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E-raamat: Instruction Grammar: From Perception via Grammar to Action

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Bringing together evidence from natural and social sciences, the work introduces the non-reductionist Instruction Grammar programme. Viewed from within the practicalities of the lifeworld, utterances are described as instructions to simulate perceptions and attributions for action. The approach provides solutions to long-standing philosophical problems of cognitive grammar theories and traditionally puzzling syntactic phenomena.

Acknowledgments vii
List of Figures xv
List of Tables xxi
List of Symbols xxiii
Abbreviations xxv
1 Introduction: the argument of this book
1(24)
1.1 Overview: the relationship between syntax and semantics
2(5)
1.2 Predicate argument structures
7(9)
1.3 The metaphysics of thematic roles
16(3)
1.4 The structure of this book
19(6)
Part I: Research programme 25(72)
Introduction
27(2)
2 A Culturalistic Pragmatist research programme
29(68)
2.1 Research programmes
36(16)
2.1.1 On research programmes in general
36(4)
2.1.2 The need for a new research programme
40(12)
2.2 A new research programme
52(26)
2.2.1 The subject matter of the programme
52(1)
2.2.2 The "individual" level in the model
53(2)
2.2.3 Observable facts, observations, and heuristics
55(11)
2.2.4 Implementing the data level
66(5)
2.2.5 Excursus: converging evidence
71(2)
2.2.6 Multidisciplinarity
73(2)
2.2.7 Species, community, and sciences
75(3)
2.3 Excursus: a brief sketch of "Chomskyan Linguistics"
78(5)
2.4 Action theory grounded in lifeworld differentiations
83(11)
2.5 Summary of part I
94(3)
Part II: Grounding the linking competence in sub competences 97(214)
Introduction
99(1)
3 Perception, conceptualization, and action
100(211)
3.1 Perception
100(29)
3.1.1 Grounding the talk about perception in practical differentiations
101(4)
3.1.2 The significance of perception for the linking competence
105(1)
3.1.3 Sensation
106(17)
3.1.3.1 The eye
107(2)
3.1.3.2 The lateral geniculate nucleus and the primary visual cortex
109(1)
3.1.3.3 The integration of basic visual features
110(5)
3.1.3.4 Two visual pathways
115(3)
3.1.3.5 Motion/movement perception
118(3)
3.1.3.6 The embodied nature of the percept
121(2)
3.1.4 Determinants in identification (I)
123(6)
3.1.4.1 Salience and the power of the stimulus
127(2)
3.2 Identification and conceptualization: actional notions and their grounding
129(77)
3.2.1 Identification in perception and conceptualization for action
130(41)
3.2.1.1 Determinants in identification (II): pertinence and the power of the perceiver
137(6)
3.2.1.2 Features, affordances, relations, and the power of frequency
143(10)
3.2.1.3 Causality as the enhancement of constant conjunctions and stimulus generalization
153(9)
3.2.1.4 The actor/cognizer as (limited/self serving) pragmatic
162(9)
3.2.2 Action competence and intersubjectivity
171(16)
3.2.2.1 Action competence
172(7)
3.2.2.2 Intersubjectivity and understanding action
179(4)
3.2.2.3 Reasons and causes
183(4)
3.2.3 The significance of attribution for the linking competence
187(5)
3.2.4 Case study: attribution in precarious events
192(14)
3.2.4.1 The research project "Syntax of Hessian Dialects (SyHD)"
193(2)
3.2.4.2 Scenario D
195(3)
3.2.4.3 Scenario B
198(2)
3.2.4.4 Scenario F
200(2)
3.2.4.5 Evaluation
202(4)
3.3 The conceptualization of spatial relations and their coding in language
206(74)
3.3.1 The significance of spatial relation conceptualization and coding
209(6)
3.3.2 Motivation and exploitation in trajector/landmark syntactic structure mappings
215(22)
3.3.3 Hypostatization and the relationship between trajector/landmark and thing/circumstance
237(13)
3.3.3.1 Conceptual metaphor and the status of target domain "concepts"
237(4)
3.3.3.2 Affordances again
241(2)
3.3.3.3 Competing motivations, instances, and generalizations
243(6)
3.3.3.4 How linguistic° hypostatization feeds back to conceptualization
249(1)
3.3.4 The status of spatial schemas: what relational expressions designate
250(9)
3.3.5 Manner and path in relational expressions
259(3)
3.3.6 Fixing reference in acquisition
262(3)
3.3.7 Fixing reference in motivated and exploited language use
265(7)
3.3.8 Limits of hypostatization
272(2)
3.3.9 Spatial relations and syntactic constructions
274(6)
3.4 The grounding of temporal relations and their coding in language
280(25)
3.4.1 Temporal relations and their significance
281(2)
3.4.2 Syntactic structures suggesting another adicity than there is conceptually
283(3)
3.4.3 The temporal organization of circumstances in sensation
286(2)
3.4.4 The temporal organization of circumstances in identification/conceptualization
288(2)
3.4.5 The temporal organization of circumstances in attribution
290(2)
3.4.6 Coding the temporal organization of circumstances
292(5)
3.4.7 Transitions and the identity of states, processes, and activities
297(3)
3.4.8 "Event headedness", "co composition", and "boundedness"
300(5)
3.5 On the significance of verbs and circumstances
305(3)
3.6 Summary of part II
308(3)
Part III: The linking competence 311(162)
Introduction
313(1)
4 Linking syntax and semantics
313(156)
4.1 The division of labor of the formal constituents
317(47)
4.1.1 The "bare" construction (irrespective of inflectional morphology)
318(3)
4.1.2 The "bare" noun in the NP and PP (irrespective of inflectional morphology)
321(4)
4.1.3 The "bare" verb (plus preposition) (irrespective of inflectional morphology)
325(5)
4.1.4 Agreement morphology
330(2)
4.1.5 Phrase order
332(3)
4.1.6 Case morphology
335(28)
4.1.6.1 Case in general
335(11)
4.1.6.2 Case study: the German dative
346(17)
4.1.7 The multilayered instruction
363(1)
4.2 Reducing the remaining formal underspecification
364(11)
4.2.1 The PSC preference as an epiphenomenon of a (responsible) causer preference
365(3)
4.2.2 Animacy and the RCP
368(2)
4.2.3 Individuation and the RCP
370(2)
4.2.4 Person and the RCP
372(1)
4.2.5 Empathy and the RCP
373(1)
4.2.6 The RCP and indexical instructions
374(1)
4.3 Linking in performance
375(28)
4.3.1 Motivated construction conceptualization mappings
376(6)
4.3.2 The utterance as instruction obeying the instruction
382(13)
4.3.3 The utterance as instruction building up the instruction
395(8)
4.4 Some German linking phenomena
403(53)
4.4.1 "Unergative" versus "unaccusative" constructions
404(7)
4.4.2 Auxiliary choice
411(9)
4.4.3 Conditions on passivization and imperativization
420(4)
4.4.4 The dative alternation
424(6)
4.4.5 The locative alternation
430(4)
4.4.6 The conative alternation
434(5)
4.4.7 The partitive alternation
439(5)
4.4.8 Resultative constructions
444(4)
4.4.9 Weather verbs
448(7)
4.4.10 A note on coercion
455(1)
4.5 Future prospects: predictions and consequences
456(11)
4.6 Summary of part III
467(2)
5 Conclusion
469(4)
Glossary 473(10)
Appendix: The status of traditional semantic notions in the present theory 483(6)
References 489(32)
Subject Index 521
Simon Kasper, Philipps-Universität Marburg, Marburg, Germany.