Journal articles on the topic 'Reflexive interpretation'
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Yuan, Boping. "Interpretation of binding and orientation of the Chinese reflexive ziji by English and Japanese speakers." Second Language Research 14, no. 4 (October 1998): 324–40. http://dx.doi.org/10.1191/026765898670904111.
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This article reports on an empirical study of the interpretation of the Chinese reflexive ziji by English and Japanese speakers. In English, reflexives can only take a local (LOC) antecedent, whereas the Chinese reflexive ziji and the Japanese reflexive zibun can have a long-distance (LD) antecedent as well as a local one. Another property of the long-distance reflexives is subject orientation. However, reflexives in English allow both subject NPs and object NPs as their antecedents. The results of the study suggest that L1 transfer occurs in second language acquisition (SLA) of the Chinese reflexive ziji. However, not everything can be explained by L1 interference. It is found that: it is much easier for Japanese speakers than for English speakers to acquire the LD binding of ziji; binding of ziji is asymmetric in finite and nonfinite clauses in English speakers' L2 grammars of Chinese; acquiring subject orientation of ziji is problematic to both English and Japanese speakers, and no implicational relationship is found between LD binding of ziji and subject orientation of ziji; LD binding of ziji entails LOC binding of ziji, and it also generally entails no LD object binding. Implications of these findings are discussed.
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Mejri, Amani. "The interpretation of English reflexive and non-reflexive pronouns by Tunisian students." ARGUMENTUM 16 (January 1, 2020): 241–59. http://dx.doi.org/10.34103/argumentum/2020/15.
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Fiéis, Alexandra, and Ana Madeira. "Interpretação de pronomes fortes e clíticos em português L2." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 155–75. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a10.
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This study investigates whether L2 learners of Portuguese show difficulties in the interpretation of reflexive and non-reflexive strong and clitic pronouns, and whether there are asymmetries in the establishment of referential dependencies with the reflexive ‘si’ in local and long-distance contexts. The study is based on three truth-value judgement tasks and the participants are Chinese-speaking intermediate learners of L2 European Portuguese. The results show that the grammatical status of the pronoun is relevant in the case of reflexives, with learners exhibiting difficulties particularly in the interpretation of reflexive strong pronouns. Moreover, in biclausal contexts, they are more accurate in accepting coreference between ‘si’ and long-distance antecedents than with local antecedents. It is suggested that this behaviour may result not only from L1 transfer but also from the strategies adopted by learners to cope with the processing complexity arising from the ambiguity of these contexts.
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Schwarz, Grigori. "Reflexive Autoepistemic Logic." Fundamenta Informaticae 17, no. 1-2 (July 1, 1992): 157–73. http://dx.doi.org/10.3233/fi-1992-171-209.
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We propose a new variant of autoepistemic logic which, intuitively, corresponds to understanding a belief operator L as “is known”, in contrast to the interpretation of L as “is believed” in Moore’s autoepistemic logic. Formal properties of the new logic and relationship to Moore’s logic are studied in detail.
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Thomas, Margaret. "The Interpretation of English Reflexive Pronouns by Non-Native Speakers." Studies in Second Language Acquisition 11, no. 3 (September 1989): 281–303. http://dx.doi.org/10.1017/s0272263100008147.
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Ninety-six second language learners of English responded to a 30-item multiple-choice questionnaire requiring them to identify the antecedent of a reflexive pronoun. Their judgments differ from those of a native-speaker control group in that they do not require that a reflexive take a clause mate antecedent, but both groups share a preference for subject over non-subject antecedents. The second language learners do not seem to transfer first language (L1) grammar into the second language (L2), nor do they recapitulate the course of L1 acquisition. An extension of Wexler and Manzini's (1987) parameter-setting model of L1 acquisition to L2 data may account for some of these results, but the high incidence of long-distance binding of reflexives remains problematic: these second language learners have set the governing category parameter too widely without positive evidence.
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Joo, Kum-Jeong. "Children’s interpretation of the Korean reflexive pronounscakiandcaki-casin." Language Acquisition 24, no. 4 (November 23, 2016): 417–19. http://dx.doi.org/10.1080/10489223.2016.1240176.
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Le Bruyn, Lieven. "A cohomological interpretation of the reflexive Brauer group." Journal of Algebra 105, no. 1 (January 1987): 250–54. http://dx.doi.org/10.1016/0021-8693(87)90190-6.
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Demirci, Mahide. "The role of pragmatics in reflexive interpretation by Turkish learners of English." Second Language Research 16, no. 4 (October 2000): 325–53. http://dx.doi.org/10.1177/026765830001600402.
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This study investigates the effects of pragmatic principles on the acquisition of the binding of English reflexives by adult Turkish second language (L2) learners. The study compares pragmatically biased and pragmatically neutral sentences to determine whether pragmatic bias towards a non-local antecedent overrides the parameter setting of English and causes learners to choose as possible antecedents NPs outside the binding domain. Both group and individual results indicate that pragmatically biased sentences compel the subjects to consider pragmatic information to the extent that it can affect their choice of local antecedent. Acquisition theories should account for the role that pragmatic information might play in the assignment of possible antecedents for reflexives.This study incorporates Huang's (1994) ‘pragmatic theory of anaphora’ in which the interpretation of a reflexive is subject to the I-principle, a pragmatic strategy which finds an antecedent for the reflexive that gives the most informative, stereotypical interpretation in keeping with our knowledge about the world.
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Legendre, Géraldine, and Paul Smolensky. "A competition-based analysis of French anticausatives." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 40, no. 1 (December 8, 2017): 25–42. http://dx.doi.org/10.1075/li.40.1.02leg.
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Abstract Some long-standing questions surrounding anticausatives in languages like French include whether the morphological marking (presence/absence of se) correlates with interpretational differences and/or different syntax. We examine the three anticausatives classes (optional se, obligatory se, no se) in three aspectual contexts and formulate a generalization whereby a default morphological form (reflexive-/non-reflexive-marked) can be identified for each context, plus an interpretive anti-blocking effect: if the lexicon does not provide the default form then the other form (regardless of morphology) preserves the aspectual interpretation of its transitive source. French anticausative se is tied to lexical aspect (rather than syntax), but the distribution is complex and non-transparent. We argue that the grammar allows bidirectional competition among forms and interpretations and the formalize analysis in Bidirectional OT (Superoptimality).
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MANZINI, M. RITA, ANNA ROUSSOU, and LEONARDO M. SAVOIA. "Middle-passive voice in Albanian and Greek." Journal of Linguistics 52, no. 1 (March 24, 2015): 111–50. http://dx.doi.org/10.1017/s0022226715000080.
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In this paper we consider middle-passive voice in Greek and Albanian, which shows a many-to-many mapping between LF and PF. Different morphosyntactic shapes (conditioned by tense or aspect) are compatible with the same set of interpretations, which include the passive, the reflexive, the anticausative, and the impersonal (in Albanian only). Conversely, each of these interpretations can be encoded by any of the available morphosyntactic structures. Specialized person inflections (in Greek and Albanian), the clitic$u$(Albanian) and the affix -th- (Greek) lexicalize the internal argument (or the sole argument of intransitive in Albanian) either as a variable, which is LF-interpreted as bound by the EPP position (passives, anticausatives, reflexives) or as generically closed (impersonals, in Albanian only). The ambiguity between passives, anticausatives and reflexives depends on the interpretation assigned to the external argument (generic closure, suppression or unification with the internal argument respectively). In perfect tenses, auxiliaryjam‘be’ in Albanian derives the expression of middle-passive voice due to its selectional requirement for a participle with an open position. Crucially, no hidden features/abstract heads encoding interpretation are postulated, nor any Distributed Morphology-style realizational component.
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Bennett, Susan. "Interpretation of English reflexives by adolescent speakers of Serbo-Croatian." Second Language Research 10, no. 2 (June 1994): 125–56. http://dx.doi.org/10.1177/026765839401000202.
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This article addresses the question of L1 transfer in L2 acquisition of reflexive binding. It incorporates recent research on Binding Theory which focuses on the relationship between morphological complexity of anaphors and the occurrence of long-distance binding of reflexives (cf. Yang, 1983; Pica, 1987; Hellan, 1988; Battistella, 1989; Huang and Tang, 1989; Cole et al., 1990; Progovac, 1992). Reflexives typically fall into two categories: simple (X0) reflexives that may take long-distance antecedents and complex (XP) refle xives that may not. Acquisition of the English binding pattern by native speakers of Serbo-Croatian requires recognition of the morphological com plexity of English reflexives. Prior to reanalysis, learners are predicted to transfer the L1 X0anaphor type and incorrectly assign long-distance antece dents to English XP reflexives.The interpretation of English reflexives by native speakers of Serbo- Croatian was investigated using two types of written sentence comprehension tasks. A picture identification task and a multiple-choice questionnaire were administered to intermediate ( n = 20) and advanced (n = 20) L2 learners and a group of English native speaker controls (n = 20). Results consistent across task type support the transfer hypothesis and suggest learners have access to Universal Grammar in second language acquisition.
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Pinkard, Terry. "The Categorial Satisfaction of Self-Reflexive Reason." Hegel Bulletin 10, no. 01 (1989): 5–17. http://dx.doi.org/10.1017/s0263523200004614.
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Robert Pippin's book, Hegel's Idealism: the Satisfactions of Self-Consciousness, is a deep, probing reconstruction of Hegel's project and the specific ways in which he tried to work out that project. It is rich in both analytical detail and in setting Hegel's thought in the historical complex of ideas that run from Kant to Fichte. It offers us a different view of Hegel than we have been accustomed to getting. I shall not concentrate too much on the details of Pippin's book, which excels in the depth and fine grained quality of its analyses. Instead, I shall deal with his overall interpretation and how good a case can be made for it. Pippin's goal of locating Hegel in terms of the Kantian project is well founded, and I think that he almost succeeds admirably. But only almost. The design of this commentary is threefold. First, I will give an overview of the general thrust of Pippin's interpretation. Second, I shall raise some questions about it and propose an alternative to it. Finally, I shall look at part of one particular section of Pippin's work, namely, his interpretation of Hegel's conception of “Essence” in the Science of Logic. Pippin's main thesis about Hegel's program seems relatively straightforward: Hegel's work should be understood as carrying on and transforming the Kantian idea of deriving all the conditions of knowledge from the transcendental unity of apperception, a special kind of self-conscious awareness of objects. Let us call this the Apperception Thesis.
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McAnany, Patricia A., and Ian Hodder. "Thinking about archaeological excavation in reflexive terms." Archaeological Dialogues 16, no. 1 (June 2009): 41–49. http://dx.doi.org/10.1017/s1380203809002797.
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We thank the four commentators – Åsa Berggren, Barbara Helwing, Barbara Mills, and Allan Maca – for their thoughtfully critical comments and cannot help but feel encouraged by the passion displayed in their comments. To an extent underrealized in our initial formulation, the recording and interpretation of stratigraphy forms the jugular vein of archaeological practice. Although accused by some of the commentators of not offering anything new, creating a straw man, or ignoring artefacts, we note that our discussion of social stratigraphy encouraged reflexivity about archaeological practice in all four commentaries. Our initial pulling together of social practices that might be expressed in patterns of depositing and cutting also sparked extremely productive and creative dialogue regarding the documentation and interpretation of stratigraphy, a virtual (and highly successful) simulation that employed our proposed ‘toolkit’, and worrisome questions regarding the lack of fit between social theory and archaeological technique within the Americanist tradition. We address these topics, particularly in light of commentators' demonstration of the importance of reflexive practices within archaeology.
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Park, Eugene. "Korean English Learners' Interpretation of Reflexive Anaphora in VP-Ellipsis." Journal of Language Sciences 23, no. 3 (August 30, 2016): 111–35. http://dx.doi.org/10.14384/kals.2016.23.3.111.
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Jahraus, Oliver. "Der fatale Blick in den Spiegel – Zum Zusammenhang von Medialität und Reflexivität." Zeitschrift für Ästhetik und Allgemeine Kunstwissenschaft 55, no. 2 (2010): 87–99. http://dx.doi.org/10.28937/1000106170.
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Der Beitrag untersucht den Zusammenhang von Reflexivität und Medialität (das, was ein Medium zum Medium macht), indem er die Idee der Reflexion an den konkreten Formen von Spiegelungen in Literatur und Film wie zum Beispiel Doppelgänger oder Figurenspaltungen darstellt. Dabei zeigt sich, daß jedes Medium autoreflexiv verfasst ist und daß die Vorstellung von Subjektivität seit dem 18. Jahrhundert selbst auf diesem Zusammenspiel von Reflexivität und Medialität beruht. Das Subjekt gilt demnach als reflexiver Effekt der Medialität, wie es an einer Betrachtung von Foucaults berühmter Meninas-Interpretation nachverfolgt werden kann.<br><br>This article analyses the relation between reflexivity and mediality (what makes a medium a medium) by presenting concrete situations of optical and specular reflections in literature and film, such as doubles (Doppelgänger) and split figures. Thus it can be shown that since the 18th century every medium is self-reflexive and that the concept of subjectivity has its basis in the interplay of reflexivity and mediality. The subject is an effect of medialitity as may be demonstrated by a new recapitulation of Foucault’s famous Meninas-interpretation.
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Wendland, Michał. "What is the “reflexive historicizing of communication”? A philosophical approach." Lingua Posnaniensis 59, no. 1 (June 1, 2017): 95–108. http://dx.doi.org/10.1515/linpo-2017-0008.
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Abstract The purpose of this article is to interpret the term the “reflexive historicizing of communication” used by the editors of the Handbook of Communication History published in 2013. In the preface and in the first chapter, the editors introduce the above-mentioned concept, postulating that it is associated with the most important among several possible trends in communication history. Reflexive historicizing, as an important and innovative methodological directive, however, is described therein rather laconically. This article contains comments on both historicism and reflexivity. Their genesis is presented as well as their most important interpretations and possible applications in the social sciences. Particular attention is paid to the concept of historicism, since it is charged with numerous controversies and polemics (Karl Popper’s famous criticism). The main purpose of this article is to explain the meaning of historicism (and reflexivity) so as to avoid confusion and over-interpretation in the application of these concepts within communication history.
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Bredikhin, Sergey N., Tatiana V. Marchenko, Nataliia A. Pelevina, and Iuliia I. Pelevina. "Fundamentals of metatheoretical understanding of nature based on comprehensive reflection of discourse." SHS Web of Conferences 69 (2019): 00025. http://dx.doi.org/10.1051/shsconf/20196900025.
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The study provides rationale for meta-theoretical interpretation of a special type of a literary text – the one based on ultimate reflexion. The analysis rests on “camp prose” works characterized by a significant degree of abstraction on the part of the subject of narration and the possibility of contaminating the objective reality phenomena and the ones of personal reflexive reality within the framework of an “objective” observer description. The authors specify the meta-language of the first level abstraction and the peculiarities of constructing the analyzed type of text as a certain acting scheme for both the literary text producer and the recipient. The proposed scheme incorporates a peculiar cognitive experience (featuring creativity, abstraction, intuition and reflexivity) and a new phenomenological reflexion that imply a new way of realizing different types of experience within the scope of reflexive reality. The texts based on ultimate reflexion are defined as verbal-psycho-emotive entities that can trigger a certain state of consciousness in the process of reading and objectify different sense overtones implied by the author.
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Sanoudaki, Eirini, and Spyridoula Varlokosta. "Pronoun Comprehension in Individuals With Down Syndrome: Deviance or Delay?" Journal of Speech, Language, and Hearing Research 57, no. 4 (August 2014): 1442–52. http://dx.doi.org/10.1044/2014_jslhr-l-13-0035.
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Purpose Results of recent pilot studies suggest that the interpretation of pronouns in individuals with Down syndrome (DS) may follow a pattern unattested in typical development, indicating the presence of a selective deficit targeting the comprehension of reflexive pronouns. These findings come at a time when there is a heated debate surrounding pronoun comprehension in typical development as well. This study aims to contribute to these debates by examining pronoun comprehension in Greek, a language that exhibits unusual patterns in pronoun comprehension in typical development. Method Seven Greek-speaking individuals with DS and a control group of 14 typically developing (TD) children were tested. The authors examined the comprehension of strong pronouns, reflexive pronouns, and pronominal clitics, using a picture selection task. Results The data reveal evidence of deviant pronoun comprehension in individuals with DS compared with the TD group. The DS group encountered problems in the interpretation of reflexive pronouns when compared with the TD group, while the performance of the two groups was comparable in all remaining conditions. Conclusions Findings are in line with the selective deficit model of language comprehension in DS, supporting the presence of a cross-linguistic reflexive deficit.
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Di Sciullo, Anna Maria. "Word-Internal Pronouns and Reflexives." Coherence and Anaphora 10 (January 1, 1996): 103–21. http://dx.doi.org/10.1075/bjl.10.08dis.
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Abstract. Complex reflexives such as himself and the like are D compounds, contrary to self-N compounds which are N compounds. The difference between pronouns and reflexives with respect to their distribution in compounds is expressed configurationally in terms of the difference between heads and adjuncts. The pronoun is the head, its F-features percolate in its projection chain. The reflexive is the adjunct entering in an identification relation with the head and licensing argument-linking within its domain as it projects an inalienable possession configuration. On the other hand, pronouns do not differ from reflexives with respect to their interpretability in X° expressions. In both cases only an attributive interpretation is available for these categories, as it is the case more generally for categories in morphological expressions.
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Fiéis, Alexandra, and Ana Madeira. "Interpretação de pronomes em português L2: efeitos de transferência?" Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 83–97. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a34.
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This study investigates how knowledge of the interpretative properties of strong object pronouns develops in L2 European Portuguese. We focus on the anaphor si, which, in biclausal domains, may take either a local or a long-distance antecedent. Previous studies have shown that L2 learners show delays in the acquisition of non-reflexive pronouns in monoclausal domains (Kim et al 2014), but not of anaphors; however, knowledge of the locality constraints on anaphors in biclausal sentences has been shown to exhibit transfer effects and develop late (Domínguez et al 2012). In this study we investigate whether the learners’ L1 influences the development of the interpretative properties of pronouns by considering two groups of learners whose L1s differ regarding long-distance binding: Spanish, where it is disallowed (Otero 1999), and Italian, where, according to Napoli (1979), it is allowed. Moreover, we investigate whether learners attain full knowledge of these properties, and, if so, whether development of this knowledge is delayed, by comparing learners at different proficiency levels (intermediate and advanced). Results of two truth-value judgement tasks indicate the presence of L1 effects in learners’ interpretation of non-reflexive pronouns, but not of si in biclausal contexts, where a local interpretation is preferred over a long-distance one. Moreover, a comparison between the intermediate and the advanced groups reveals a developmental effect in the Spanish group (but not in the Italian group), indicating that the interpretative properties of si may be fully acquired, albeit subject to delays.
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LIPATOV, L. N., A. SABIO VERA, V. N. VELIZHANIN, and G. G. VOLKOV. "REFLEXIVE NUMBERS AND BERGER GRAPHS FROM CALABI–YAU SPACES." International Journal of Modern Physics A 21, no. 13n14 (June 10, 2006): 2953–3005. http://dx.doi.org/10.1142/s0217751x06031326.
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We review the Batyrev approach to Calabi–Yau spaces based on reflexive weight vectors. The Universal CY algebra gives a possibility to construct the corresponding reflexive numbers in a recursive way. A physical interpretation of the Batyrev expression for the Calabi–Yau manifolds is presented. Important classes of these manifolds are related to the simple-laced and quasi-simple-laced numbers. We discuss the classification and recurrence relations for them in the framework of quantum field theory methods. A relation between the reflexive numbers and the so-called Berger graphs is studied. In this correspondence the role played by the generalized Coxeter labels is highlighted. Sets of positive roots are investigated in order to connect them to possible new algebraic structures stemming from the Berger matrices.
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Cho, Sook Whan. "The Syntactic and Semantic Ambiguity of Caki 'Self' in Korean." Korean Linguistics 13 (January 1, 2006): 149–65. http://dx.doi.org/10.1075/kl.13.07swc.
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Abstract. The Korean reflexive caki 'self is ambiguous semantically and syntactically. This reflex-ive does not always behave as an anaphor or a pronominal. It is often not bound, nor is it consistent in its distribution as would be expected from the alternative view, which regards it as a long-distance anaphor or a pronominal. It is noted in this study, on the other hand, that the behavior of the reflex-ive is ambivalent in two ways. For one, the interpretation of the reflexive is sensitive to its co-occurring predicate and allows the reading of the abstract concept of personhood and individuality along the lines with Safir (1996). For another, the reflexive seems to behave like a Near-reflexive in the sense of Lidz (2001). Given these observations, this study has largely focused its discussion on how inherent reflexivity of predicates and the abstract concept of personhood and individuality of the reflexive may interact in determining the antecedent. It is concluded that the reflexive is a refer-entially independent and lexically idiosyncratic noun when it is conceived of as a "reified" soul, and behaves like a discourse-sensitive reflexive pronoun in other contexts.
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Nagata, Hlroshi. "Reflexive Resolution in Parsing Japanese Logophoric and Nonlogophoric Sentences." Perceptual and Motor Skills 80, no. 3 (June 1995): 943–53. http://dx.doi.org/10.2466/pms.1995.80.3.943.
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This study addresses online resolution of the Japanese reflexive, jibun, for logophoric and nonlogophoric sentences in which the reflexive was manipulated to relate more often with a subject of a subordinate sentence (subordinate-subject) than with that of a matrix sentence (matrix-subject). 48 students were administered an antecedent identification task on which they were required to identify quickly and accurately the antecedent of the reflexive with a marker given to them either immediately after the end of a sentence following a matrix-verb or 4 sec. later. Despite the manipulation, the matrix-subject was predominantly judged to be the antecedent of the reflexive regardless of the sentence type. However, the subordinate-subject as the judged antecedent of the reflexive increased on the average from around 30.6% immediately after the end of the sentence to 50.1% 4 sec. later. Findings indicate that Japanese speakers are insensitive to the logophoricity involved in the reflexive sentences and a certain length of time is needed for the final interpretation of the sentences to be well established.
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PEROVIC, ALEXANDRA, NADYA MODYANOVA, and KEN WEXLER. "Comprehension of reflexive and personal pronouns in children with autism: A syntactic or pragmatic deficit?" Applied Psycholinguistics 34, no. 4 (March 21, 2012): 813–35. http://dx.doi.org/10.1017/s0142716412000033.
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ABSTRACTAlthough pragmatic deficits are well documented in autism, little is known about the extent to which grammatical knowledge in this disorder is deficient, or merely delayed when compared to that of typically developing children functioning at similar linguistic or cognitive levels. This study examines the knowledge of constraints on the interpretation of personal and reflexive pronouns, an aspect of grammar not previously investigated in autism, and known to be subject to differential developmental schedules in unimpaired development. Fourteen children with autism (chronological age = 6–17 years,M= 11) showed some difficulties comprehending personal pronouns, no different from those observed in two groups of younger controls matched on nonverbal IQ or receptive grammar, but in line with the reported pragmatic deficits and general language delay in this population. However, their interpretation of reflexives was significantly worse than that of the control children. This pattern is not evidenced at any stage of typical development, revealing an impaired grammatical knowledge in our sample of children with autism, and is argued not to be due to a general language delay or cognitive deficits.
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Ittzés, Máté. "The Interpretation of práti … mucāte in R̥gveda 10,27,11c." Indo-Iranian Journal 58, no. 3 (2015): 203–15. http://dx.doi.org/10.1163/15728536-05800060.
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The 3s middle subjunctive verb form práti … mucāte (RV 10,27,11c) has generally been interpreted as having an agentive-attingent and irreflexive meaning. Taking into account the usage of the active and the middle forms of práti moc- in the R̥gveda and other Vedic texts, the present article argues that this interpretation is incorrect and that the middle form in question has to be taken as having its usual indirect reflexive meaning (‘to assume, to take on’). This grammatical analysis calls for a little modification of Jamison’s (1996) interpretation of RV 10,27,11.
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Barbosa, Eduarda Calado. "Reflexive rules as content: the case of deictic demonstratives." Sofia 8, no. 1 (September 5, 2019): 54–66. http://dx.doi.org/10.47456/sofia.v8i1.23782.
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Determining what content is expressed by a demonstrative when its reference cannot be determined is a problem for those who assume that demonstrative reference is cognized by interpreters and demonstrative meaning has a mere indicative role. Here, I explore a concept of content that gives meaning a cognitively relevant role, namely, John Perry’s classificatory concept of content. With that purpose, I compare the interpretation of a deictic demonstrative in two cases: for an eavesdropper and a conversational participant, aiming to show that meaning, in the form of reflexive rules, can be recruited to play the role of content when information (in the speech situation) is scarce.
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Branan, Kenyon, and Michael Yoshitaka Erlewine. "Binding reconstruction and two modes of copy-chain interpretation." Proceedings of the Linguistic Society of America 6, no. 1 (March 20, 2021): 734. http://dx.doi.org/10.3765/plsa.v6i1.5008.
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We present a theory for the interpretation of Ā-movement chains at LF in the copy theory of movement where the NP restrictor of a DP Ā-movement chain is interpreted in only one copy. Such a view is motivated for English by evidence from reflexive binding, building on observations in Barss 1986, and its interaction with parasitic gap licensing and weak crossover effects. Our approach offers a means for understanding the classification of Ā-movement types in Cinque 1990 and Postal 1994 in copy-theoretic terms.
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Sequeiros, Xosé Rosales. "Interpretation of reflexive anaphora in second language VP-ellipsis: Relevance Theory and paradigms of explanation." Second Language Research 20, no. 3 (July 2004): 256–80. http://dx.doi.org/10.1191/0267658304sr240oa.
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This article explores second language (L2) learners’ interpretation of reflexive anaphora in VP-Ellipsis by critiquing the work of Ying (2003), who applies Relevance Theory to explain elliptical anaphora. It argues against four claims made in his analysis: that L2 learners apply maximal relevance in anaphoric interpretation; that a procedural account of the impact of referential sentences on VP-ellipsis disambiguation is appropriate; that an account of anaphoric interpretation preferences should be based on processing cost; and that differences in experimental results between intermediate and advanced L2 learners are due to the use of different comprehension strategies (see Sperber, 1994). Instead, it argues: that it is not maximal but rather optimal relevance that is at work; that the key in disambiguating anaphora in VP-elliptical sentences is the achievement of an optimally relevant interpretation; that the role of contextual assumptions in anaphora resolution is to enable L2 learners to derive enough contextual effects to make it worth their effort and, in doing so, identifying (as a side effect) what they take to have been the intended referent; and that what is crucial in the use of comprehension strategies is not processing effort, but rather consistency with the second principle of relevance. Overall, all these factors provide the basis for an alternative and more comprehensive explanation of the experimental results discussed by Ying.
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Rotar, Nataliya. "Critique of Reflective Modern Theory in Contemporary Political Science." Mediaforum : Analytics, Forecasts, Information Management, no. 8 (December 28, 2020): 132–47. http://dx.doi.org/10.31861/mediaforum.2020.8.132-147.
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The article studies the main lines of criticism of the theory of reflexive modernism. It is proved that in modern political science it unfolds around certain provisions of the theory of reflexive modernism. It is substantiated that Eurocentrism of the definition and interpretation of reflexive Art Nouveau, characteristic of the studies of U. Beck, A. Giddens, and J. Habermas, is criticized. A critical attitude towards eurocentrism of reflexive modernism provoked the formation of the idea of the probability and reality of the multiplicity of modernities (for example, Asian concepts of compressed modernity and enhanced modernization). It is proved that the most important vectors of criticism of the theory of reflexive modernism are: (1) the role and functions of political time and chronopolitics in different cultures and political systems; (2) the functional characteristics of political actors, primarily the state and citizen; (3) the scientific position according to which political and politics in the framework of the realities of reflexive modernism cannot remain in a stable form, therefore it is inevitable to identify new institutional characteristics of modernity that significantly expand the concept of radical modernism; (4) the need to clarify such a characteristic feature of reflective modernity as changing the system of control over the means of violence; (5) the search for the limits of application of the theory of reflexive modernism in the study of political processes in the modern world.
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SMIRNOVA, ANASTASIA. "The ‘feel like’ construction in Russian and its kin: Implications for the structure of the lexicon." Journal of Linguistics 51, no. 1 (July 1, 2014): 107–45. http://dx.doi.org/10.1017/s0022226714000231.
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Russian has a family of reflexive constructions that have non-canonical syntax and express a variety of meanings that range from disposition (‘I feel like working’) to ability (‘I cannot work here’) and generic assessment of quality (‘I work well here’). Previous analyses assume that these constructions are derived by a regular syntactic rule and postulate a null modal in the structure to account for their semantics (Benedicto 1995, Franks 1995, Rivero & Arregui 2012). Focusing on the ‘feel like’ construction, I show that derivational analyses have difficulty explaining its idiosyncratic properties, including non-canonical agreement (independent of the structural subject), as well as the interpretation of aspect. Moreover, derivational analyses overgeneralize, since only a subset of predicates occur in the ‘feel like’ construction in Russian, as the data from the Russian National Corpus indicate. In order to account for their idiosyncratic properties and semi-productivity, I propose that the ‘feel like’ construction and its kin are stored in the lexicon as constructions (Goldberg 1995; Jackendoff 1997, 2008). The proposed analysis clarifies the status of reflexive constructions in Russian and establishes the scope of cross-linguistic semantic variation by comparing reflexives in Russian to that in other Slavic languages.
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Barbosa, Eduarda Calado. "NOT-AT-ISSUE CONTENT IN THE REFLEXIVE-REFERENTIAL THEORY." Kriterion: Revista de Filosofia 62, no. 148 (April 2021): 55–75. http://dx.doi.org/10.1590/0100-512x2021n14803eb.
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ABSTRACT The Reflexive-Referential Theory is a multi-content approach to utterance interpretation. Its main proponent, John Perry, assumes that utterances of sentences with singular terms express several contents, depending on how their utterers and interpreters harness information from the situations in which they are produced. However, the theory says little to nothing about implied content, like presuppositions. Here, I discuss the possibility of including presuppositions, defined in terms of the concept of not-at-issue content, in this view. I begin with a brief characterization of the Reflexive-Referential theory in what regards its theoretical motivations and main thesis, followed by a study case of presuppositional not-at-issue content associated to a specific class of singular terms, proper names. To conclude, I ponder over a few consequences of this overall project of theoretical expansion.
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Beaumont, Justin, Klaus Eder, and Eduardo Mendieta. "Reflexive secularization? Concepts, processes and antagonisms of postsecularity." European Journal of Social Theory 23, no. 3 (December 27, 2018): 291–309. http://dx.doi.org/10.1177/1368431018813769.
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This article deals with the concepts, processes, and antagonisms that are associated with the notion of postsecularity. In light of this article’s expanded interpretation of José Casanova on the secular and secularization, as well as thoughts on James A. Beckford’s take on public religions, five rubrics on the postsecular derived from critical theory and an understanding of ‘reflexive secularization’ are presented. This term focuses on secularization processes and how these practices unleash complementary as well as antagonistic tendencies, a confrontation of normativities and specific social-empirical challenges. From this basis it is argued that social-empirical analysis should focus on non-naturalistic relations between individuals occupying structurally equivalent positions in narrative networks. A plurality of normativities are seriously considered as ideas circulating through social relations where the critical competence of the participants of such communication processes are provoked to subvert anything – including any normative positionality – as taken for granted. Moves towards the decolonization of the secular/postsecular dyad are emphasized, with ramifications for thinking about the urban, which point to the universal and authentic foundations of the human condition that are brought into play.
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Ying, H. G. "Second language learners’ interpretation of reflexive anaphora in VP-ellipsis: A relevance theory perspective." Language Sciences 27, no. 5 (September 2005): 551–70. http://dx.doi.org/10.1016/j.langsci.2005.02.003.
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Boullosa, Rosana de Freitas, Janaina Lopes Pereira Peres, and Luiz Fernando Macedo Bessa. "Into the Field: a Reflexive Narration of Critical Policy Studies." Organizações & Sociedade 28, no. 97 (June 2021): 317–42. http://dx.doi.org/10.1590/1984-92302021v28n9704en.
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Abstract This article aims at presenting a narrative of Critical Policy Studies as a school of thought that is built, reflexively, within the Policy Studies field, consolidating and pluralizing it. This approach, although little known in Brazil, represents, increasingly, an alternative and a consistent path of studies, that distinguishes itself by assuming the centrality of language as an unit of analysis in policy processes; choosing interpretation as a method; taking the arguments as the main research material and post-positivism as its purpose. Methodologically, this article has been built through a narrative review of the literature and it adopted, as a starting point, the discussion forum on “what is critical?”, published in the Critical Policy Studies Review (2016 edition), and the Handbook of Critical Policy Studies itself (Fischer, Torgerson, Durnová & Orsini, 2016). In five sections, we narrate the development of Critical Policy Studies School passing, mainly, through interpretative and argumentative approaches, seeking to establish fertile dialogues with analysts, bureaucrats, managers and researchers. As well as with all those interested in facing the challenges of producing other narratives and developing new research and teaching processes in this field of studies, with the objective of making the Policy Studies field more diverse and more consistent with the Brazilian reality. We conclude that, paradoxically, the plurality - disciplinary, epistemological, methodological, theoretical and thematic - that characterizes the development of the Policy Studies field, in Brazil, still falls short of meaning more participatory, inclusive and democratic public policies. In this sense, we believe that the effort to contribute to the introduction of this literature in the Brazilian Policy Studies field not only presupposes the adoption of a critical-reflexive research stance, but also represents a first step towards the adoption of increasingly democratizing practices in the Policy field.
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Nagata, Hiroshi. "Reflexive Resolution in Nonlogophoric Garden Path Sentences in Japanese." Perceptual and Motor Skills 82, no. 2 (April 1996): 563–69. http://dx.doi.org/10.2466/pms.1996.82.2.563.
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This study was done to establish a garden path effect Japanese speakers might experience when resolving the reflexive, jibun, involved in biased (as opposed to unbiased) nonlogophoric sentences. The reflexive in the biased sentences was manipulated to be bound to a subject of a subordinate sentence (subordinate-subject) despite its being ordinarily associated with a subject of a matrix sentence (matrix-subject). Such manipulation was not performed for the unbiased sentences. Thus the speakers given the former sentences were expected to be garden-pathed. 56 students identified quickly and accurately, when given a marker, the antecedent of the reflexive with the marker given to them either immediately after a subordinate verb phrase or immediately after the end of a sentence following a matrix verb. Findings showed a clear interaction between sentence type and marker position. The rate of subordinate-subject as the judged antecedent of the reflexive remained low (19.1% on average) across the two marker positions for the speakers given the unbiased sentences, whereas for those given the biased sentences it increased from 16.7% to 40.5%. This indicates that the speakers actually go down a garden path and need a certain length of time to attain the ultimate interpretation of the sentences.
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Armstrong, Grant. "Agentive reflexive clitics and transitive 'se' constructions in Spanish." Borealis – An International Journal of Hispanic Linguistics 2, no. 2 (November 18, 2013): 81. http://dx.doi.org/10.7557/1.2.2.2526.
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<p class="MsoNormal" style="margin-top: 0cm; margin-right: 25.15pt; margin-bottom: .0001pt; margin-left: 1.0cm; text-align: justify; text-justify: inter-ideograph;"><span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: "ＭＳ 明朝"; mso-fareast-theme-font: minor-fareast; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">This paper investigates the structure of transitive sentences that contain a non-doubling reflexive clitic such as <em>Juan <strong>se </strong>lavó todos los platos</em> and <em>María <strong>se</strong> leyó un libro</em>. Though these are traditionally labelled unselected (non-core) agreeing datives or aspectual datives, I argue that this label obscures a relevant difference between two classes of constructions. <span style="font-variant: small-caps;">agentive reflexive clitic</span> (= ARC) constructions are characterized by a uniform set of effects on the external argument (= it must be an agent) and the aspectual interpretation of the VP (= it must be an accomplishment). On the other hand, <span style="font-variant: small-caps;">transitive se clitic</span> (= TSC) constructions do not impose any type of uniform restrictions on the kind of external argument they take or on the aspectual interpretation of the VP. I propose that the difference between these two constructions may be captured by treating <span style="font-variant: small-caps;">se </span>in the ARC construction as the realization of a special <em>v</em><sub>DO</sub> head, based on an idea in Folli & Harley (2005), while <span style="font-variant: small-caps;">se</span> in the TSC construction is generated in the complement position of the verb and incorporates into V, forming a complex predicate, following work by De Cuyper (2006), MacDonald (2004, 2008) and MacDonald & Huidobro (2010). It is shown that many of the empirical and theoretical disagreements that plague the literature on the role of non-doubling <span style="font-variant: small-caps;">se</span> in transitive sentences have a simple solution given the new division established here</span></p>
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Labunets, Natalia V., and Natalia S. Kochneva. "Onomastic reflection in works of V. P. Krapivin." Tyumen State University Herald. Humanities Research. Humanitates 5, no. 2 (June 28, 2019): 6–19. http://dx.doi.org/10.21684/2411-197x-2019-5-2-6-19.
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The subject under research is the relevant, but insufficiently studied phenomenon of onomastic reflection. The aim is to identify the specifics of onomastic reflexives in the space of fairy-tale texts of V.P. Krapivin in the aspect of language game. The works of V.P. Krapivin (which he himself denoted as Krapivin’s tales) served as the source. Onomastic constructions (more than 1,500 units), included in the reflexive context of the author’s vision of the proper name, became the material of the research. Contextual and component analysis, as well as the techniques of the descriptive method (observation, interpretation, and systematization) are the main research methods. Based on the material of Krapivin’s texts, the heuristic nominativeness, onomastic loading of texts were first examined from the standpoint of the presentation of the estimated information contained in the metalinguistic statements-reflections on the proper name. The specificity of the studied reflexives is that they can be either explicitly or implicitly expressed estimations, coupled with different textual parameters — from the word-onym (quasi-reflexive) through the onomastic phrase to the detailed evaluative characteristic of the onomastic construction. A special feature of Krapivin’s onym is to be found in the author’s desire to show various functional facets of a proper name: onym-nominative — onym-characterizer. The manifestation of the reflective beginning in the text is carried out in various ways: by directly commenting on the proper name using special lexical means, syntactic constructions, as well as through its graphic (orthofraphic), phonetic design, structuring of the component composition. Associative links of the name, manifested through onomastic reflexives, create the effect of onomastic games.
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KIM, JI-HYE, SILVINA MONTRUL, and JAMES YOON. "Dominant language influence in acquisition and attrition of binding: Interpretation of the Korean reflexive caki." Bilingualism: Language and Cognition 13, no. 1 (November 13, 2009): 73–84. http://dx.doi.org/10.1017/s136672890999037x.
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This study investigates how the dominant language of Korean heritage speakers (English) influences Korean (minority language) in the domain of binding interpretations by comparing the performance of Korean immigrants in English dominant context with that of incomplete learners of Korean and L2 learners of Korean. Four groups (10 Korean immigrants, 17 simultaneous bilinguals, 14 late L2 learners, and 30 Korean native speakers) were tested. Differences between English and Korean in Governing Category and structural constraints were tested through a Truth Value Judgment Task with stories. Overall results showed that Korean immigrants (attriters) did not differ from Korean controls, while simultaneous bilinguals (incomplete learners) and late L2 learners of Korean showed behavior different from Korean control when two languages were different in their binding properties.
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Wimalasena, Lakshman, and Abigail Marks. "Habitus and reflexivity in tandem? Insights from postcolonial Sri Lanka." Sociological Review 67, no. 3 (January 24, 2019): 518–35. http://dx.doi.org/10.1177/0038026119825552.
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This article contributes to the unresolved concern about the relationship between habitus and reflexivity. Using Sri Lanka, a postcolonial social context, as the research ground, the article provides a contemporary interpretation of individuals’ reflexive and habitual behaviour that displaces Bourdieu’s concept of habitus as inappropriate for the representation of 21st-century social dynamics. While Sri Lanka is often labelled a traditional society, where habitual, routine, pre-reflexive action is thought to be more common, studies that question this generalised view appear to be largely absent. Therefore, based on a critical realist morphogenetic perspective that offers the analytical possibility of both routine and conscious action, this article investigates the role of habitus and reflexivity through 75 work and life histories gathered from Sri Lanka. The findings suggest that even the reproduction of traditional practices has increasingly become a reflexive task; thus, this work supports the position that habitus fails to provide reliable guidance to understand social action, even within a society labelled as traditional.
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Rodriguez-Borja, Enrique, Macarena Díaz-Gimenez, Arturo Carratala Calvo, Inmaculada Vinyals-Bellido, Africa Corchon-Peyrallo, Ausias Hervas-Romero, and Adela Pozo-Giraldez. "Decision support system through automatic algorithms and electronic request in diagnosis of anaemia for primary care patients." Biochemia medica 31, no. 2 (June 15, 2021): 250–57. http://dx.doi.org/10.11613/bm.2021.020702.
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An appropriate management of anaemia laboratory tests is crucial for a correct diagnosis and treatment. A non-sequential “shotgun” approach (where every anaemia related test is ordered) causes workload and cost increases and could be potentially harmful. We have implemented a Decision Support System through our laboratory information system (LIMS) based on reflexive algorithms and automatic generation of interpretative reports specifically in diagnosis of anaemia for primary care patients. When a request contained an “Anaemia Suspicion Study” profile, more than twenty automatic reflexive rules were activated in our LIMS based upon laboratory results. These rules normally involved the addition of reflexive tests. A final report was automatically generated for each interpretation which was always reviewed for their validity by two staff pathologists. We measured the impact of this system in the ordering of most common anaemia related tests and if a proper treatment was established based on the interpretive report. From all the studies performed, only 12% were positive being “iron deficiency” and “anaemia of chronic disease” the most frequent causes, 62% and 17%, respectively. Proper treatment was established in 88% of these anaemic patients. Total iron, transferrin, ferritin, folate and vitamin B12 demand decreased substantially after implementation representing a cost reduction of 40% only for these five tests. Our system has easily improved patient outcomes, advising on individual clinical cases. We have also noticeably reduced the number of over-requested tests and laboratory costs.
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Habsy, Bakhrudin All. "Eclectic Hermeneutic Method: A Philosophical Study." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 4, no. 2 (October 30, 2020): 76–92. http://dx.doi.org/10.17509/jomsign.v4i2.28766.
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The method of Eclectic hermeneutics is one type of qualitative research aimed at understanding and interpreting literalism in depth and making appropriate articulation as the capture and interpretation of meanings based on the elements, as well as understanding the elements based on the overall meaning. The eclectic hermeneutics method is a methodological procedure for the practice of the interpretation of literalism of the fourth level which reaches reflexive or quadri hermeneutics interpretation and interpretation. By applying the eclectic hermeneutic method, the understanding and interpretation of networks of meaning or structure of literalism symbols can be broad, flexible, wise, inclusive, contextual, actual, open-ended system, humanistic, transformative, liberative and emancipatory based on awareness, depth of understanding intersubjective and clarity of interpretation of the interpreter of the focus and purpose of research. This study aims to foster and restore the sophistication of hermeneutics at its base as a scientific method in understanding and interpreting the literary traditions in various cultures.
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Finney, Malcolm A. "Effects of Spanish pragmatic and lexical constraints in the interpretation of L2 English anaphora." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 12, no. 3 (September 1, 2002): 297–328. http://dx.doi.org/10.1075/prag.12.3.05fin.
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This study examined the interpretation of English anaphora by native Spanish speakers and potential transfer of Spanish pragmatic and lexical requirements into English. It further evaluated whether appropriate contextual information might prime the preferred English interpretation of such constructions. Pragmatic and lexical rules governing co-indexation in Spanish and English anaphora constructions differ substantially and operate quite differently in the two languages. Spanish pragmatic rules require obligatory disjoint reference for subject pronominals in finite complement subjunctive clauses and pre-posed adjunct clauses. The lexical properties of verbs and anaphora in reflexive, reciprocal, and intransitive constructions in Spanish require obligatory retention of the anaphora element. English has no such pragmatic or lexical requirements. The study appraised the effects of the different pragmatic co-indexation requirements and different lexical requirements on the interpretation of English anaphora by native Spanish speakers. An act-out task, a corresponding written task, and a grammaticality judgement task in English were administered to adult native English speakers and adult native Spanish speakers categorized as intermediate and advanced learners of English. Subjects were instructed to match pronominals with appropriate referents in English subjunctives and pre-posed adjuncts. They were further required to judge the acceptability of sentences containing anaphora elements in English reflexives, reciprocals, and intransitives. Results indicated that subjects in general ignored pragmatic and lexical requirements of the first language in favour of the second language requirements governing anaphora. Less proficient subjects apparently encountered some processing difficulty when interpretation of sentences with anaphora was required within limited time constraints. The use of contextual information was also evident in the interpretation of some constructions.
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Korneenko, T. N. "Reflexive Methods of Knowledge in Educational Activities: Phenomenological Hermeneutics." Education and science journal 21, no. 6 (July 3, 2019): 29–45. http://dx.doi.org/10.17853/1994-5639-2019-6-29-45.
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Introduction. Knowledge is one of the most important human needs. Today, lifelong learning and self-education individual skills are of paramount importance for each representative of the society in relation to the world trends of a post-industrial era: economic domination in the innovative sector, progressive increase of intensity of information flows and rates of distribution of high technologies, rapid development of science and industry of knowledge, quickly changing and becoming tougher requirements to professionalism, qualification and creativity of experts irrespective of the sphere of employment. It is obvious that structural formation and improvement of ways of students’ thinking is one of the most important tasks of the educational system; reflection is of particular importance. However, the results of training are still defined by the level of development of easily measured operational skills and cognitive qualities (memory, attention, logic), in which the reflection is presented only partially. Reflexive abilities as the mechanism and instrument of knowledge, which assist a personality to understand himself or herself, to comprehend own feelings, actions, acts and complex external realities, in most cases remain unaccounted in educational process and when analysing and evaluating the results.The aim of the article was to justify the need to form reflexive skills of knowledge in students through a combination of phenomenological and hermeneutical methods in daily pedagogical practice.Methodology and research methods. The work is based on the ideas of anthropological and phenomenological approaches in human education and - above all - the philosophic idea of “human-sizedness”, which implies anthropological view on a student. The methods of system-based and comparative analysis, as well as the methods of interpretation, synthesis and modelling were used in the course of the research.Results and scientific novelty. The author designates classical linear and neoclassical types of informative models with corresponding to them essentially different explanatory-illustrative and actively-searchable methods, which are used by teachers during classes. The advantages of phenomenological pedagogics are proved: its central category is presented by the phenomenon - sense of any phenomena or processes, which leads to the enrichment of personal experience. In phenomenological approach, the student is regarded as a live, constantly changing character of own personal formation and development; knowledge process is considered as the sequence of acts of understanding and its judgment in close teacher-student interaction. The accumulation of knowledge experience and students’’ acquisition of axiological orientations are promoted by the reflexive processes, structuring knowledge conducive to the elaboration of individual strategy and tactics of behaviour. The educational practices, based on the ways of complete development of reflexive informative abilities of individuals in the context of their activity, are known as the anthropopractices, which subject is “human” in the person and the result is self-determination.The characteristics of two leading methods of knowledge - phenomenological and hermeneutical are compared, their similarity and distinction are shown, and possible options of application are shown. The author concludes that integrated usage of phenomenological approach with hermeneutics elements in the educational activity is considered useful.Practical significance. The means of phenomenological hermeneutics described in the article become especially relevant in the conditions of digitalisation and computerisation of pedagogical communication: their use better compensates for the costs of technical methods of training by the means of real teacher-student collaboration through dialogue, knowledge process, experience, interpretation and reflection of the discipline under study.
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Berggren, Åsa, and Ian Hodder. "Social Practice, Method, and Some Problems of Field Archaeology." American Antiquity 68, no. 3 (July 2003): 421–34. http://dx.doi.org/10.2307/3557102.
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This article argues that the development of excavation field methods in archaeology is closely tied to the social position of fieldworkers. We also note disaffection in field contract archaeology today resulting from a wide range of factors, including the separation of excavation from interpretation. We argue that this separation and the notion that archaeological excavation can be seen as unskilled undermine the scientific basis of archaeology. A reflexive archaeology is discussed that empowers field archaeology by (a) focusing interpretation at the trowel's edge, (b) bringing multiple perspectives close to the moment of excavation, and (c) documenting the documentation process.
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Ussery, Cherlon, Lydia Ding, and Yining Rebecca Liu. "The typology of Mandarin infinitives." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 28. http://dx.doi.org/10.3765/plsa.v1i0.3727.
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There has been a long-standing debate in the literature about whether Mandarin has infinitival clauses. Since there is no verbal morphology to distinguish finite and nonfinite clauses, this is an open question. Researchers have used diagnostics such as the availability of an overt embedded subject and the interpretation of aspect markers to argue both for and against the presence of infinitival clauses in Mandarin. Using some of these diagnostics, in addition to the availability of partial control interpretations, Grano (2012/2015) argues that the distinction between types of clauses in Mandarin is not based on finiteness, but rather based on whether there is restructuring: some complement clauses are vPs, while others are CPs. We provide new data based on the distribution and interpretation of the reflexive ziji, which suggests that there is a finite/nonfinite distinction. We argue for the existence of nonfinite control complements in Mandarin. Further, we evaluate the diagnostics used by previous researchers and illustrate that some of them are not reliable indicators of finiteness or of clause size.
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Kachurova, Svetlana. "Hermeneutics and Issues of Religious Expertise." Religious Freedom, no. 17-18 (December 24, 2013): 144–53. http://dx.doi.org/10.32420/rs.2013.17-18.1000.
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The phenomenon of religious expertise has already received its interpretation from different points of view (legal, religious studies, theological, and others). This study proposes to integrate the problems of this expertise into the horizon of a universal theory of interpretation - philosophical hermeneutics. One of the advantages of this approach is that it allows you to accurately "diagnose" the main contradiction of theological examination - the opposite of "dogmatic" and "reflexive" experiences of understanding. It is here (in this examination) that this contrast manifests itself most acutely, and the participation in it of the indicated hermeneutics makes it possible to remove the mutual negation of these antagonists.
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Kissock, Madelyn. "Middle Verbs in Icelandic." American Journal of Germanic Linguistics and Literatures 9, no. 1 (1997): 1–22. http://dx.doi.org/10.1017/s1040820700001979.
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This paper presents an account ofst-(middle) verbs in Icelandic that treats -stas the head of a functional phrase-object agreement (AgrO)- and argues that, consequently,st-formation is a syntactic rather than a lexical process. Supporting evidence includes the fact that -stis a clitic rather than an inflectional or derivational element attached to the verb. This analysis has the advantage thatst-verbs, which on the surface appear disparate in their interpretation (e.g., reflexive vs. passive), can be unified under a single syntactic operation. The differences in interpretation fall out from argument structure properties of individual verbs. A consistent mapping between morphology and syntax is obtained.*
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Belbase, Shashidhar. "Beliefs about Teaching Geometric Transformations with Geometers’ Sketchpad: A Reflexive Abstraction." Journal of Education and Research 3, no. 2 (August 9, 2013): 15–38. http://dx.doi.org/10.3126/jer.v3i2.8396.
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A teacher’s belief plays a significant role in the quality of teaching mathematics. In a fictive way, I changed my role from a researcher to a research participant in an imaginative interview. My interior other (David) interviewed me as a researcher. A single interview session was held lasting for about three hours. The interview text was used for the analysis and interpretation using the grounded theory method. I invented a substantive theory of my beliefs about teaching geometric transformations with Geometer’s Sketchpad. The theory is “reflexive abstraction of my beliefs about teaching Geometric Transformations with Geometer’s Sketchpad” as a personal theory characterized by some basic categories of - beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students’ and teacher, beliefs about self as a future teacher, beliefs about teaching learning activities, and beliefs about transitions in teaching learning. I reconstructed a synthesis of the characteristics of these beliefs. While constructing these layers of interpretive accounts, I used radical constructivist grounded theory as a theoretical base.DOI: http://dx.doi.org/10.3126/jer.v3i2.8396Journal of Education and Research August 2013, Vol. 3, No. 2, pp.15-38
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Soennichsen, Susan, and Mandy Morgan. "Feeling stories: A Bakhtinian reading of metaphor in the practice of reflexive narrative analysis." Theory & Psychology 27, no. 6 (October 24, 2017): 815–31. http://dx.doi.org/10.1177/0959354317735914.
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This paper aims to contribute to the critical psychological literature on a narrative psychological approach to emotion, particularly with regard to the ways in which critically reflective and metaphorically rich writing enhances our theoretical conceptualization of culturally constituted emotional experiences. We engage the concepts of sjuzet and fabula, initially introduced to the study of literature by the Russian formalists, and later extended by Mikhail Bakhtin, to consider how political dimensions of literary practices in cultural context strengthen reflexive narrative analysis. To illustrate our arguments, we provide analysis of passages from an article by Theodore Sarbin, working with an interpretation of sjuzet and fabula from a Bakhtinian theoretical perspective.
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Rai, Indra Mani. "Shifting Ethnographic Paradigms and Practices: Unleashing From Colonialism." Journal of Education and Research 5, no. 1 (August 13, 2015): 82–92. http://dx.doi.org/10.3126/jer.v5i1.13063.
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This paper demonstrates realist ethnographic paradigms and practices of engaging an extended period of time to collect the information of distinctive socio-cultural structures or institutions of alien tribal or indigenous societies and describing their cultural ways of life patterns in positivistic manner detaching them from the research process. It argues that the interpretive or hermeneutic wave of ethnography deconstructs this Western hegemonic research tradition giving birth to the interpretation of socio-cultural world of the researched attaching meaning to what they say and do. It further argues that the emergence of critical reflexive ethnographic tradition is the dramatic shift that challenges the colonial ethnographic practices giving space to the self as reflexive research participant. It helps to contest the colonial assumptions of structured and objective visualization of the world and authoritative representation of the other. The ethnographic tradition is further shifting towards promoting epistemic pluralism under postmodern ideologies employing multiple logics and genres to represent the self and the other. Auto/ethnography that embodies the postmodern notions facilitates the researchers to release from the cage of colonialism serving to adopt multiple ways of knowing indigenously being self-reflexive participants in the research process.