Versus Abstract Words: An …
A word is considered concrete when it has available sensory referents and an easily accessible mental image. For example, the word “bread” describes an object which can be directly tasted, …
Concreteness vs. Abstractness: A Selectional Preference …
In this study, we investigate selectional preferences as a crite-rion to distinguish between concrete and ab-stract concepts and words: we hypothesise that abstract and concrete verbs and …
Remembering Abstract vs. Concrete Words
This project investigated the effect of concreteness and level of processing on a person's ability to later recognize a word. Research has shown that concrete words have more "meaning-based …
Do Learners use Different Strategies for Learning Concrete vs.
As for the strategy choice, the research showed that there is no significant difference in the use of strategies between such categories as concrete nouns, concrete verbs, abstract nouns, and …
Understanding abstract language - Just One Norfolk
The Blanks levels split language into concrete and abstract concepts. Concrete language is usually easier to understand than abstract language. Concrete language: This includes simple …
CONCRETE AND ABSTRACT CONCEPTS IN SCHOOL AGE …
Concrete concepts refer to perceivable and spatially embedded entities, while abstract concepts refer to entities that “are neither purely physical nor spatially constrained” (Barsalou & Wiemer …
Better abstract or concrete, narrating or not: optimal …
First, we hypothesize that, for communication related to innovation, a more abstract (vs concrete) language generates greater interest in the audience, due to the fit of innovation with higher …
Mapping concrete and abstract meanings to new words using …
Over many years, studies have shown that concrete and abstract words mance differences. In contrast to abstract concepts, concepts to which refer can be easily inferred from sensory …
The Effect of Using Telegram on Learners’ Concrete and Abstract
Vocabulary Learning: Concrete vs. Abstract Words Vocabulary acquisition includes both concrete words (e.g., “dog”) and abstract words (e.g., “freedom”). While concrete words are easier to …
To Be More Concrete About Abstracta and Concreta
We begin by presenting three existing criteria (epistemic, spatiotem-poral and causal) for the abstract/concrete distinction. We illustrate them with some well-known upper ontologies.
CONCRETE AND SPECIFIC LANGUAGE - Idaho State …
Abstract vs. Concrete Language. Abstract words refer to intangible qualities, ideas, and concepts. These words indicate things we know only through our intellect, like "truth," "honor," …
WHAT ARE CONCRETE AND ABSTRACT THINKING?
Tutorial: Concrete vs. Abstract Thinking. things or concepts being thought about. Abstract thinkers are able to reflect on events and ideas, and on attributes and relationships separate from the …
LESSON 2: CONCRETE vs. ABSTRACT - Virginia Tech
In this independent activity using the Concrete vs. Abstract Activity Handout (3 versions), students will work with word lists appropriate to their readiness levels as they practice identifying the …
Friedlander - Abstract, Concrete, General, and Specific Terms
language are more likely to be understood and what kinds are more likely to be misunderstood. The more abstract or general your language is, the more unclear and boring it will be. The …
Consequence is abstract Possession is abstract Predicting is …
Abstract thinking is developmental and therefore the age of an individual needs to be taken in to consideration. Abstract vs Concrete thinking (examples): a concrete thinker can think about …
Abstract and concrete sentences, embodiment, and languages
concrete words are processed preferentially in parallel systems – abstract in the language system and concrete more in the motor system, thus costs of processing within one system are the …
DETAILS: CONCRETE, ABSTRACT, GENERAL, & SPECIFIC
Chair, book, teacher, and honking are a few concrete terms. ABSTRACT: Words or details that do not appeal to one or more of the five senses. Courage, truth, beauty, honor, and education are …
Concrete Language - San José State University
Concrete language gives readers a clear understanding of what you are writing about, whether it is a place, event, person, or other topic, by providing precise details and specific identifying …
Abstract vs. Concrete Language - Weebly
Abstract words refer to intangible qualities, ideas, and concepts. These words indicate things we know only through our intellect, like "truth," "honor," "kindness," and "grace." Concrete words …
1 CONCRETE VS ABSTRACT WORDS WHAT DO YOU RECALL
The results showed that concrete language has a natural advantage 88 over abstract language. 89 Many research had been conducted on the concreteness of abstract and concrete words.
The Representation of Concrete Versus Abstract Words: An …
A word is considered concrete when it has available sensory referents and an easily accessible mental image. For example, the word “bread” describes an object which can be directly tasted, …
Concreteness vs. Abstractness: A Selectional Preference …
In this study, we investigate selectional preferences as a crite-rion to distinguish between concrete and ab-stract concepts and words: we hypothesise that abstract and concrete verbs and nouns …
Remembering Abstract vs. Concrete Words
This project investigated the effect of concreteness and level of processing on a person's ability to later recognize a word. Research has shown that concrete words have more "meaning-based …
Do Learners use Different Strategies for Learning …
As for the strategy choice, the research showed that there is no significant difference in the use of strategies between such categories as concrete nouns, concrete verbs, abstract nouns, and …
Understanding abstract language - Just One Norfolk
The Blanks levels split language into concrete and abstract concepts. Concrete language is usually easier to understand than abstract language. Concrete language: This includes simple …
CONCRETE AND ABSTRACT CONCEPTS IN SCHOOL AGE …
Concrete concepts refer to perceivable and spatially embedded entities, while abstract concepts refer to entities that “are neither purely physical nor spatially constrained” (Barsalou & Wiemer …
Better abstract or concrete, narrating or not: optimal …
First, we hypothesize that, for communication related to innovation, a more abstract (vs concrete) language generates greater interest in the audience, due to the fit of innovation with higher (i.e. …
Mapping concrete and abstract meanings to new words …
Over many years, studies have shown that concrete and abstract words mance differences. In contrast to abstract concepts, concepts to which refer can be easily inferred from sensory …
The Effect of Using Telegram on Learners’ Concrete and …
Vocabulary Learning: Concrete vs. Abstract Words Vocabulary acquisition includes both concrete words (e.g., “dog”) and abstract words (e.g., “freedom”). While concrete words are easier to …
To Be More Concrete About Abstracta and Concreta
We begin by presenting three existing criteria (epistemic, spatiotem-poral and causal) for the abstract/concrete distinction. We illustrate them with some well-known upper ontologies.
