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Semantic Knowledge,...
Semantic Knowledge, Domains of Meaning and Conceptual Spaces
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- Gärdenfors, Peter (author)
- Lund University,Lunds universitet,Kognitiv modellering,Forskargrupper vid Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Cognitive modeling,Lund University Research Groups,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology
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Meusburger, Peter (editor)
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Werlen, Benno (editor)
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Suarsana, Laura (editor)
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(creator_code:org_t)
- 2017-01-12
- 2017
- English.
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In: Knowledge and Action. - Cham : Springer International Publishing. - 9783319445885 ; 9, s. 203-219
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Abstract
Subject headings
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- The main thesis of this chapter is that children do not learn single new words but rather new words that belong to the same domain. For example, once they learn a word for a color, other color words will be learned soon after. The chapter presents a model of such domain-oriented language learning. Conceptual spaces are used as a framework for modeling the semantic processes involved in language acquisition. The author illustrates the model with some of the semantic domains that a child acquires during the first formative years of life. Linguistic data is also presented in support of the hypothesis that semantics knowledge is organized into domains.
Subject headings
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
Keyword
- Semantic domains
- Semantic development
- Language acquisition
- Conceptual spaces
- Intersubjectivity
- Intentionality
- Cognitive semantics
Publication and Content Type
- kap (subject category)
- ref (subject category)
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