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Journal articles on the topic 'Language games'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Moldoveanu, Mihnea. "Language, games and language games." Journal of Socio-Economics 31, no. 3 (January 2002): 233–51. http://dx.doi.org/10.1016/s1053-5357(02)00118-x.

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2

Clarke, David. "Language Games." Musical Times 137, no. 1835 (January 1996): 5. http://dx.doi.org/10.2307/1003378.

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Spence, Donald P. "Language Games." Psychological Inquiry 3, no. 1 (January 1992): 65–67. http://dx.doi.org/10.1207/s15327965pli0301_18.

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4

Laitin, David D. "Language Games." Comparative Politics 20, no. 3 (April 1988): 289. http://dx.doi.org/10.2307/421805.

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Newcombe, Jonathan, and Billy Brick. "Blending Video Games Into Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (October 2017): 75–89. http://dx.doi.org/10.4018/ijcallt.2017100106.

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Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.
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6

Checkland, Peter. "Playing Language Games." Journal of the Operational Research Society 45, no. 7 (July 1994): 851. http://dx.doi.org/10.2307/2584299.

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Checkland, Peter. "Playing Language Games." Journal of the Operational Research Society 45, no. 7 (July 1994): 851–52. http://dx.doi.org/10.1057/jors.1994.134.

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8

Garver, Newton. "Derrida's language-games." Topoi 10, no. 2 (September 1991): 187–98. http://dx.doi.org/10.1007/bf00141339.

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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (March 1, 2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.

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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.
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Harris, James F. "Language, language games and ostensive definition." Synthese 69, no. 1 (October 1986): 41–49. http://dx.doi.org/10.1007/bf01988286.

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Beljaev, Oleg. "Didactic Games in the French Language Classroom." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 425–37. http://dx.doi.org/10.37384/va.2022.17.18.425.

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The growing interest in studying foreign languages in Latvia, including the study of French as a foreign language, is a feature of our time. This indisputable position determines the relevance of the article. All students choosing French for study have very different motivation. At the same time, everyone is aware that a good knowledge of foreign languages is an indispensable precondition for career growth and the key that opens the door for us to enter another culture. French language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. The author of the article shares the opinion that games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games also encourage and increase cooperation. They can be used to give practice in all language skills and be used to practice many types of communication. The curriculum for foreign languages emphasizes the importance of learning languages and especially the importance of communication. Because of this fact it is vitally important for teachers to create a positive learning environment, and to try to spark interest among their students both in the foreign language and culture because that is important to a successful language learning process. Games help achieve these goals. The article considers the types of games (research games, certification games and didactic games) and their influence on psycho-physiological state of students. Brief methodical recommendations on the organization of didactic playing activities are also provided. The author describes game-based learning and its impact on intrinsic motivation and performance of students, in particular their speaking skills. The theoretical part includes definitions of main concepts such as intrinsic and extrinsic motivation, and creativity. The practical part is dedicated to certain games and tasks to enhance motivation and speaking skills. In conclusion, the role of games in teaching and learning cannot be denied. However, in order to achieve the most from didactic games in the French classroom, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.
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Nuessel, Frank. "Language Games in Spanish." Hispania 89, no. 1 (March 1, 2006): 151. http://dx.doi.org/10.2307/20063261.

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Crawford-Lange, Linda M., Andrew Wright, David Betteridge, and Michael Buckby. "Games for Language Learning." Modern Language Journal 69, no. 2 (1985): 165. http://dx.doi.org/10.2307/326510.

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14

Zolotukhina-Abolina, Elena. ""Language Games" in Philosophy." Epistemology & Philosophy of Science 45, no. 3 (2015): 118–32. http://dx.doi.org/10.5840/eps201545379.

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Marturano, Antonio, Martin Wood, and Jonathan Gosling. "Leadership and Language Games." Philosophy of Management 9, no. 1 (2010): 59–83. http://dx.doi.org/10.5840/pom20109118.

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Hedges, Jules, and Martha Lewis. "Towards Functorial Language-Games." Electronic Proceedings in Theoretical Computer Science 283 (November 8, 2018): 89–102. http://dx.doi.org/10.4204/eptcs.283.7.

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Segal, Alex. "Language games and justice." Textual Practice 6, no. 2 (June 1992): 210–24. http://dx.doi.org/10.1080/09502369208582138.

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Mauws, Michael K., and Nelson Phillips. "Crossroads Understanding Language Games." Organization Science 6, no. 3 (June 1995): 322–34. http://dx.doi.org/10.1287/orsc.6.3.322.

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Wilson, Bart J. "Language games of reciprocity." Journal of Economic Behavior & Organization 68, no. 2 (November 2008): 365–77. http://dx.doi.org/10.1016/j.jebo.2008.06.001.

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Kramer, Birgit. "I’M BY DEFAULT POLITE – POLITENESS AND POSITIONING IN MMORPGS." Discourse and Interaction 6, no. 1 (June 28, 2013): 41. http://dx.doi.org/10.5817/di2013-1-41.

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MMORPGs (Massively Multiplayer Online Role-playing Games) like World of Warcraft® require gamers to communicate in English regardless of their language competence in it. Therefore, English becomes the lingua franca of many gamers. Furthermore, gamers have to communicate effi ciently with one another in high stress situations causing another linguistic challenge. These conditions do not lead to the assumption that politeness is of any relevance in MMORPGs but rather that these games are hostile and impolite environments. A survey investigating the language usage of gamers, including a questionnaire and a selfcompiled corpus, sheds light on the language usage and politeness of gamers. This survey asks how and why gamers coming from different language backgrounds using ELF in MMORPGs utilize politeness to position themselves.
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Su, Fan, Di Zou, Haoran Xie, and Fu Lee Wang. "A Comparative Review of Mobile and Non-Mobile Games for Language Learning." SAGE Open 11, no. 4 (October 2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067247.

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Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive games were applied most; (b) all games possessed the game elements of goals or rules; (c) the most investigated target languages were English and Chinese; and (d) the most discussed learning outcomes were language acquisition and psychological/affective state. The similarities and differences between MGBLL and NMGBLL were also identified. The current review provides an overview and in-depth analysis of mobile and non-mobile games for language learning, guiding practitioners to select appropriate digital games to cater to specific language teaching goals. Future directions of research are also discussed.
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22

Bojin, Nis. "Language Games/Game Languages: Examining Game Design Epistemologies Through a ‘Wittgensteinian’ Lens." Eludamos: Journal for Computer Game Culture 2, no. 1 (February 29, 2008): 55–71. http://dx.doi.org/10.7557/23.5972.

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Recent theorizing around games and notions of play has drawn from a pool of mid-20th century scholars including such notables as Johann Huizinga, Gregory Bateson, Roger Caillois and Ludwig Wittgenstein. Through his articulation of the concept of language as a type of game, Wittgenstein has been both adopted and critiqued for purposes of circumscribing what are now commonly held as the necessary constituents of games including their systemic nature and the acquiescence of their participants to an agreed-upon rule structure: a set of rules which Wittgenstein likens to the ‘grammar’ of language (Salen and Zimmerman, 2001;Suits, 1978; Juul, 2005; Wittgenstein, 1953; Finch, 2001; Brenner, 1999). Although thus far Wittgenstein has served as a pillar of 20th and 21st century game theory canon, this paper adopts Wittgenstein’s notion of language-games not for purposes of examining games, but for purposes of examining the design of games. The pursuit of this paper is to utilize Wittgenstein’s lens of the language-game to investigate what it is that informs and consequently shapes and reinforces game design epistemologies in an attempt to encourage a reflexivity about the design practices behind the games we create.
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Sundqvist, Pia, and Liss Kerstin Sylvén. "Language-related computer use: Focus on young L2 English learners in Sweden." ReCALL 26, no. 1 (January 2014): 3–20. http://dx.doi.org/10.1017/s0958344013000232.

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AbstractThis paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.
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24

Madsen, Alan L. "Current English: Language Games and Language Usage." English Journal 76, no. 6 (October 1987): 81. http://dx.doi.org/10.2307/818066.

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Ellefsen, Ugo, and Miguel Á. Bernal-Merino. "Harnessing the roar of the crowd." Journal of Internationalization and Localization 5, no. 1 (August 10, 2018): 21–48. http://dx.doi.org/10.1075/jial.00009.ell.

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Abstract Through quantitative data analysis, this study explores the attitudes of gamers from different French-speaking locales (Belgium, France, Canada, and Switzerland) in relation to their language preference and opinions of translated material while playing video games. The intended goal is to develop a replicable methodology for data collection about the linguistic preferences of video game players. The research strategy is based on online questionnaires distributed to gamers through social media. The results highlight players’ level of satisfaction regarding the localisation of games and suggest that industry strategies put forward till recently may be rather inadequate. Linguistic preferences seem to vary within locales based on factors such as English language proficiency and personal background. The results of this research may serve the implementation of new localisation strategies for video game products in French-speaking countries of emerging markets or other multinational languages.
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26

Weber, Mark E. "WITTGENSTEIN ON LANGUAGE-GAMES OF VISUAL SENSATIONS AND LANGUAGE-GAMES OF VISUAL OBJECTS." Southern Journal of Philosophy 31, no. 4 (December 1993): 491–518. http://dx.doi.org/10.1111/j.2041-6962.1993.tb00688.x.

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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.

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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc. The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Orlova, Lyubov K. "Intensification of the process of a foreign language communicative competence formation with the help of computer games." Science and School, no. 3, 2020 (2020): 172–78. http://dx.doi.org/10.31862/1819-463x-2020-3-172-178.

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The article considers the intensification of the process of a foreign language communicative competence formation with the help of computer games. The author emphasizes the advantages of computer games use as one of the types of information and communication technologies to achieve the modern goals of foreign language teaching in the conditions of the society informatization. Special attention is paid to the creative potential of computer games use in the process of foreign language studying. The article sets and describes some genres of computer games that are recommended for use in order to form a foreign language communicative competence in the combination of all its components. The author gives some recommendations for learners on studying a foreign language with the help of computer games. Thus, the purposeful use of computer games in teaching foreign languages helps to create appropriate psychological and pedagogical conditions for increasing the level of a foreign language communicative competence formation.
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Jagoda, Patrick. "Introduction: Conceptual Games, or the Language of Video Games." Critical Inquiry 45, no. 1 (September 2018): 130–36. http://dx.doi.org/10.1086/699584.

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Chio, Cecilia Di, and Paolo Di Chio. "Evolution of language with spatial topology." Interaction Studies 10, no. 1 (March 24, 2009): 31–50. http://dx.doi.org/10.1075/is.10.1.03dic.

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In this paper, we propose two agent-based simulation models for the evolution of language in the framework of evolutionary language games. The theory of evolutionary language games arose from the union of evolutionary game theory, introduced by the English biologist John Maynard Smith, and language games, developed by the Austrian philosopher Ludwig Wittgenstein. The first model proposed is based on Martin Nowak’s work and is designed to reproduce and verify (or refute) the results Nowak obtained in his simplest mathematical model. For the second model, we extend the previous one with the introduction of a world where the languages live and evolve, and which influences interactions among individuals. The main goal of this research is to present a model which shows how the presence of a topological structure influences the communication among individuals and contributes to the emergence of clusters of different languages.
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SUKHANKINA, YELENA. "LANGUAGE GAME IN THE TEACHING OF RUSSIAN LANGUAGE AS A FOREIGN, INTERNATIONAL AND SECOND LANGUAGE." Main Issues Of Pedagogy And Psychology 3, no. 3 (December 21, 2013): 139–49. http://dx.doi.org/10.24234/miopap.v3i3.318.

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The article is devoted to the use of language games on the lessons of the Russian language and extra–curricular activities. We have given the definition of “language game”. Also, we have traced the history of the study of this phenomenon. As a practical application there is an example of using different language games.
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Murray, Jack. "Learning the Language of Games." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2014 (January 1, 2014): 115–18. http://dx.doi.org/10.33178/boolean.2014.22.

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When people ask me what I do for a living I give my answer in phases. I start with the vague, though technically accurate, answer that I am a PhD student. When this invariably leaves my questioner unsatisfied the second question follows swiftly: “Well what are you studying?” again I will dissemble and answer that I study literature. This answer satisfies many and I breathe a sigh of relief, but for some this is still too vague. When pressed on what kind of literature I offer up my last line of defence and answer that the specific object of my research is video games. For those who have already pursued the question this far, it is of course unthinkable that they not pursue it further, especially after so sudden and unexpected a twist. Broken and defeated, I am left with no other choice than to answer their questions in detail ...
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Pavlova, Anna Vladimirovna. "LANGUAGE GAMES BASED ON PROSODY." Ural Philological Herald. Series Language. System. Personality: the Linguistics of Creativity, no. 2 (2020): 63–78. http://dx.doi.org/10.26170/ufv20-02-05.

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Lorenz, Kuno. "What Do Language Games Measure?" Crítica (México D. F. En línea) 21, no. 63 (December 11, 1989): 59–73. http://dx.doi.org/10.22201/iifs.18704905e.1989.727.

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Tomando como punto de partida los parágrafos 130 y 131 de las Investigaciones filosóficas, en los que un juego-de-lenguaje recibe el nombre de ‘objeto de comparación’ o ‘regla de medición’ para los hechos de nuestro lenguaje, se argumenta que los ‘hechos’ preexistentes (en alemán, Verhältnisse) no son los que los juegos-de-lenguaje ponen de relieve. Sirven más bien como una especie de ‘reconstrucción racional’ (el término de Wittgenstein es ‘representación perspicua’, § 122, término que él considera fundamental y que está subrayando el aspecto semiótico de los juegos-de-lenguaje, probablemente porque su aspecto pragmático es obvio) para saber qué estamos haciendo. Por lo tanto, su carácter semiótico es icónico (y no simbólico como lo era el nivel de lenguaje del Tractatus) en el sentido de Peirce y debe ponerse en relación con la ejemplificación desarrollada en la teoría de los símbolos de N. Goodman. Finalmente, se analiza en qué sentido coinciden con los cambios-en-los-hábitos de Peirce o difieren de ellos, siendo éstos los intérpretes lógicos últimos de los signos. [K. L.]
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Lu, Jiayi. "Sellars’ Paradox and Language Games." International Journal of Undergraduate Research and Creative Activities 6, no. 1 (May 29, 2015): 8. http://dx.doi.org/10.7710/2155-4838.1125.

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FAYARD, ANNE-LAURE, GERARDINE DESANCTIS, and MICHAEL ROACH. "LANGUAGE GAMES IN ONLINE FORUMS." Academy of Management Proceedings 2004, no. 1 (August 2004): D1—D6. http://dx.doi.org/10.5465/ambpp.2004.13862504.

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Shiva Zaheri Birgani and Mahnaz Soqandi. "Wittgenstein’s Concept of Language Games." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 2 (July 14, 2020): 641–47. http://dx.doi.org/10.33258/biolae.v2i2.280.

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Austrian British philosopher Ludwig Wittgenstein is one of the greatest philosophers in the 20th century. He mostly works in analytic philosophical thought in topics as diverse as logic and language, perception and intention, ethic and religion, aesthetic and culture. Philosophers often create their own vocabularies by giving special meanings to ordinary terms and phrases. Wittgenstein coinages the term of “language games” and the ‘private language argument”. His argument on the language is the rules of the use of ordinary language is neither right nor wrong, neither true nor false, the language is merely useful for the particular applications in which they are applied . Language is defined not as a system of representation but as a system of devices for engaging in various sorts of social activity, hence ‘the meaning of the word is its use in the language.
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Ellaway, Rachel H. "Language games and scholarly writing." Advances in Health Sciences Education 26, no. 4 (September 20, 2021): 1187–90. http://dx.doi.org/10.1007/s10459-021-10069-4.

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Capone, Alessandro. "Indirect reports as language games." Pragmatics and Cognition 20, no. 3 (December 31, 2012): 593–613. http://dx.doi.org/10.1075/pc.20.3.07cap.

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In this chapter I deal with indirect reports in terms of language games. I try to make connections between the theory of language games and the theory of indirect reports, in the light of the issue of clues and cues. Indirect reports are based on an interplay of voices. The voice of the reporter must allow hearers to ‘reconstruct’ the voice of the reported speaker. Ideally, it must be possible to separate the reporter’s voice from that of the reported speaker. When we analyze the language game of indirect reporting, we ideally want to establish which parts belong to the primary voice (the reported speaker’s voice) and which parts belong to the reporter’s voice. In this paper I apply considerations on language games by Dascal et al. (1996) and I explore the dialectics between abstract pragmatics principles and considerations about situated uses that are sensitive to cues and clues.
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MACEDONIA, MANUELA. "Games and foreign language teaching." Support for Learning 20, no. 3 (August 2005): 135–40. http://dx.doi.org/10.1111/j.0268-2141.2005.00377.x.

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Mühlenbernd, Roland, and Jason Quinley. "Language change and network games." Language and Linguistics Compass 11, no. 2 (February 2017): e12235. http://dx.doi.org/10.1111/lnc3.12235.

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Steels, L. "Language games for autonomous robots." IEEE Intelligent Systems 16, no. 5 (September 2001): 16–22. http://dx.doi.org/10.1109/5254.956077.

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Watts, Jay. "Navigating Language Games Around Psychosis." British Journal of Psychotherapy 33, no. 2 (April 11, 2017): 239–52. http://dx.doi.org/10.1111/bjp.12289.

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Karamuftuoglu, Murat. "Designing language games in Okapi." Journal of Documentation 53, no. 1 (March 1997): 69–73. http://dx.doi.org/10.1108/eum0000000007192.

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Guidotti, Tee L. "Language Games in Environmental Health." Archives of Environmental & Occupational Health 70, no. 5 (October 27, 2014): 241–42. http://dx.doi.org/10.1080/19338244.2014.978655.

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46

Rubinstein, David. "Language Games and Natural Reactions." Journal for the Theory of Social Behaviour 34, no. 1 (March 2004): 55–71. http://dx.doi.org/10.1111/j.1468-5914.2004.00234.x.

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47

Neal, Mary. "Dignity, Law and Language-Games." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 25, no. 1 (July 9, 2011): 107–22. http://dx.doi.org/10.1007/s11196-011-9230-0.

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48

Steels, L. "Language games for autonomous robots." IEEE Intelligent Systems 16, no. 5 (2001): 16–22. http://dx.doi.org/10.1109/mis.2001.956077.

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49

St-Jacques, Claude. "Virtual Pictures of Language Games." International Journal of the Humanities: Annual Review 3, no. 5 (2006): 26–31. http://dx.doi.org/10.18848/1447-9508/cgp/v03i05/41668.

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50

Harrison, Bernard. "Truth, Yardsticks and Language-Games." Philosophical Investigations 19, no. 2 (April 1996): 105–30. http://dx.doi.org/10.1111/j.1467-9205.1996.tb00414.x.

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