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Books on the topic 'Verb knowledge'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Hong, Jia-Fei. Verb Sense Discovery in Mandarin Chinese—A Corpus based Knowledge-Intensive Approach. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-44556-3.

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2

1954-, Saint-Dizier Patrick, ed. Predicative forms in natural language and in lexical knowledge bases. Dordrecht: Kluwer Academic, 1999.

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3

András, Kertész, ed. Subjectivity in English: Generative grammar versus the cognitive theory of epistemic grounding. Frankfurt am Main: Peter Lang, 1996.

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4

Josso, Christine. Cheminer vers soi. Lausanne, Suisse: L'Age d'Homme, 1991.

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5

La vera gnosi secondo Clemente Alessandrino. Roma: Aracne, 2012.

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6

Granata, Anna. Sapere è un verbo all'infinito. Trento: Il margine, 2013.

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7

Vincieri, Paolo. La conoscenza del vero: Lucrezio, Montaigne, Schopenhauer, Leopardi. Genova: Il melangolo, 2005.

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8

Holden, Tony. Knowledge based CAD and microelectronics. Amsterdam: North-Holland, 1987.

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9

Sadaï, Yizhak. Traité de sujets musicaux: Vers une épistémologie musicale. Paris: Harmattan ; Itinéraire, 2004.

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10

Vers une théorie de la connaissance systémique. Paris: L'Harmattan, 2010.

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11

Knowledge based CAD and microelectronics. Amsterdam: North-Holland, 1987.

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12

Floucat, Yves. L'intime fécondité de l'intelligence: Le verbe mental selon saint Thomas d'Aquin. Paris: Pierre Téqui, 2001.

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13

l'Innovation, Grenoble Université de, and Innovation, connaissances et société (Grenoble, France : research group), eds. Innovation, Connaissances et Société: Vers une Société de l'Innovation. Paris: L'Harmattan, 2011.

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14

Vecchio, Sebastiano. La vera filosofia delle lingue: Manzoni linguista e semiologo. Caltanissetta: S. Sciascia, 2001.

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15

La vera filosofia delle lingue: Manzoni linguista e semiologo. Caltanissetta [etc.]: S. Sciascia, 2001.

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16

1950-, Taylor Gaynor E., and Russell G, eds. Algorithmic and knowledge based CAD for VLSI. London, U.K: P. Peregrinus on behalf of the Institution of Electrical Engineers, 1992.

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17

Jarrosson, Bruno. Vers l'économie 2 0: Du boulon au photon! Paris: Les Echos, 2009.

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18

Cottret, Bernard. Bolingbroke: Exil et écriture au Siècle des Lumières : Angleterre-France (vers 1715-vers 1750). Paris: Klincksieck, 1992.

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19

Cottret, Bernard. Bolingbroke: Exil et écriture au Siècle des Lumières : Angleterre-France (vers 1715-vers 1750). Paris: Klincksieck, 1992.

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20

Fanciullacci, Riccardo. La misura del vero: Un confronto con l'epistemologia contemporanea sulla natura del sapere e la pretesa di verità. Napoli: Orthotes, 2012.

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21

Carrannante, Antonio. I deletti del vero: Percorsi della poesia leopardiana tra filosofia e filologia. Pisa: ETS Editrice, 1987.

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22

Carrannante, Antonio. I diletti del vero: Percorsi della poesia leopardiana tra filosofia e filologia. Pisa: ETS Editrice, 1988.

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23

Bobrow, Anne. Omnium gatherum: A catalogue of rare books in all areas of knowledge. Los Angeles, Calif. (P.O. Box 69600 Los Angeles 90069-0600): Zeitlin & Ver Brugge, Booksellers, 1986.

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24

La traduction, du style vers la poétique: Philippe Jaccottet et Fabio Pusterla en dialogue. Paris: Kimé, 2009.

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25

Vischer, Mathilde. La traduction, du style vers la poétique: Philippe Jaccottet et Fabio Pusterla en dialogue. Paris: Kimé, 2009.

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26

The inner word in Gadamer's hermeneutics. Notre Dame, Ind: University of Notre Dame Press, 2009.

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27

Meunier, Olivier. De la démocratisation de la société à celle des formes de connaissance: Vers une ouverture de la forme scolaire aux savoirs socioculturels? Paris: L'Harmattan, 2008.

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28

Meunier, Olivier. De la démocratisation de la société à celle des formes de connaissance: Vers une ouverture de la forme scolaire aux savoirs socioculturels? Paris: L'Harmattan, 2008.

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29

De la démocratisation de la société à celle des formes de connaissance: Vers une ouverture de la forme scolaire aux savoirs socioculturels? Paris: L'Harmattan, 2008.

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30

Donnet, Daniel. Le Philoctète en vers français, de Charles Delanoue: Etude et édition critique. Louvain: Presses universitaires de Louvain, 1997.

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31

Donnet, Daniel. Le "Philoctète" en vers français de Charles Delanoue: Étude et édition critique. Louvain-la-Neuve: Presses universitaires de Louvain, 1997.

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32

Colloque des Invalides (5th 2001 Paris, France). Ce que je ne sais pas: Armand d'Artois, Flaubert, le vicomte Phoebus, Retoqué de Saint-Réac, Philippe Beck, Maupassant, l'affaire Dreyfus, Michel Houellebecq, Les solitaires (Vers), tableaux nonymes et anonymes, le parrain de Proust, Raymond Roussel, l'origine des aphorismes, Balzac, Agatha Christie, etc. Tusson, Charente: Du Lérot, 2002.

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33

Rosique, Susana Rodríguez, and Jordi M. Antolí Martínez. Verb and Context: The Impact of Shared Knowledge on TAME Categories. Benjamins Publishing Company, John, 2023.

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34

Arakawa, Kiyohide, and Masaharu Mizumoto. Multiple Chinese Verbs Equivalent to the English Verb “Know”. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865085.003.0004.

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This chapter examines the basic grammatical and semantic features of knowledge verbs in Chinese—renshi, zhidao, and liaojie—and compares them with their counterparts in English and Japanese. The comparison is mainly based on lexical aspects like being stative or nonstative, whether they express in their basic forms a state, or an event, and so on. The authors then examine whether these verbs allow uses in orders, combine with some auxiliary verbs like the counterparts of “decide to,” “want to,” and the like (which suggest the possibility or the degree of voluntary control). Finally, they propose a possible “order of activity implication” among zhidao, “know,” and two Japanese knowledge verbs.

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35

Hong, Jia-Fei. Verb Sense Discovery in Mandarin Chinese—A Corpus based Knowledge-Intensive Approach. Springer, 2016.

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36

Hong, Jia-Fei. Verb Sense Discovery in Mandarin Chinese--A Corpus Based Knowledge-Intensive Approach. Springer London, Limited, 2014.

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37

Hong, Jia-Fei. Verb Sense Discovery in Mandarin Chinese - A Corpus Based Knowledge- Intensive Approach. Springer, 2014.

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38

Iida, Takashi. Knowledge and Belief Through the Mirror of Japanese. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865085.003.0003.

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The author considers three Japanese verbs that may be the counterparts of the English “know” and “believe.” As verbs of thinking, they typically form mental predicates, which are sensitive to the difference in grammatical person in Japanese. He also shows how difference in person is connected to aspectual properties of these verbs. Some Japanese verbs for mental activities may take two sentential complements, one for their objects and the other for their contents. It is argued that the verb shiru, a counterpart of “know,” is one such two-complement verb. It is suggested that the object complement of shiru must be a definite noun phrase, and it is the source of the factivity of shiru. The two-complement structure of shiru and other Japanese verbs suggests that a mental activity may have its own object, as well as its content, and it is important to consider their relation to each other.

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39

Rowett, Catherine. Knowledge and Truth in Plato. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199693658.001.0001.

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I defend four main theses: (1) Knowledge, in Plato’s vocabulary, is a kind of conceptual competence, involving ‘knowing what it is’ about something like virtue or justice; (2) There is a corresponding special meaning of the verb ‘is’ that occurs in the expression ‘knowing what it is’, which is key to understanding what Plato means by claiming that Forms have a superior kind of being; (3) When one knows ‘what it is’ about such concepts, one knows neither a proposition, nor set of propositions, nor an object, but something like a type. Plato’s term is eidos. Plato rightly notes that, in ordinary experience, we never encounter types, only tokens; (4) Although encountering such tokens does not constitute knowledge, it can provide a ladder whereby philosophers can attain a better grasp of the truths in question. Plato’s preferred philosophical method turns out to be an ‘iconic method’—consciously using images and particulars as stepping stones in the enquiry. Via case studies from the Meno, Republic, and Theaetetus, I establish that these theses are not only compatible with the texts, but render some otherwise puzzling passages intelligible. I show that Plato diagnoses, and deliberately sidesteps, the impasse of Socrates’ fruitless quest for definitions, developing a new method inspired by geometry’s ability to deal pictorially with indefinable lengths. The book offers a novel picture of Plato as resisting and overcoming, not following, the Socratic obsession with definitions, and adopting, not resisting, the use of pictorial proofs and imagery.

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40

Horne, Zachary, and Andrei Cimpian. Subtle Syntactic Cues Affect Intuitions about Knowledge. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815259.003.0002.

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To investigate the nature and limits of knowledge, epistemologists often consult intuitions about whether people can be said to have knowledge or, alternatively, to know particular propositions. This chapter identifies a problem with this method. Although the intuitions elicited via statements about “knowledge” and “knowing” are treated as interchangeable sources of evidence, these intuitions actually differ. Building on prior psychological evidence, the chapter hypothesizes that the epistemic state denoted by the noun “knowledge” is viewed as stronger (e.g. more certain, more reliable) than the epistemic state denoted by the verb “know.” This hypothesis was supported by the results of six studies that used a variety of methodologies and data sources (e.g. philosophical texts, naive participants’ intuitions). This research has significant implications for epistemology: The syntactic structure of the linguistic examples offered as evidence for epistemological claims may influence the extent to which these examples provide intuitive support for the relevant claim.

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41

Netherlands) International Conference on Building and Sharing Very Large-Scale Knowledge Bases (2nd : 1995 : Enschede. Towards Very Large Knowledge Bases, Knowledge Building & Knowledge Sharing 1995. Ios Pr Inc, 1995.

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42

Nagel, Jennifer. Knowledge: A Very Short Introduction. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199661268.001.0001.

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What is knowledge? How does it differ from mere belief? Do you need to be able to justify a claim in order to count as knowing it? Knowledge: A Very Short Introduction considers these epistemological questions alongside new puzzles arising from recent discoveries about humanity, language, and the mind. It explains the formation of major historical theories of knowledge, and shows how contemporary philosophers have developed new ways of understanding knowledge, using ideas from logic, linguistics, and psychology. Covering topics ranging from relativism and the problem of scepticism to the trustworthiness of internet sources, this VSI uses everyday examples to explain the key issues and debates.

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43

Turner, Stephen. Knowledge Formations. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.2.

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Knowledge is socially distributed, and the distribution of knowledge is socially structured, but the distribution and the structures within which it is produced and reproduced—often two separate things—have varied enormously. Disciplines are one knowledge formation of special significance. They can be thought of as very old, or as a very recent phenomenon: In the very old sense, disciplines begin with the creation of rituals of certification and exclusion related to knowledge; in the more recent sense, they are the product of university organization, and especially that part of university organization that joins research and teaching, knowledge production and reproduction, in the modern research university. If we understand the general structural constraints on knowledge formations, we can understand the peculiar strengths of disciplines, as well as the historical alternatives to disciplines and the motives for finding alternatives.

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44

Bassene, Mamadou, and Ken Safir. Theory and Description. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0012.

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Jóola-Eegimaa, an endangered Atlantic (Niger-Congo) language, has a rich agglutinative morphology resulting in complex words that often permit multiple readings. The regularity and limitations of these ambiguities suggests they are generated by a speaker’s systematic knowledge. Preserving that knowledge demands not simply cataloguing outward forms but also understanding the organizing principles that permit using that knowledge creatively. Investigation of Eegimaa verb stem structure shows that the superficial linear order of stem affixes, seemingly not compositionally transparent, arises from syntactic movement of sub-stem morphemes in a way that preserves the underlying structure necessary for compositional interpretation. Under this analysis a copy of complex v movement is left behind and has the right contents to predict patterns of possible and impossible verb reduplication. Such research can reveal how general features of the language faculty interact with specific lexical properties of morphemes to predict the order and interpretation of verb stem morphology.

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45

Roberts, Joanne. Very Short, Fairly Interesting and Reasonably Cheap Book about Knowledge Management. SAGE Publications, Limited, 2015.

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46

Information: A Very Short Introduction. New York: Oxford University Press, 2010.

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47

A very short, fairly interesting and reasonably cheap book about knowledge management. SAGE, 2015.

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48

Resweber, Jean-Paul. Le pari de la transdisciplinarité : Vers l'intégration des savoirs. L'Harmattan, 2000.

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49

Sulaiman, Nor Intan Saniah. Knowledge Sharing Behavior. UUM Press, 2012. http://dx.doi.org/10.32890/9789670474014.

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This book investigates the critical success factors of knowledge sharing behaviour among Malaysian undergraduate students. Each university has their own method in delivering knowledge to their undergraduates, but occasionally they still have to meet the students requirement and these have not achieved. In this book, the question on what makes knowledge sharing behaviour successful among two Malaysian undergraduate communities in Manchester, United Kingdom and Kuala Lumpur, Malaysia will be answered. This book is very applicable and reliable for those who are interested in knowledge sharing behaviour research area.

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50

Şimşek, Mehmet Ali. Arapçada Zaman Kalıpları: Kullanım Alanları ve Türkçedeki Zamanlarla Karşılaştırılması. Edited by Zeynep Arkan. Oku Okut Yayınları, 2021. http://dx.doi.org/10.55709/okuokutyayinlari.4.

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Time is a phenomenon interlinked with an act because an act must occur at a specific time. There are three foundational times in all languages. These are past, present, and future. The time of occurrence for a specific action is indicated in Arabic by the verb because it expresses the time of action. Verbs in Arabic get separated into three forms: the perfect, the imperfect, and the imperative, a version derived from the imperfect. The basis of the time system in Arabic is composed of these three forms. The perfect indicates the past, the imperfect indicates both the present and the future, and the imperative indicates the future time. These times expressed by verbs are morphological times which the verbs provide independent of any context. Time can also be expressed with forms other than verbs. These forms are the active participle, the passive participle, the verbal noun, and the infinitive. Time expressions of these forms occur when used within sentences. This is called syntactical time. Syntactical time can only be understood by looking at the whole sentence. Because the factor that expresses the tense, here, is the fluency of the sentence and the context of it, rather than the forms used. When associated with syntactical time, the perfect can refer to present tense and future tense. The same goes for the imperfect as well, it may refer to the past tense. The time indicated by the verbs and the other forms -which act as verbs- can be inferred with the knowledge of their either linguistic or situational context. Prepositions especially provide for these tense changes that occur in sentences. For example, the imperfect verb used with لَـمْ and لَمَّا indicates the past tense, and the perfect verb used with the conditional preposition إِنْ refers to the future tense. The imperfect verb; except for لَـمْ and لَمَّا, when it comes as meczum or as mansup, refers to past tense, and refers to future tense when it gets used as merfu. Therefore, to understand the tense of a sentence in Arabic one must recognize the prepositions in it. Apart from prepositions, which provide linguistic context, the expression of time can also be determined by the situation at the moment of utterance. The situational context, which we call hâlî karine, plays a major role in determining the tense expressed by verbs and nouns which get used instead of verbs. In the first part of our study, The Forms of the Time in Arabic, Their Places in Use and Comparison with the Times in Turkish, occurrences of the morphological and the syntactical times are observed along with their usage areas. In the second part, Arabic counterparts of Turkish Forms of time are given and compared. By doing so, it is aimed to make learning and teaching the forms of time, in Turkish and Arabic Languages, easier. Time is a phenomenon interlinked with an act because an act must occur at a specific time. There are three foundational times in all languages. These are past, present, and future. The time of occurrence for a specific action is indicated in Arabic by the verb because it expresses the time of action. Verbs in Arabic get separated into three forms: the perfect, the imperfect, and the imperative, a version derived from the imperfect. The basis of the time system in Arabic is composed of these three forms. The perfect indicates the past, the imperfect indicates both the present and the future, and the imperative indicates the future time. These times expressed by verbs are morphological times which the verbs provide independent of any context. Time can also be expressed with forms other than verbs. These forms are the active participle, the passive participle, the verbal noun, and the infinitive. Time expressions of these forms occur when used within sentences. This is called syntactical time. Syntactical time can only be understood by looking at the whole sentence. Because the factor that expresses the tense, here, is the fluency of the sentence and the context of it, rather than the forms used. When associated with syntactical time, the perfect can refer to present tense and future tense. The same goes for the imperfect as well, it may refer to the past tense. The time indicated by the verbs and the other forms -which act as verbs- can be inferred with the knowledge of their either linguistic or situational context. Prepositions especially provide for these tense changes that occur in sentences. For example, the imperfect verb used with لَـمْ and لَمَّا indicates the past tense, and the perfect verb used with the conditional preposition إِنْ refers to the future tense. The imperfect verb; except for لَـمْ and لَمَّا, when it comes as meczum or as mansup, refers to past tense, and refers to future tense when it gets used as merfu. Therefore, to understand the tense of a sentence in Arabic one must recognize the prepositions in it. Apart from prepositions, which provide linguistic context, the expression of time can also be determined by the situation at the moment of utterance. The situational context, which we call hâlî karine, plays a major role in determining the tense expressed by verbs and nouns which get used instead of verbs. In the first part of our study, The Forms of the Time in Arabic, Their Places in Use and Comparison with the Times in Turkish, occurrences of the morphological and the syntactical times are observed along with their usage areas. In the second part, Arabic counterparts of Turkish Forms of time are given and compared. By doing so, it is aimed to make learning and teaching the forms of time, in Turkish and Arabic Languages, easier.

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