From language at sprynet.com Sat Jan 8 22:49:24 2005 From: language at sprynet.com (Alexander Gross2) Date: Sat, 8 Jan 2005 17:49:24 -0500 Subject: On the Relativity Front... Message-ID: As a continuation of our language relativity discussion and for those of you with an interest in this topic, the paper I presented as the keynote address at the International Jeromian Translation Conference 3 in Mexico has now been published on-line. It appears in the winter edition of Translation Journal, a review that in its print & electronic forms has been in existence since 1987. It is entitled "Some Major Dates and Events in the History of Translation" and you can see it at: http://www.accurapid.com/journal/31history.htm Although the subject matter may appear to deal more with translation than with linguistics, this is very much in keeping with the views of the French linguist Georges Mounin (in his many publications something like the David Crystal of France), who held that there can be no valid theory of linguistics that is not also a valid theory of translation. The abstract follows: ABSTRACT: The speaker will try to show some common threads in the history of translation or at least some modern parallels with more ancient examples. As for instance the perils of translating from Sumerian into Hebrew, Sacred Egyptian into Classical Greek, or Aramaic into Arabic. Or the even greater physical perils suffered by translators who have been murdered for their efforts, from a Persian interpreter executed by Themistocles to French and English translators burnt at the stake by religious conservatives to the forced suicide of Walter Benjamin in Spain to the assassination of Hitoshi Igarashi, Salman Rushdie's Japanese translator. Voltaire' s translation of Hamlet's soliloquy into rhymed Racinian alexandrine couplets will be compared and contrasted with the problems of translating into and out of other "Public Presentation Languages," such as the epigrammatic four-character maxims of Chinese philosophy, poetry, and medicine. The work of a remarkable Iberian who long ago invented the first relational data base and also sought to intervene between Christianity and Islam by translating his own works into Arabic will be described, as will the career of Xuanzang, perhaps the best-known translator in the world. After a brief glance at the Persian translation academy of Jundishapur and the convergence at Toledo, the presentation will close with an attempt to characterize the past fifty years in translation, which have witnessed our field's greatest outgrowth but have also seen the development of some curious beliefs concerning linguistics and machine translation. Happy New Year to all! alex From tono at ualberta.ca Mon Jan 10 09:48:47 2005 From: tono at ualberta.ca (T Ono) Date: Mon, 10 Jan 2005 02:48:47 -0700 Subject: new Japanese linguistics listserv Message-ID: Dear everyone, We would like to invite all of you on this list to join the new listserv JPLING, which is dedicated to Japanese linguistics. Our goal is to promote discussion on various topics in Japanese linguistics. If you are interested, here is the webpage where you can subscribe to the list. (Please forward this message to those who may be interested in the list) http://www.mailman.srv.ualberta.ca/mailman/listinfo/jpling You first fill out the required information on the above page and click 'Subscribe'. You will soon get an e-mail message where there is an instruction on how to confirm your subscription, which you have to do. Please read it carefully, and do what it asks you to do. After that you will get another message confirming your subscription to JPLING. Let us know if you have trouble subscribing. Yoshi Ono and Neill Walker University of Alberta From janetevelyn at sbcglobal.net Tue Jan 11 01:18:34 2005 From: janetevelyn at sbcglobal.net (JANET WILSON) Date: Mon, 10 Jan 2005 17:18:34 -0800 Subject: "to teach" -- help request. In-Reply-To: Message-ID: Tzur In Kuche, a language of northern Nigeria, "to teach" is the same word as "to tell" or a word derived from "to tell." The simple verb "tell" is 'di' and the derived word is 'disi'. There are a couple of other words that also mean "tell" and I think the difference is that 'di' is more likely to be used when the thing told is a command. For instance, the character in a story tells another character, "When he comes, bow down prostrate." A reference back to this remark says that "It was the (ethnic) man who TOLD him." In other words, it was the (ethnic) man who told him (i.e. commanded him) to bow down prostrate. However, both 'di' and the other word for "tell" ('tet') are used to tell information. The derived word 'disi' is consistently translated "teach". The derived form is one that I call the "distributed action" aspect. It is very similar to a habitual aspect, but Kuche has both a habitual aspect form and a distributed aspect form; the difference, according to Bybee (1994) is that habitual aspect describes an action repeated on different occasions, while distributed (a specialized subcategory of iterative) aspect describes an action repeated several times on the same occasion. My language informant describes the difference between "ni'"(to give) and "nisi" (to give one by one). She says if you give one egg, or even if you give several eggs all at once (like in a basket), you say "ni". If you give one egg, then pick up another egg and give it, then another egg and give it, you say "nisi." While I can't imagine a teacher "telling" a student the lesson over and over again all on one occation, I do know that teaching involves a lot of repetition. Perhaps that's more information than you wanted to your simple question. Good luck with your inquery. Janet Wilson tzur sayag wrote: Hello, I'm not sure this is applicable for this list, I was referred by someone, if this is not the place for such a post, please excuse my ignorance. Ok, here's the deal, We're interested in different terms/words that mean "to teach " in as many languages as possible. The concept of teaching has many other terms in English that have slightly (or not so slightly) different meanings, for example, the following terms all have something to do with "teach": Teach Educate Instruct Indoctrinate Tutor Explain Show Demonstrate Discipline Inform Coach Edify Prepare Inculcate (three vertical dots)... If people from different languages can please help us gather information about these terms (along with their meaning which Is what we're actually after), we would be super grateful. If you care to reply, but do not want to spend an hour over this, please pick one or two words in your language, any bit of information would be mostly appreciated. I'm not sure I'm clear about how this list works, if the replies go to the list (which I'm now subscribed to) it fine, or if you want to send it directly to my email (tzurs-at-post-ddot-tau--ddot-ac-ddot-il (-at-=@, -ddots-=.) , please do so, Again, sorry if this is not the correct list, All the best & happy new year, -tzurs From meri.larjavaara at helsinki.fi Wed Jan 12 11:34:35 2005 From: meri.larjavaara at helsinki.fi (Meri Larjavaara) Date: Wed, 12 Jan 2005 13:34:35 +0200 Subject: Linguistique Fonctionnelle-Functional Linguistics-SILF 2005 Message-ID: APPEL À COMMUNICATIONS CALL FOR PAPERS *** SILF 2005 XXIXème Colloque International de Linguistique Fonctionnelle XXIXth International Conference on Functional Linguistics *** Helsinki, Finland(e) du 21 au 24 septembre 2005 September 21 – 24, 2005 *** Site du colloque Conference web site http://www.helsinki.fi/romaanisetkielet/congres/ *** EN FRANÇAIS : *** THÈMES La dynamique linguistique Thème 1 : Créativité et figement Rapporteurs : Loïc Depecker et Denis Costaouec On s’attachera tout particulièrement à la dynamique grammaticale et lexicale. * Composition, dérivation et figement. * Dans quelle mesure la structure d’une langue particulière favorise-t-elle ou non tel ou tel procédé de créativité lexicale ? * Comment et quand passe-t-on du syntagme aux formes composées ? Recherche de critères. * Procédures de défigement éventuel. * Évolution des unités lexicales vers des unités grammaticales. Le contraire de la grammaticalisation est-il vrai ? * Le cas particulier des noms propres (néologie en matière de toponymes, d'anthroponymes, de noms de marques, etc.; les problèmes de transferts de classes ). * Créativité grammaticale. Le locuteur innove-t-il et si oui, comment ? Que deviennent les innovations ? * Relation entre la dynamique et la diachronie. Que devient la créativité synchronique en diachronie ? Conférence plénière : Christiane Marchello-Nizia, ENS-LSH Thème 2 : Situations linguistiques complexes et contacts de langues Rapporteurs : Eva Havu et Juhani Härmä Comment intégrer les situations linguistiques complexes à la description linguistique, qu’il s’agisse de situations individuelles ou collectives : quelles conséquences théoriques et méthodologiques doit-on envisager dans une démarche structurale et fonctionnelle ? Comment définir aujourd’hui la notion d’usage et apprécier le poids de différents facteurs comme l’origine géographique, l’âge, la situation sociale, les représentations sur la pratique des locuteurs ? Comment décrire aujourd’hui l’influence des facteurs de type sociolinguistique sur l’évolution des systèmes linguistiques en présence, notamment en situation de bi- ou plurilinguisme ou encore dans les cas de diglossie ? Conférence plénière : Jan-Ola Östman, Université de Helsinki Il y aura également la possibilité de faire une communication individuelle qui n’entre dans aucun des deux thèmes. N.B. C’est avec beaucoup de plaisir que nous accueillerons des communications sur les langues de la région baltique. *** INSCRIPTION * Préinscription avant le lundi 14 mars 2005. * Propositions de communication et résumés avant le lundi 14 mars 2005. * La deuxième circulaire sera envoyée à ceux qui auront répondu affirmativement à la première. * Inscription définitive et frais d’inscription avant le 15 mai 2005. Voir le site du colloque pour plus de détails http://www.helsinki.fi/romaanisetkielet/congres/ *** ORGANISATION Organisateurs : Société Internationale de Linguistique Fonctionnelle Département des langues romanes, Université de Helsinki Société Néophilologique de Helsinki Comité local d’organisation : Département des langues romanes, Université de Helsinki M. Juhani Härmä Mme Eva Havu Mme Mervi Helkkula Mme Meri Larjavaara Mme Johanna Sutinen Mme Ulla Tuomarla *** CONTACT silf-2005 at helsinki.fi SILF 2005 / Mme Meri Larjavaara Département des langues romanes B.P. 24 FI-00014 Université de Helsinki Finlande Tél. +358 9 19123436 Fax +358 9 19122908 *** BIENVENUE ! *** IN ENGLISH: *** THEMES Linguistic Dynamics Theme 1: Creativity and fixation Responsible for the theme: Loïc Depecker and Denis Costaouec Grammatical and lexical dynamics will be of particular interest for this theme. * Word formation and fixation. * Does the structure of the language favour one of the possible processes of lexical creativity? * When and how does a syntagm become a compound form? What are the criteria? * Can fixation be reversed? In what ways? * Evolution of lexical units towards grammatical ones. Is grammaticalization unidirectional? * The special case of proper nouns (neological formation of toponyms, anthroponyms, brand names, etc.; moving from one category to another ). * Grammatical creativity. Is the speaker innovative and how? What do the innovations become? * Relationship between dynamics and diachrony. What does synchronic creativity become in diachrony? Plenary speaker: Christiane Marchello-Nizia, ENS-LSH Theme 2: Complex linguistic situations and language contacts Responsible for the theme: Eva Havu and Juhani Härmä How to integrate complex linguistic situations – individual or collective – into linguistic description: what are their theoretical and methodological consequences in a structural and functional approach? How to define today the concept of ’language use’? How to weigh the effect of different factors such as geographical origin, age or social situation on the speakers’ practice? How to describe today the effect of sociolinguistic factors on linguistic systems present in an area, particularly in a bi- or plurilingual or diglossic situation? Plenary speaker: Jan-Ola Östman, University of Helsinki Papers not related to either of these themes may also be presented. We especially welcome papers on languages from the Baltic area. *** REGISTRATION * Preregistration before March 14th, 2005. * Abstracts before March 14th, 2005. * The second circular will be sent to those having answered affirmatively to the first one. * Final registration and conference fee before May 15th, 2005. More details: conference web site http://www.helsinki.fi/romaanisetkielet/congres/ *** ORGANIZATION Organizers: International Society for Functional Linguistics Department of Romance Languages, University of Helsinki Modern Language Society Local organizers: Department of Romance Languages, University of Helsinki Juhani Härmä Eva Havu Mervi Helkkula Meri Larjavaara Johanna Sutinen Ulla Tuomarla *** CONTACT silf-2005 at helsinki.fi SILF 2005 / Dr. Meri Larjavaara Department of Romance Languages PB 24 FI-00014 University of Helsinki Finland Tel. +358 9 19123436 Fax +358 9 19122908 *** WELCOME! From tzurs at hotmail.com Wed Jan 12 12:33:43 2005 From: tzurs at hotmail.com (tzur sayag) Date: Wed, 12 Jan 2005 14:33:43 +0200 Subject: "to teach" -- help request. Message-ID: thanx so much Jannet, If other people care to comment about teaching in their languages I would be extremely grateful, all the best. --tzurs. ----- Original Message ----- From: "JANET WILSON" To: "tzur sayag" ; Sent: Tuesday, January 11, 2005 3:18 AM Subject: Re: [FUNKNET] "to teach" -- help request. > Tzur > > In Kuche, a language of northern Nigeria, "to teach" is the same word as "to tell" or a word derived from "to tell." The simple verb "tell" is 'di' and the derived word is 'disi'. > > There are a couple of other words that also mean "tell" and I think the difference is that 'di' is more likely to be used when the thing told is a command. For instance, the character in a story tells another character, "When he comes, bow down prostrate." A reference back to this remark says that "It was the (ethnic) man who TOLD him." In other words, it was the (ethnic) man who told him (i.e. commanded him) to bow down prostrate. However, both 'di' and the other word for "tell" ('tet') are used to tell information. > > The derived word 'disi' is consistently translated "teach". The derived form is one that I call the "distributed action" aspect. It is very similar to a habitual aspect, but Kuche has both a habitual aspect form and a distributed aspect form; the difference, according to Bybee (1994) is that habitual aspect describes an action repeated on different occasions, while distributed (a specialized subcategory of iterative) aspect describes an action repeated several times on the same occasion. My language informant describes the difference between "ni'"(to give) and "nisi" (to give one by one). She says if you give one egg, or even if you give several eggs all at once (like in a basket), you say "ni". If you give one egg, then pick up another egg and give it, then another egg and give it, you say "nisi." While I can't imagine a teacher "telling" a student the lesson over and over again all on one occation, I do know that teaching involves a lot of repetition. > > Perhaps that's more information than you wanted to your simple question. Good luck with your inquery. > > Janet Wilson > > tzur sayag wrote: > > > Hello, > I'm not sure this is applicable for this list, I was referred by someone, if this is not the place for such a post, please excuse my ignorance. > > Ok, here's the deal, > We're interested in different terms/words that mean "to teach " in as many languages as possible. > The concept of teaching has many other terms in English that have slightly (or not so slightly) different meanings, for example, the following terms all have something to do with > "teach": > Teach > Educate > Instruct > Indoctrinate > Tutor > Explain > Show > Demonstrate > Discipline > Inform > Coach > Edify > Prepare > Inculcate > (three vertical dots)... > > If people from different languages can please help us gather information about these terms (along with their meaning which Is what we're actually after), we would be super grateful. > > If you care to reply, but do not want to spend an hour over this, please pick one or two words in your language, any bit of information would be mostly appreciated. > > I'm not sure I'm clear about how this list works, if the replies go to the list (which I'm now subscribed to) it fine, or if you want to send it directly to my email (tzurs-at-post-ddot-tau--ddot-ac-ddot-il (-at-=@, -ddots-=.) , please do so, > > Again, sorry if this is not the correct list, All the best & happy new year, -tzurs > > > From asunvt at yahoo.es Wed Jan 12 14:57:39 2005 From: asunvt at yahoo.es (Asuncion Villamil) Date: Wed, 12 Jan 2005 15:57:39 +0100 Subject: teach help request Message-ID: In Spanish the translation for the terms you suggested could be the following: teach - enseñar educate - educar instruct - instruir indoctrinate - adoctrinar tutor - guiar, ser tutor de explain - explicar show - mostrar, enseñar demonstrate - demostrar discipline - disciplinar inform - informar coach - entrenar edify - edificar prepare - preparar inculcate - incultar Most of them share the same root and I guess the meaning is quite similar. In the case of inform, edify or prepare the meaning of "teaching" is quite general, why do you include them in the same group? Another question is: how do you differentiate between verbs of "saying" and "telling" and verbs of "teaching"? Asunción Villamil asunvt at yahoo.es --------------------------------- From jleitao at ci.uc.pt Thu Jan 13 14:38:55 2005 From: jleitao at ci.uc.pt (=?ISO-8859-1?Q?Jos=E9_Leit=E3o?=) Date: Thu, 13 Jan 2005 14:38:55 +0000 Subject: Lisbon: Workshop on Binding Theory, 1st Cfp] Message-ID: [apologies for multiple postings] FIRST CALL FOR PAPERS Workshop on Binding Theory and Invariants in Anaphoric Relations Lisbon, Portugal August 22, 2005 http://bindingwksp.di.fc.ul.pt Hosted by HPSG 2005, the 12th International Conference on Head-Driven Phrase Structure Grammar http://hpsg2005.di.fc.ul.pt Motivation: Anaphoric binding principles, which capture constraints on the relative positioning of anaphors and their antecedents in grammatical geometry, have been a central topic in the research on the grammar of natural languages: Their modular nature is evidenced by the non trivial symmetries holding among them, and their empirical plausibility is supported by the repeated observation of their occurrence across languages. While these constraints have been instrumental in the research of other linguistic phenomena and constructions as one of the most reliable diagnoses for grammatical structure and relations, the interest around binding theory itself has continuously expanded, to a considerable extent also due to recent results from psycholinguistics and from new research methodologies such as neuro-imaging. This has led to a vast array of exciting results and research issues, of which the following are just some examples: -What clarification can be obtained when binding constraints are put into perspective with respect to discourse structure? -What is their proper locus (syntax, semantics, ...) in the architecture of grammar? -What is intrinsic to binding constraints and what should be factored out as (sub-)regularities possibly due to other grammatical modules and phenomena? - What is the best definition of auxiliary notions (command, domain, ..) in view of increased empirical adequacy? - Are there languages of the world whose anaphors comply with yet to uncover binding principles? -What cross-linguistic generalizations, i.e., invariants, hold in anaphoric binding? - How to accommodate binding theory in current formal grammatical frameworks and how this may contribute to determine their appropriate shape? - How to enforce the satisfaction of binding constraints by grammatical representations and what is the most efficient algorithm to do this? - What is the root of the intriguing symmetries across binding principles and of their prominent modular nature? - What are their cognitive underpinnings and how do these relate to anaphora processing and resolution? The aim of this workshop is to provide participants with a forum where their research on binding benefits from insightful discussion and from the exchange of leading edge results on issues closely related to their work. We thus invite the submission of papers contributing innovative approaches, solutions, data or results on all aspects of binding theory. Submission Details: We invite E-MAIL submissions of abstracts for 30 minute presentations (followed by 10 minutes of discussion) which should consist of two parts: 1. A separate information page in plain text format, containing - author name(s) - affiliation(s) - e-mail and postal address(es) - title of paper 2. An extended abstract of not more than 5 (five) pages, including all figures and references. Abstracts should be in PDF format. All abstracts should be sent to Manfred Sailer (manfred.sailer at phil.uni-goettingen.de). Abstracts for the workshop should mention 'binding-05' in the subject line. All abstracts will be reviewed anonymously by at least two reviewers. Authors are asked to avoid self-references in the abstracts. Important Dates: Abstract submission deadline: February 15, 2005 Notification of acceptance: April 15, 2005 Workshop: August 22, 2005 Publication: The proceedings of the workshop will be published on-line by CSLI publications together with those of the hosting conference. A call for papers for contributions to the on-line proceedings will be issued after the event. Program Committee: Pilar Barbosa (Univ of Minho) António Branco (Univ of Lisbon, chair) Réjean Canac-Marquis (Simon Fraser Univ) Mary Dalrymple (Oxford Univ) Martin Evearert (OTS) Volker Gast (Free Univ of Berlin) Lars Hellan (Norwegian Univ of Science and Technology) Ehrard Hinrichs (Univ of Tuebingen) Yan Huang (Univ of Reading) Frank Keller (Univ of Edinburgh) Tibor Kiss (Ruhr Univ Bochum) Valia Kordoni (Univ of Saarland) Maria Piñango (Yale Univ) Carl Pollard (Ohio State Univ) Janina Radó (Univ of Tuebingen) Eric Reuland (OTS) Jeffrey Runner (Univ of Rochester) Ivan Sag (Stanford Univ) Roland Stuckardt (J.W.Goethe Univ) Further Information: Organized by the NLX-Group, the Natural Language Group of the Department of Informatics, University of Lisbon: http://nlxgroup.di.fc.ul.pt Workshop web site: http://bindingwksp.di.fc.ul.pt Information about HPSG 2005: http://hpsg2005.di.fc.ul.pt From janetevelyn at sbcglobal.net Mon Jan 17 17:22:51 2005 From: janetevelyn at sbcglobal.net (JANET WILSON) Date: Mon, 17 Jan 2005 09:22:51 -0800 Subject: teach help request In-Reply-To: <20050112145739.68584.qmail@web50410.mail.yahoo.com> Message-ID: Asuncion says, "Most of them share the same root and I guess the meaning is quite similar. In the case of inform, edify or prepare the meaning of "teaching" is quite general, why do you include them in the same group?" But in Kuche, the only verb I've discovered that means "teach" is derived from one of the words that means "tell" (i.e. "inform"). Janet Wilson Asuncion Villamil wrote: In Spanish the translation for the terms you suggested could be the following: teach - ense�ar educate - educar instruct - instruir indoctrinate - adoctrinar tutor - guiar, ser tutor de explain - explicar show - mostrar, ense�ar demonstrate - demostrar discipline - disciplinar inform - informar coach - entrenar edify - edificar prepare - preparar inculcate - incultar Most of them share the same root and I guess the meaning is quite similar. In the case of inform, edify or prepare the meaning of "teaching" is quite general, why do you include them in the same group? Another question is: how do you differentiate between verbs of "saying" and "telling" and verbs of "teaching"? Asunci�n Villamil asunvt at yahoo.es --------------------------------- From tzurs at hotmail.com Mon Jan 17 17:26:27 2005 From: tzurs at hotmail.com (tzur sayag) Date: Mon, 17 Jan 2005 17:26:27 +0000 Subject: teach help request In-Reply-To: <20050117172251.89174.qmail@web81710.mail.yahoo.com> Message-ID: This btw, seems to be related with the fact that in some cultures, the actual concept of teachign does no exist. they simply don't teach, they sometimes tell or show but not "actively" teaching to enhance learning. --tzurs. >From: JANET WILSON >To: Asuncion Villamil , >tzurs at hotmail.com,funknet at mailman.rice.edu >Subject: Re: [FUNKNET] teach help request >Date: Mon, 17 Jan 2005 09:22:51 -0800 (PST) > >Asuncion says, "Most of them share the same root and I guess the meaning is >quite similar. In the case of inform, edify or prepare the meaning of >"teaching" is quite general, why do you include them in the same group?" >But in Kuche, the only verb I've discovered that means "teach" is derived >from one of the words that means "tell" (i.e. "inform"). > >Janet Wilson > >Asuncion Villamil wrote: > >In Spanish the translation for the terms you suggested could be the >following: > >teach - ense�ar > >educate - educar > >instruct - instruir > >indoctrinate - adoctrinar > >tutor - guiar, ser tutor de > >explain - explicar > >show - mostrar, ense�ar > >demonstrate - demostrar > >discipline - disciplinar > >inform - informar > >coach - entrenar > >edify - edificar > >prepare - preparar > >inculcate - incultar > >Most of them share the same root and I guess the meaning is quite similar. >In the case of inform, edify or prepare the meaning of "teaching" is quite >general, why do you include them in the same group? Another question is: >how do you differentiate between verbs of "saying" and "telling" and verbs >of "teaching"? > > > >Asunci�n Villamil > >asunvt at yahoo.es > > > >--------------------------------- > From vyv.evans at sussex.ac.uk Fri Jan 21 10:46:03 2005 From: vyv.evans at sussex.ac.uk (Vyv Evans) Date: Fri, 21 Jan 2005 10:46:03 +0000 Subject: Call for papers: New Directions in Cognitive Linguistics Message-ID: First Call for Papers for: NEW DIRECTIONS IN COGNITIVE LINGUISTICS First UK Cognitive Linguistics Conference 23-25 October 2005 University of Sussex, Brighton, UK www.cogling.org.uk Within the last 25 years or so, Cognitive Linguistics has emerged as a radical and exciting new approach to the study of language and the mind within the interdisciplinary project known as Cognitive Science. In that time, a rich and relatively mature set of theories has developed which have by now been applied to a wide range of linguistic and cognitive phenomena. As Cognitive Linguistics has grown and matured, debates have emerged regarding foundational theoretical positions and data collection practices and methodologies. Moreover, in recent years, both the empirical basis and the interdisciplinary character of Cognitive Linguistics have been significantly strengthened. The purpose of this international conference is to take stock of the major achievements associated with Cognitive Linguistics since its emergence, and to provide a forum for examining new directions. Papers are invited for submission which relate to any aspect of cognitive Linguistics, from theory to description. However, priority will be given to papers which relate to the theme 'new directions'. Papers which relate to some aspect of the following are particularly welcome: - new descriptive or theoretical insights in Cognitive Linguistics - new or recent empirical or methodological aspects of Cognitive Linguistics - new or recent applications of Cognitive Linguistics - a critical evaluation of an aspect of the Cognitive Linguistics enterprise - the interface between Cognitive Linguistics and neighbouring disciplines - new frontiers in Cognitive Linguistics - new or recent theories within Cognitive Linguistics, or new developments in a particular theory The conference will also see the inauguration of the UK Cognitive Linguistics Association. There will also be a collection of peer-reviewed papers published based on the conference theme. Plenary speakers are: Paul Chilton, University East Anglia, UK 'Distance, direction and deixis: Towards a vector-based representation of discourse space' Ronald Langacker, University of California, San Diego, USA 'Constructions and constructional meaning' Brigitte Nerlich, University of Nottingham, UK Talk title tbc Chris Sinha, University of Portsmouth, UK 'Mind, brain, society: Language as vehicle and language as window' Mark Turner, Case Western Reserve University, USA Talk title tbc Jordan Zlatev, Lund University, Sweden 'Intersubjectivity, bodily mimesis and the grounding of language' Conference Format The conference will run over three days. In addition to six plenary lectures which will each last for one hour, there will be a general session, consisting of 30 minute presentations in parallel, poster presentations and 4 invited theme sessions relating to the conference theme. The invited theme sessions are as follows: - Blending, religion and ritual - Cognitive approaches to lexical semantics - Conceptual projection - Making sense of embodiment Submission of Abstracts Submissions are solicited for the general session and for poster presentations. Presentations in the general session should last for 20 minutes with 10 minutes for questions. All submissions for the general and poster sessions should follow the abstract guidelines below. - Abstracts of no more than 500 words (about a page) should be submitted to abstract at cogling.org.uk - Abstracts must be in 12 point font and submitted as an email attachment - The abstract should clearly indicate the talk/poster title, and may include references, as long as the total word count does not exceed 500 words. - Please do not include your name or any other obvious forms of identifiers, as far as is possible, in the abstract. This is because the abstracts will be subject to anonymous peer-review. - The preferred format for sending abstracts is in Word, RTF or PDF. - The abstract title should be given as the subject line of the email to which the abstract is attached. - In the body of the email message include the following information: name, title, affiliation, email address, telephone no., postal address, talk title. Please also indicate whether your preferred presentation format is general or poster session. - In order to assist with the reviewing process, please also list up to 5 keywords in the email message ABSTRACT SUBMISSION DEADLINE: MARCH 14th 2005 For full conference information please see the conference website: www.cogling.org.uk This conference is being held at the University of Sussex and organised by the Sussex Cognitive Linguistics Research Group, and the Linguistics and English Language Department. We are grateful to the School of Humanities, and to the British Academy for generous financial support. We also acknowledge the support of the University of Sussex Centre for Research in Cognitive Science (COGS). Organising committee chair: Vyv Evans Organising committee members: Rob Clowes, Jason Harrison, Anu Koskela, Shane Lindsay, John Sung, Joerg Zinken (University of Portsmouth) From harb at umail.ucsb.edu Fri Jan 21 21:11:03 2005 From: harb at umail.ucsb.edu (Annette R. Harrison) Date: Fri, 21 Jan 2005 13:11:03 -0800 Subject: 2nd Call for Papers Message-ID: Please give widest distribution 2nd CALL FOR PAPERS 11th Annual Conference on Language, Interaction and Culture May 12-14, 2005 University of California, Santa Barbara Presented by The Language, Interaction, and Social Organization (LISO) Graduate Student Association at the University of California, Santa Barbara and The Center for Language, Interaction and Culture (CLIC) Graduate Student Association at the University of California, Los Angeles Plenary Speakers Paul Drew University of York Sociology Lanita Jacobs-Huey University of Southern California Anthropology Michael Silverstein University of Chicago Anthropology Catherine Snow Harvard University Education Submissions should address topics at the intersection of language, interaction, and culture from theoretical perspectives which employ data from recorded, spontaneous interaction. This includes but is not limited to conversation analysis, discourse analysis, ethnography of communication, ethnomethodology, and interactional sociolinguistics. We welcome abstracts from graduate students and faculty working in the areas of Anthropology, Applied Linguistics, Education, Linguistics, Psychology, and Sociology. Speakers will have 20 minutes for presentation and 10 minutes for discussion. Selected papers will be published in the conference proceedings. Abstracts are due no later than February 15, 2005, by e-mail submission only. Please see submission guidelines below and the LISO webpage at http://www.liso.ucsb.edu/conferences/LISOConf2005/ for more information. The Language, Interaction, and Social Organization (LISO) Conference Organizing Committee: Jennifer Garland and Melissa Kwon, Co-Chairs; Valerie Sultan, Treasurer; Jesse Gillespie, Webmaster; Kevin Whitehead and Annette Harrison. University of California, Santa Barbara, Department of Linguistics South Hall 3605, Santa Barbara, CA 93106 LISOconf05 at linguistics.ucsb.edu http://www.liso.ucsb.edu/conferences/LISOConf2005/ SUBMISSION GUIDELINES This year we are accepting submissions by e-mail only: The 500 word abstract should be sent to LISOconf05 at linguistics.ucsb.edu with "Conference Submission" in the subject line. The abstract should be attached in Rich Text Format (.rtf), and should contain no information which identifies the author(s). In a second attached document, please include the following information: „X Name(s) of author(s) „X Affiliation(s) of author(s) „X The address, phone number, and email address at which the author(s) would like to be notified „X The title of the paper „X A note indicating your equipment requirements „X Any additional comments In the case of an abstract longer than 500 words, only the first 500 words will be read. Papers will be selected based on evaluation of the anonymous abstract. In your abstract, make sure to clearly state the main point or argument of the paper. Briefly discuss the problem or research question situated by reference to previous research and by the work¡¦s relevance to developments in your field. You may wish to include a short example to support your main point or argument. State your conclusions, however tentative. Deadline for the receipt of abstracts is February 15, 2005. Late submissions will not be accepted. Notification of acceptance or non-acceptance will be sent via email by March 31, 2005. -- Annette Harrison UCSB, Dept. of Linguistics harb at umail.ucsb.edu ***************************************** All growth demands risk. -Charles Kraft From timo.honkela at hut.fi Fri Jan 21 21:29:31 2005 From: timo.honkela at hut.fi (timo.honkela at hut.fi) Date: Fri, 21 Jan 2005 23:29:31 +0200 Subject: Final CFP: AKRR'05 including Adaptive Models of Knowledge, Language and Cognition Message-ID: Dear Colleagues, I would like to express our enthusiasm about next summer's conference on Adaptive Knowledge Representation and Reasoning (AKRR'05) in June 15-17 2005. Keynote speakers include: -- Prof. Jonathan Evans (University of Plymouth) who has conducted extensive research on human reasoning emphasizing that reasoning is primarily pragmatic, probabilistic and highly contextualised by relevant prior knowledge and beliefs. -- Dr. Aapo Hyvärinen (University of Helsinki) who is one of the leading experts of Independent Component Analysis that appears to be a basis for many exciting developments including "next generation Latent Semantic Analysis". - Dr. Gabriella Vigliocco (University College London) who has conducted research on many very interesting topics related to language processing combining behavioural experiments, imaging studies and statistical models. As a part of the AKRR'05 conference, we organize AMKLC'05 symposium on "Adaptive Models of Knowledge, Language and Cognition". AKLC'05 is chaired by Ann Russell, University of Toronto. The programme committee includes number of prominent researchers including Angelo Cangelosi (University of Plymouth), Brian MacWhinney (CMU) and Chris Sinha (University of Portsmouth). Also in the AKRR'05 conference we have a very high-quality programme committee that includes, for example, Lee Giles (Pennsylvania State University; developer of CiteSeer) and Deb Roy (MIT Media Lab; director of Cognitive Machines Research). Finnish Cognitive Linguistics Association (FiCLA) organizes a preconference workshop on "Cognitivism meets Dynamism" chaired by Oili Karihalme (University of Turku). In addition, you might find the following two symposia interesting: 1) Emergent Models of Language for Speech Processing and Machine Translation (EML'05), chaired by Krista Lagus, Helsinki University of Technology; 2) Knowledge Representation in Bioinformatics (KRBIO'05), chaired by Catherine Bounsaythip, VTT Biotechnology. Please, find more detailed information below and at the conference web site http://www.cis.hut.fi/AKRR05/ Please, note the submission deadline 29th of January for most of the events. For EML'05 symposium the deadline is 19 March 2005. Best regards, Timo Honkela ------------------------=====================------------------------ Final Call for Papers International and Interdisciplinary Conference on ADAPTIVE KNOWLEDGE REPRESENTATION AND REASONING Espoo, Finland, 15-17 June 2005 Helsinki University of Technology http://www.cis.hut.fi/AKRR05/ ---------------------=============================------------------- Conference Topic ---------------- AKRR'05 conference focuses on adaptive approaches of knowledge representation and reasoning. The basic idea is to bring together evidence from various disciplines including computer science, experimental psychology, brain research and cognitive science. Methodogical basis lies in probability theory, statistics, artificial neural networks, dynamical systems theory and related disciplines. Specific symposium and workshop topics in the conference are: * Knowledge Representation of Biological Information http://www.cis.hut.fi/AKRR05/krbio05/ The KRBIO'05 symposium focuses on the representation of information in several areas of life sciences taking into account the complexity, dynamics and co-occurrence of the phenomena, and the heterogeneous sources of information. * Adaptive Models of Knowledge, Language and Cognition http://www.cis.hut.fi/AKRR05/amklc05/ The AMKLC'05 symposium focuses on emergence, complexity and self-organization in cognitive and social systems: how knowledge is being created and established within human and computer-mediated networks and the role of language as an adaptive medium for knowledge building. * Emergent Models of Language for Speech Processing and Machine Translation In the EML'05 symposium, the use of emergent models in the area of language technology is explored. For example, we are interested in the discovery of models of syntatical structures and grammars, language models and their constituents, basic representational units such as morphemes and phonemes. * FiCLA Workshop: Cognitivism meets Dynamism We invite presentations on approaches related to the dynamical phenomena within cognitive linguistics. Themes can be related to categorization, constructions, forces, motivations, presuppositions and activity. For the AKRR'05 conference we invite novel high-quality papers that are related to the conference themes including but not limited to: * contextuality in statistical analysis and reasoning * Bayesian models of learning and reasoning * dynamical systems models of knowledge * spatial representations of knowledge * analyses of the limitations of logic-based representations and reasoning * highly contextual reasoning based on very high-dimensional representations * statistical machine learning * pattern-based reasoning * unsupervised and reinforcement learning models for knowledge acquisition and representation * knowledge capture * continuous formal systems * emergent representations based on independent component analysis (ICA) and self-organizing maps (SOM) * emergence of symbolic representations * cognitive models of perceptually grounded reasoning processes * knowledge representation and reasoning in non-stationary environments * explicit and implicit knowledge * internal and external representations * models of temporal processes and reasoning * subjective and intersubjective representation of time * knowledge representation and reasoning in the brain * non-symbolic ontologies and adaptive knowledge representation for the web * adaptive, dynamical and probabilistic representations of social and societal structures and processes * adaptive knowledge representation of industrial processes * probabilistic and pattern-based reasoning on financial and economical phenomena * emergent and evolutionary representations for creative and design processes Proceedings and Special Journal Issue ------------------------------------- The conference papers will be published by Helsinki University of Technology as printed proceedings and they will also be made available through the web to ensure wide distribution. In addition, the authors of the best papers will be invited to extend their papers for journal publication(s) including a special issue of the International Journal of Neural Systems. The conference is supported by PASCAL network (http://www.pascal-network.org/) Committees ---------- * Programme committee chair, AKRR'05 - Timo Honkela Helsinki University of Technology * Programme committee, AKRR'05 - Helena Ahonen-Myka, University of Helsinki, Finland - Esa Alhoniemi, University of Turku, Finland - Andrew Coward, Australian National University, Australia - Walter Daelemans, Universiteit Antwerpen, Belgium - Stefan Frank, Radboud University Nijmegen, The Netherlands - Lee Giles, Pennsylvania State University, USA - Lars Kai Hansen, Technical University of Denmark, Denmark - Melanie Hilario, University of Geneva, Switzerland - Johan Himberg, Helsinki University of Technology, Finland - Colin G. Johnson, University of Kent at Canterbury, UK - Michael Klein, University of Stuttgart, Germany - Vangelis Karkaletsis, N.C.S.R. Demokritos, Greece - Krista Lagus, Helsinki University of Technology, Finland - Vuokko Lantz, Nokia Research Center, Finland - Haibo Li, Umeå University, Sweden - Bruce MacLennan, University of Tennessee, USA - Petri Myllymäki, University of Helsinki, Finland - Pavol Návrat, Slovak University of Technology, Slovakia - Guenter Neumann, German Research Center for Artificial Intelligence, Germany - Erkki Oja, Helsinki University of Technology, Finland - Masoud Nikravesh, University of California, Berkeley, USA - Deb Roy, MIT Media Lab, USA - Pavel Smrz, Masaryk University, Czech Republic - Dimitrios Stamovlasis, Education Research Center, Greece - Peter Tino, University of Birmingham, UK - Stefan Wermter, University of Sunderland, UK - Ricardo Vigário, Helsinki University of Technology, Finland * Programme committee chair, AMKLC'05 - Ann Russell, University of Toronto * Programme committee, AMKLC'05 - Henrik Bruun, Helsinki University of Technology, Finland - John Bullinaria, University of Birmingham, UK - Angelo Cangelosi, University of Plymouth, UK - Ritva Engeström, University of Helsinki, Finland - Roberta Ferrario, Institute for Cognitive Sciences and Technologies, Italy - Stefano Franchi, University of Auckland, New Zealand - Kai Hakkarainen, University of Helsinki, Finland - Francis Heylighen, Free University of Brussels, Belgium - Timo Honkela, Helsinki University of Technology, Finland - Jussi Karlgren, SICS, Sweden - Tarja Knuuttila, University of Helsinki, Finland - Kirsti Lonka, Karolinska Institute, Sweden - Brian MacWhinney, Carnegie Mellon University, USA - Alexander Riegler, Free University of Brussels, Belgium - Ann Russell, University of Toronto, Canada (chair) - Pirita Seitamaa-Hakkarainen, University of Joensuu, Finland - Chris Sinha, University of Portsmouth, UK - Matti Sintonen, University of Helsinki, Finland - Jaakko Särelä, Helsinki University of Technology, Finland - Earl Woodruff, University of Toronto, Canada * Organizing committee chair - Prof. Olli Simula Helsinki University of Technology * Organizing committee - Marjukka Ankkuriniemi, Incint Oy - Timo Honkela, Helsinki University of Technology - Tiina Lindh-Knuutila, Helsinki University of Technology - Matti Pöllä, Helsinki University of Technology - Petri Saarikko, Helsinki University of Technology From vanvalin at buffalo.edu Mon Jan 31 19:23:48 2005 From: vanvalin at buffalo.edu (Robert D. Van Valin, Jr.) Date: Mon, 31 Jan 2005 14:23:48 -0500 Subject: Abstract deadline for 2005 Role and Reference Grammar Conference Message-ID: The deadline for submitting abstracts for the RRG Conference to be held in Taiwan June 26-30, 2005, is February 15, 2005. Information about submitting abstracts and the conference itself can be found on the conference website: http://formosan.sinica.edu.tw/RRG05/ Robert Van Valin *********** Robert D. Van Valin, Jr. Professor & Chair Department of Linguistics 609 Baldy Hall University at Buffalo The State University at New York Buffalo, NY 14260 USA Phone: 716-645-2177, ext. 713 Fax: 716-645-3825 VANVALIN at BUFFALO.EDU http://linguistics.buffalo.edu/people/faculty/vanvalin/vanvalin.html From language at sprynet.com Sat Jan 8 22:49:24 2005 From: language at sprynet.com (Alexander Gross2) Date: Sat, 8 Jan 2005 17:49:24 -0500 Subject: On the Relativity Front... Message-ID: As a continuation of our language relativity discussion and for those of you with an interest in this topic, the paper I presented as the keynote address at the International Jeromian Translation Conference 3 in Mexico has now been published on-line. It appears in the winter edition of Translation Journal, a review that in its print & electronic forms has been in existence since 1987. It is entitled "Some Major Dates and Events in the History of Translation" and you can see it at: http://www.accurapid.com/journal/31history.htm Although the subject matter may appear to deal more with translation than with linguistics, this is very much in keeping with the views of the French linguist Georges Mounin (in his many publications something like the David Crystal of France), who held that there can be no valid theory of linguistics that is not also a valid theory of translation. The abstract follows: ABSTRACT: The speaker will try to show some common threads in the history of translation or at least some modern parallels with more ancient examples. As for instance the perils of translating from Sumerian into Hebrew, Sacred Egyptian into Classical Greek, or Aramaic into Arabic. Or the even greater physical perils suffered by translators who have been murdered for their efforts, from a Persian interpreter executed by Themistocles to French and English translators burnt at the stake by religious conservatives to the forced suicide of Walter Benjamin in Spain to the assassination of Hitoshi Igarashi, Salman Rushdie's Japanese translator. Voltaire' s translation of Hamlet's soliloquy into rhymed Racinian alexandrine couplets will be compared and contrasted with the problems of translating into and out of other "Public Presentation Languages," such as the epigrammatic four-character maxims of Chinese philosophy, poetry, and medicine. The work of a remarkable Iberian who long ago invented the first relational data base and also sought to intervene between Christianity and Islam by translating his own works into Arabic will be described, as will the career of Xuanzang, perhaps the best-known translator in the world. After a brief glance at the Persian translation academy of Jundishapur and the convergence at Toledo, the presentation will close with an attempt to characterize the past fifty years in translation, which have witnessed our field's greatest outgrowth but have also seen the development of some curious beliefs concerning linguistics and machine translation. Happy New Year to all! alex From tono at ualberta.ca Mon Jan 10 09:48:47 2005 From: tono at ualberta.ca (T Ono) Date: Mon, 10 Jan 2005 02:48:47 -0700 Subject: new Japanese linguistics listserv Message-ID: Dear everyone, We would like to invite all of you on this list to join the new listserv JPLING, which is dedicated to Japanese linguistics. Our goal is to promote discussion on various topics in Japanese linguistics. If you are interested, here is the webpage where you can subscribe to the list. (Please forward this message to those who may be interested in the list) http://www.mailman.srv.ualberta.ca/mailman/listinfo/jpling You first fill out the required information on the above page and click 'Subscribe'. You will soon get an e-mail message where there is an instruction on how to confirm your subscription, which you have to do. Please read it carefully, and do what it asks you to do. After that you will get another message confirming your subscription to JPLING. Let us know if you have trouble subscribing. Yoshi Ono and Neill Walker University of Alberta From janetevelyn at sbcglobal.net Tue Jan 11 01:18:34 2005 From: janetevelyn at sbcglobal.net (JANET WILSON) Date: Mon, 10 Jan 2005 17:18:34 -0800 Subject: "to teach" -- help request. In-Reply-To: Message-ID: Tzur In Kuche, a language of northern Nigeria, "to teach" is the same word as "to tell" or a word derived from "to tell." The simple verb "tell" is 'di' and the derived word is 'disi'. There are a couple of other words that also mean "tell" and I think the difference is that 'di' is more likely to be used when the thing told is a command. For instance, the character in a story tells another character, "When he comes, bow down prostrate." A reference back to this remark says that "It was the (ethnic) man who TOLD him." In other words, it was the (ethnic) man who told him (i.e. commanded him) to bow down prostrate. However, both 'di' and the other word for "tell" ('tet') are used to tell information. The derived word 'disi' is consistently translated "teach". The derived form is one that I call the "distributed action" aspect. It is very similar to a habitual aspect, but Kuche has both a habitual aspect form and a distributed aspect form; the difference, according to Bybee (1994) is that habitual aspect describes an action repeated on different occasions, while distributed (a specialized subcategory of iterative) aspect describes an action repeated several times on the same occasion. My language informant describes the difference between "ni'"(to give) and "nisi" (to give one by one). She says if you give one egg, or even if you give several eggs all at once (like in a basket), you say "ni". If you give one egg, then pick up another egg and give it, then another egg and give it, you say "nisi." While I can't imagine a teacher "telling" a student the lesson over and over again all on one occation, I do know that teaching involves a lot of repetition. Perhaps that's more information than you wanted to your simple question. Good luck with your inquery. Janet Wilson tzur sayag wrote: Hello, I'm not sure this is applicable for this list, I was referred by someone, if this is not the place for such a post, please excuse my ignorance. Ok, here's the deal, We're interested in different terms/words that mean "to teach " in as many languages as possible. The concept of teaching has many other terms in English that have slightly (or not so slightly) different meanings, for example, the following terms all have something to do with "teach": Teach Educate Instruct Indoctrinate Tutor Explain Show Demonstrate Discipline Inform Coach Edify Prepare Inculcate (three vertical dots)... If people from different languages can please help us gather information about these terms (along with their meaning which Is what we're actually after), we would be super grateful. If you care to reply, but do not want to spend an hour over this, please pick one or two words in your language, any bit of information would be mostly appreciated. I'm not sure I'm clear about how this list works, if the replies go to the list (which I'm now subscribed to) it fine, or if you want to send it directly to my email (tzurs-at-post-ddot-tau--ddot-ac-ddot-il (-at-=@, -ddots-=.) , please do so, Again, sorry if this is not the correct list, All the best & happy new year, -tzurs From meri.larjavaara at helsinki.fi Wed Jan 12 11:34:35 2005 From: meri.larjavaara at helsinki.fi (Meri Larjavaara) Date: Wed, 12 Jan 2005 13:34:35 +0200 Subject: Linguistique Fonctionnelle-Functional Linguistics-SILF 2005 Message-ID: APPEL ? COMMUNICATIONS CALL FOR PAPERS *** SILF 2005 XXIX?me Colloque International de Linguistique Fonctionnelle XXIXth International Conference on Functional Linguistics *** Helsinki, Finland(e) du 21 au 24 septembre 2005 September 21 ? 24, 2005 *** Site du colloque Conference web site http://www.helsinki.fi/romaanisetkielet/congres/ *** EN FRAN?AIS : *** TH?MES La dynamique linguistique Th?me 1 : Cr?ativit? et figement Rapporteurs : Lo?c Depecker et Denis Costaouec On s?attachera tout particuli?rement ? la dynamique grammaticale et lexicale. * Composition, d?rivation et figement. * Dans quelle mesure la structure d?une langue particuli?re favorise-t-elle ou non tel ou tel proc?d? de cr?ativit? lexicale ? * Comment et quand passe-t-on du syntagme aux formes compos?es ? Recherche de crit?res. * Proc?dures de d?figement ?ventuel. * ?volution des unit?s lexicales vers des unit?s grammaticales. Le contraire de la grammaticalisation est-il vrai ? * Le cas particulier des noms propres (n?ologie en mati?re de toponymes, d'anthroponymes, de noms de marques, etc.; les probl?mes de transferts de classes ). * Cr?ativit? grammaticale. Le locuteur innove-t-il et si oui, comment ? Que deviennent les innovations ? * Relation entre la dynamique et la diachronie. Que devient la cr?ativit? synchronique en diachronie ? Conf?rence pl?ni?re : Christiane Marchello-Nizia, ENS-LSH Th?me 2 : Situations linguistiques complexes et contacts de langues Rapporteurs : Eva Havu et Juhani H?rm? Comment int?grer les situations linguistiques complexes ? la description linguistique, qu?il s?agisse de situations individuelles ou collectives : quelles cons?quences th?oriques et m?thodologiques doit-on envisager dans une d?marche structurale et fonctionnelle ? Comment d?finir aujourd?hui la notion d?usage et appr?cier le poids de diff?rents facteurs comme l?origine g?ographique, l??ge, la situation sociale, les repr?sentations sur la pratique des locuteurs ? Comment d?crire aujourd?hui l?influence des facteurs de type sociolinguistique sur l??volution des syst?mes linguistiques en pr?sence, notamment en situation de bi- ou plurilinguisme ou encore dans les cas de diglossie ? Conf?rence pl?ni?re : Jan-Ola ?stman, Universit? de Helsinki Il y aura ?galement la possibilit? de faire une communication individuelle qui n?entre dans aucun des deux th?mes. N.B. C?est avec beaucoup de plaisir que nous accueillerons des communications sur les langues de la r?gion baltique. *** INSCRIPTION * Pr?inscription avant le lundi 14 mars 2005. * Propositions de communication et r?sum?s avant le lundi 14 mars 2005. * La deuxi?me circulaire sera envoy?e ? ceux qui auront r?pondu affirmativement ? la premi?re. * Inscription d?finitive et frais d?inscription avant le 15 mai 2005. Voir le site du colloque pour plus de d?tails http://www.helsinki.fi/romaanisetkielet/congres/ *** ORGANISATION Organisateurs : Soci?t? Internationale de Linguistique Fonctionnelle D?partement des langues romanes, Universit? de Helsinki Soci?t? N?ophilologique de Helsinki Comit? local d?organisation : D?partement des langues romanes, Universit? de Helsinki M. Juhani H?rm? Mme Eva Havu Mme Mervi Helkkula Mme Meri Larjavaara Mme Johanna Sutinen Mme Ulla Tuomarla *** CONTACT silf-2005 at helsinki.fi SILF 2005 / Mme Meri Larjavaara D?partement des langues romanes B.P. 24 FI-00014 Universit? de Helsinki Finlande T?l. +358 9 19123436 Fax +358 9 19122908 *** BIENVENUE ! *** IN ENGLISH: *** THEMES Linguistic Dynamics Theme 1: Creativity and fixation Responsible for the theme: Lo?c Depecker and Denis Costaouec Grammatical and lexical dynamics will be of particular interest for this theme. * Word formation and fixation. * Does the structure of the language favour one of the possible processes of lexical creativity? * When and how does a syntagm become a compound form? What are the criteria? * Can fixation be reversed? In what ways? * Evolution of lexical units towards grammatical ones. Is grammaticalization unidirectional? * The special case of proper nouns (neological formation of toponyms, anthroponyms, brand names, etc.; moving from one category to another ). * Grammatical creativity. Is the speaker innovative and how? What do the innovations become? * Relationship between dynamics and diachrony. What does synchronic creativity become in diachrony? Plenary speaker: Christiane Marchello-Nizia, ENS-LSH Theme 2: Complex linguistic situations and language contacts Responsible for the theme: Eva Havu and Juhani H?rm? How to integrate complex linguistic situations ? individual or collective ? into linguistic description: what are their theoretical and methodological consequences in a structural and functional approach? How to define today the concept of ?language use?? How to weigh the effect of different factors such as geographical origin, age or social situation on the speakers? practice? How to describe today the effect of sociolinguistic factors on linguistic systems present in an area, particularly in a bi- or plurilingual or diglossic situation? Plenary speaker: Jan-Ola ?stman, University of Helsinki Papers not related to either of these themes may also be presented. We especially welcome papers on languages from the Baltic area. *** REGISTRATION * Preregistration before March 14th, 2005. * Abstracts before March 14th, 2005. * The second circular will be sent to those having answered affirmatively to the first one. * Final registration and conference fee before May 15th, 2005. More details: conference web site http://www.helsinki.fi/romaanisetkielet/congres/ *** ORGANIZATION Organizers: International Society for Functional Linguistics Department of Romance Languages, University of Helsinki Modern Language Society Local organizers: Department of Romance Languages, University of Helsinki Juhani H?rm? Eva Havu Mervi Helkkula Meri Larjavaara Johanna Sutinen Ulla Tuomarla *** CONTACT silf-2005 at helsinki.fi SILF 2005 / Dr. Meri Larjavaara Department of Romance Languages PB 24 FI-00014 University of Helsinki Finland Tel. +358 9 19123436 Fax +358 9 19122908 *** WELCOME! From tzurs at hotmail.com Wed Jan 12 12:33:43 2005 From: tzurs at hotmail.com (tzur sayag) Date: Wed, 12 Jan 2005 14:33:43 +0200 Subject: "to teach" -- help request. Message-ID: thanx so much Jannet, If other people care to comment about teaching in their languages I would be extremely grateful, all the best. --tzurs. ----- Original Message ----- From: "JANET WILSON" To: "tzur sayag" ; Sent: Tuesday, January 11, 2005 3:18 AM Subject: Re: [FUNKNET] "to teach" -- help request. > Tzur > > In Kuche, a language of northern Nigeria, "to teach" is the same word as "to tell" or a word derived from "to tell." The simple verb "tell" is 'di' and the derived word is 'disi'. > > There are a couple of other words that also mean "tell" and I think the difference is that 'di' is more likely to be used when the thing told is a command. For instance, the character in a story tells another character, "When he comes, bow down prostrate." A reference back to this remark says that "It was the (ethnic) man who TOLD him." In other words, it was the (ethnic) man who told him (i.e. commanded him) to bow down prostrate. However, both 'di' and the other word for "tell" ('tet') are used to tell information. > > The derived word 'disi' is consistently translated "teach". The derived form is one that I call the "distributed action" aspect. It is very similar to a habitual aspect, but Kuche has both a habitual aspect form and a distributed aspect form; the difference, according to Bybee (1994) is that habitual aspect describes an action repeated on different occasions, while distributed (a specialized subcategory of iterative) aspect describes an action repeated several times on the same occasion. My language informant describes the difference between "ni'"(to give) and "nisi" (to give one by one). She says if you give one egg, or even if you give several eggs all at once (like in a basket), you say "ni". If you give one egg, then pick up another egg and give it, then another egg and give it, you say "nisi." While I can't imagine a teacher "telling" a student the lesson over and over again all on one occation, I do know that teaching involves a lot of repetition. > > Perhaps that's more information than you wanted to your simple question. Good luck with your inquery. > > Janet Wilson > > tzur sayag wrote: > > > Hello, > I'm not sure this is applicable for this list, I was referred by someone, if this is not the place for such a post, please excuse my ignorance. > > Ok, here's the deal, > We're interested in different terms/words that mean "to teach " in as many languages as possible. > The concept of teaching has many other terms in English that have slightly (or not so slightly) different meanings, for example, the following terms all have something to do with > "teach": > Teach > Educate > Instruct > Indoctrinate > Tutor > Explain > Show > Demonstrate > Discipline > Inform > Coach > Edify > Prepare > Inculcate > (three vertical dots)... > > If people from different languages can please help us gather information about these terms (along with their meaning which Is what we're actually after), we would be super grateful. > > If you care to reply, but do not want to spend an hour over this, please pick one or two words in your language, any bit of information would be mostly appreciated. > > I'm not sure I'm clear about how this list works, if the replies go to the list (which I'm now subscribed to) it fine, or if you want to send it directly to my email (tzurs-at-post-ddot-tau--ddot-ac-ddot-il (-at-=@, -ddots-=.) , please do so, > > Again, sorry if this is not the correct list, All the best & happy new year, -tzurs > > > From asunvt at yahoo.es Wed Jan 12 14:57:39 2005 From: asunvt at yahoo.es (Asuncion Villamil) Date: Wed, 12 Jan 2005 15:57:39 +0100 Subject: teach help request Message-ID: In Spanish the translation for the terms you suggested could be the following: teach - ense?ar educate - educar instruct - instruir indoctrinate - adoctrinar tutor - guiar, ser tutor de explain - explicar show - mostrar, ense?ar demonstrate - demostrar discipline - disciplinar inform - informar coach - entrenar edify - edificar prepare - preparar inculcate - incultar Most of them share the same root and I guess the meaning is quite similar. In the case of inform, edify or prepare the meaning of "teaching" is quite general, why do you include them in the same group? Another question is: how do you differentiate between verbs of "saying" and "telling" and verbs of "teaching"? Asunci?n Villamil asunvt at yahoo.es --------------------------------- From jleitao at ci.uc.pt Thu Jan 13 14:38:55 2005 From: jleitao at ci.uc.pt (=?ISO-8859-1?Q?Jos=E9_Leit=E3o?=) Date: Thu, 13 Jan 2005 14:38:55 +0000 Subject: Lisbon: Workshop on Binding Theory, 1st Cfp] Message-ID: [apologies for multiple postings] FIRST CALL FOR PAPERS Workshop on Binding Theory and Invariants in Anaphoric Relations Lisbon, Portugal August 22, 2005 http://bindingwksp.di.fc.ul.pt Hosted by HPSG 2005, the 12th International Conference on Head-Driven Phrase Structure Grammar http://hpsg2005.di.fc.ul.pt Motivation: Anaphoric binding principles, which capture constraints on the relative positioning of anaphors and their antecedents in grammatical geometry, have been a central topic in the research on the grammar of natural languages: Their modular nature is evidenced by the non trivial symmetries holding among them, and their empirical plausibility is supported by the repeated observation of their occurrence across languages. While these constraints have been instrumental in the research of other linguistic phenomena and constructions as one of the most reliable diagnoses for grammatical structure and relations, the interest around binding theory itself has continuously expanded, to a considerable extent also due to recent results from psycholinguistics and from new research methodologies such as neuro-imaging. This has led to a vast array of exciting results and research issues, of which the following are just some examples: -What clarification can be obtained when binding constraints are put into perspective with respect to discourse structure? -What is their proper locus (syntax, semantics, ...) in the architecture of grammar? -What is intrinsic to binding constraints and what should be factored out as (sub-)regularities possibly due to other grammatical modules and phenomena? - What is the best definition of auxiliary notions (command, domain, ..) in view of increased empirical adequacy? - Are there languages of the world whose anaphors comply with yet to uncover binding principles? -What cross-linguistic generalizations, i.e., invariants, hold in anaphoric binding? - How to accommodate binding theory in current formal grammatical frameworks and how this may contribute to determine their appropriate shape? - How to enforce the satisfaction of binding constraints by grammatical representations and what is the most efficient algorithm to do this? - What is the root of the intriguing symmetries across binding principles and of their prominent modular nature? - What are their cognitive underpinnings and how do these relate to anaphora processing and resolution? The aim of this workshop is to provide participants with a forum where their research on binding benefits from insightful discussion and from the exchange of leading edge results on issues closely related to their work. We thus invite the submission of papers contributing innovative approaches, solutions, data or results on all aspects of binding theory. Submission Details: We invite E-MAIL submissions of abstracts for 30 minute presentations (followed by 10 minutes of discussion) which should consist of two parts: 1. A separate information page in plain text format, containing - author name(s) - affiliation(s) - e-mail and postal address(es) - title of paper 2. An extended abstract of not more than 5 (five) pages, including all figures and references. Abstracts should be in PDF format. All abstracts should be sent to Manfred Sailer (manfred.sailer at phil.uni-goettingen.de). Abstracts for the workshop should mention 'binding-05' in the subject line. All abstracts will be reviewed anonymously by at least two reviewers. Authors are asked to avoid self-references in the abstracts. Important Dates: Abstract submission deadline: February 15, 2005 Notification of acceptance: April 15, 2005 Workshop: August 22, 2005 Publication: The proceedings of the workshop will be published on-line by CSLI publications together with those of the hosting conference. A call for papers for contributions to the on-line proceedings will be issued after the event. Program Committee: Pilar Barbosa (Univ of Minho) Ant?nio Branco (Univ of Lisbon, chair) R?jean Canac-Marquis (Simon Fraser Univ) Mary Dalrymple (Oxford Univ) Martin Evearert (OTS) Volker Gast (Free Univ of Berlin) Lars Hellan (Norwegian Univ of Science and Technology) Ehrard Hinrichs (Univ of Tuebingen) Yan Huang (Univ of Reading) Frank Keller (Univ of Edinburgh) Tibor Kiss (Ruhr Univ Bochum) Valia Kordoni (Univ of Saarland) Maria Pi?ango (Yale Univ) Carl Pollard (Ohio State Univ) Janina Rad? (Univ of Tuebingen) Eric Reuland (OTS) Jeffrey Runner (Univ of Rochester) Ivan Sag (Stanford Univ) Roland Stuckardt (J.W.Goethe Univ) Further Information: Organized by the NLX-Group, the Natural Language Group of the Department of Informatics, University of Lisbon: http://nlxgroup.di.fc.ul.pt Workshop web site: http://bindingwksp.di.fc.ul.pt Information about HPSG 2005: http://hpsg2005.di.fc.ul.pt From janetevelyn at sbcglobal.net Mon Jan 17 17:22:51 2005 From: janetevelyn at sbcglobal.net (JANET WILSON) Date: Mon, 17 Jan 2005 09:22:51 -0800 Subject: teach help request In-Reply-To: <20050112145739.68584.qmail@web50410.mail.yahoo.com> Message-ID: Asuncion says, "Most of them share the same root and I guess the meaning is quite similar. In the case of inform, edify or prepare the meaning of "teaching" is quite general, why do you include them in the same group?" But in Kuche, the only verb I've discovered that means "teach" is derived from one of the words that means "tell" (i.e. "inform"). Janet Wilson Asuncion Villamil wrote: In Spanish the translation for the terms you suggested could be the following: teach - ense?ar educate - educar instruct - instruir indoctrinate - adoctrinar tutor - guiar, ser tutor de explain - explicar show - mostrar, ense?ar demonstrate - demostrar discipline - disciplinar inform - informar coach - entrenar edify - edificar prepare - preparar inculcate - incultar Most of them share the same root and I guess the meaning is quite similar. In the case of inform, edify or prepare the meaning of "teaching" is quite general, why do you include them in the same group? Another question is: how do you differentiate between verbs of "saying" and "telling" and verbs of "teaching"? Asunci?n Villamil asunvt at yahoo.es --------------------------------- From tzurs at hotmail.com Mon Jan 17 17:26:27 2005 From: tzurs at hotmail.com (tzur sayag) Date: Mon, 17 Jan 2005 17:26:27 +0000 Subject: teach help request In-Reply-To: <20050117172251.89174.qmail@web81710.mail.yahoo.com> Message-ID: This btw, seems to be related with the fact that in some cultures, the actual concept of teachign does no exist. they simply don't teach, they sometimes tell or show but not "actively" teaching to enhance learning. --tzurs. >From: JANET WILSON >To: Asuncion Villamil , >tzurs at hotmail.com,funknet at mailman.rice.edu >Subject: Re: [FUNKNET] teach help request >Date: Mon, 17 Jan 2005 09:22:51 -0800 (PST) > >Asuncion says, "Most of them share the same root and I guess the meaning is >quite similar. In the case of inform, edify or prepare the meaning of >"teaching" is quite general, why do you include them in the same group?" >But in Kuche, the only verb I've discovered that means "teach" is derived >from one of the words that means "tell" (i.e. "inform"). > >Janet Wilson > >Asuncion Villamil wrote: > >In Spanish the translation for the terms you suggested could be the >following: > >teach - ense?ar > >educate - educar > >instruct - instruir > >indoctrinate - adoctrinar > >tutor - guiar, ser tutor de > >explain - explicar > >show - mostrar, ense?ar > >demonstrate - demostrar > >discipline - disciplinar > >inform - informar > >coach - entrenar > >edify - edificar > >prepare - preparar > >inculcate - incultar > >Most of them share the same root and I guess the meaning is quite similar. >In the case of inform, edify or prepare the meaning of "teaching" is quite >general, why do you include them in the same group? Another question is: >how do you differentiate between verbs of "saying" and "telling" and verbs >of "teaching"? > > > >Asunci?n Villamil > >asunvt at yahoo.es > > > >--------------------------------- > From vyv.evans at sussex.ac.uk Fri Jan 21 10:46:03 2005 From: vyv.evans at sussex.ac.uk (Vyv Evans) Date: Fri, 21 Jan 2005 10:46:03 +0000 Subject: Call for papers: New Directions in Cognitive Linguistics Message-ID: First Call for Papers for: NEW DIRECTIONS IN COGNITIVE LINGUISTICS First UK Cognitive Linguistics Conference 23-25 October 2005 University of Sussex, Brighton, UK www.cogling.org.uk Within the last 25 years or so, Cognitive Linguistics has emerged as a radical and exciting new approach to the study of language and the mind within the interdisciplinary project known as Cognitive Science. In that time, a rich and relatively mature set of theories has developed which have by now been applied to a wide range of linguistic and cognitive phenomena. As Cognitive Linguistics has grown and matured, debates have emerged regarding foundational theoretical positions and data collection practices and methodologies. Moreover, in recent years, both the empirical basis and the interdisciplinary character of Cognitive Linguistics have been significantly strengthened. The purpose of this international conference is to take stock of the major achievements associated with Cognitive Linguistics since its emergence, and to provide a forum for examining new directions. Papers are invited for submission which relate to any aspect of cognitive Linguistics, from theory to description. However, priority will be given to papers which relate to the theme 'new directions'. Papers which relate to some aspect of the following are particularly welcome: - new descriptive or theoretical insights in Cognitive Linguistics - new or recent empirical or methodological aspects of Cognitive Linguistics - new or recent applications of Cognitive Linguistics - a critical evaluation of an aspect of the Cognitive Linguistics enterprise - the interface between Cognitive Linguistics and neighbouring disciplines - new frontiers in Cognitive Linguistics - new or recent theories within Cognitive Linguistics, or new developments in a particular theory The conference will also see the inauguration of the UK Cognitive Linguistics Association. There will also be a collection of peer-reviewed papers published based on the conference theme. Plenary speakers are: Paul Chilton, University East Anglia, UK 'Distance, direction and deixis: Towards a vector-based representation of discourse space' Ronald Langacker, University of California, San Diego, USA 'Constructions and constructional meaning' Brigitte Nerlich, University of Nottingham, UK Talk title tbc Chris Sinha, University of Portsmouth, UK 'Mind, brain, society: Language as vehicle and language as window' Mark Turner, Case Western Reserve University, USA Talk title tbc Jordan Zlatev, Lund University, Sweden 'Intersubjectivity, bodily mimesis and the grounding of language' Conference Format The conference will run over three days. In addition to six plenary lectures which will each last for one hour, there will be a general session, consisting of 30 minute presentations in parallel, poster presentations and 4 invited theme sessions relating to the conference theme. The invited theme sessions are as follows: - Blending, religion and ritual - Cognitive approaches to lexical semantics - Conceptual projection - Making sense of embodiment Submission of Abstracts Submissions are solicited for the general session and for poster presentations. Presentations in the general session should last for 20 minutes with 10 minutes for questions. All submissions for the general and poster sessions should follow the abstract guidelines below. - Abstracts of no more than 500 words (about a page) should be submitted to abstract at cogling.org.uk - Abstracts must be in 12 point font and submitted as an email attachment - The abstract should clearly indicate the talk/poster title, and may include references, as long as the total word count does not exceed 500 words. - Please do not include your name or any other obvious forms of identifiers, as far as is possible, in the abstract. This is because the abstracts will be subject to anonymous peer-review. - The preferred format for sending abstracts is in Word, RTF or PDF. - The abstract title should be given as the subject line of the email to which the abstract is attached. - In the body of the email message include the following information: name, title, affiliation, email address, telephone no., postal address, talk title. Please also indicate whether your preferred presentation format is general or poster session. - In order to assist with the reviewing process, please also list up to 5 keywords in the email message ABSTRACT SUBMISSION DEADLINE: MARCH 14th 2005 For full conference information please see the conference website: www.cogling.org.uk This conference is being held at the University of Sussex and organised by the Sussex Cognitive Linguistics Research Group, and the Linguistics and English Language Department. We are grateful to the School of Humanities, and to the British Academy for generous financial support. We also acknowledge the support of the University of Sussex Centre for Research in Cognitive Science (COGS). Organising committee chair: Vyv Evans Organising committee members: Rob Clowes, Jason Harrison, Anu Koskela, Shane Lindsay, John Sung, Joerg Zinken (University of Portsmouth) From harb at umail.ucsb.edu Fri Jan 21 21:11:03 2005 From: harb at umail.ucsb.edu (Annette R. Harrison) Date: Fri, 21 Jan 2005 13:11:03 -0800 Subject: 2nd Call for Papers Message-ID: Please give widest distribution 2nd CALL FOR PAPERS 11th Annual Conference on Language, Interaction and Culture May 12-14, 2005 University of California, Santa Barbara Presented by The Language, Interaction, and Social Organization (LISO) Graduate Student Association at the University of California, Santa Barbara and The Center for Language, Interaction and Culture (CLIC) Graduate Student Association at the University of California, Los Angeles Plenary Speakers Paul Drew University of York Sociology Lanita Jacobs-Huey University of Southern California Anthropology Michael Silverstein University of Chicago Anthropology Catherine Snow Harvard University Education Submissions should address topics at the intersection of language, interaction, and culture from theoretical perspectives which employ data from recorded, spontaneous interaction. This includes but is not limited to conversation analysis, discourse analysis, ethnography of communication, ethnomethodology, and interactional sociolinguistics. We welcome abstracts from graduate students and faculty working in the areas of Anthropology, Applied Linguistics, Education, Linguistics, Psychology, and Sociology. Speakers will have 20 minutes for presentation and 10 minutes for discussion. Selected papers will be published in the conference proceedings. Abstracts are due no later than February 15, 2005, by e-mail submission only. Please see submission guidelines below and the LISO webpage at http://www.liso.ucsb.edu/conferences/LISOConf2005/ for more information. The Language, Interaction, and Social Organization (LISO) Conference Organizing Committee: Jennifer Garland and Melissa Kwon, Co-Chairs; Valerie Sultan, Treasurer; Jesse Gillespie, Webmaster; Kevin Whitehead and Annette Harrison. University of California, Santa Barbara, Department of Linguistics South Hall 3605, Santa Barbara, CA 93106 LISOconf05 at linguistics.ucsb.edu http://www.liso.ucsb.edu/conferences/LISOConf2005/ SUBMISSION GUIDELINES This year we are accepting submissions by e-mail only: The 500 word abstract should be sent to LISOconf05 at linguistics.ucsb.edu with "Conference Submission" in the subject line. The abstract should be attached in Rich Text Format (.rtf), and should contain no information which identifies the author(s). In a second attached document, please include the following information: ?X Name(s) of author(s) ?X Affiliation(s) of author(s) ?X The address, phone number, and email address at which the author(s) would like to be notified ?X The title of the paper ?X A note indicating your equipment requirements ?X Any additional comments In the case of an abstract longer than 500 words, only the first 500 words will be read. Papers will be selected based on evaluation of the anonymous abstract. In your abstract, make sure to clearly state the main point or argument of the paper. Briefly discuss the problem or research question situated by reference to previous research and by the work??s relevance to developments in your field. You may wish to include a short example to support your main point or argument. State your conclusions, however tentative. Deadline for the receipt of abstracts is February 15, 2005. Late submissions will not be accepted. Notification of acceptance or non-acceptance will be sent via email by March 31, 2005. -- Annette Harrison UCSB, Dept. of Linguistics harb at umail.ucsb.edu ***************************************** All growth demands risk. -Charles Kraft From timo.honkela at hut.fi Fri Jan 21 21:29:31 2005 From: timo.honkela at hut.fi (timo.honkela at hut.fi) Date: Fri, 21 Jan 2005 23:29:31 +0200 Subject: Final CFP: AKRR'05 including Adaptive Models of Knowledge, Language and Cognition Message-ID: Dear Colleagues, I would like to express our enthusiasm about next summer's conference on Adaptive Knowledge Representation and Reasoning (AKRR'05) in June 15-17 2005. Keynote speakers include: -- Prof. Jonathan Evans (University of Plymouth) who has conducted extensive research on human reasoning emphasizing that reasoning is primarily pragmatic, probabilistic and highly contextualised by relevant prior knowledge and beliefs. -- Dr. Aapo Hyv?rinen (University of Helsinki) who is one of the leading experts of Independent Component Analysis that appears to be a basis for many exciting developments including "next generation Latent Semantic Analysis". - Dr. Gabriella Vigliocco (University College London) who has conducted research on many very interesting topics related to language processing combining behavioural experiments, imaging studies and statistical models. As a part of the AKRR'05 conference, we organize AMKLC'05 symposium on "Adaptive Models of Knowledge, Language and Cognition". AKLC'05 is chaired by Ann Russell, University of Toronto. The programme committee includes number of prominent researchers including Angelo Cangelosi (University of Plymouth), Brian MacWhinney (CMU) and Chris Sinha (University of Portsmouth). Also in the AKRR'05 conference we have a very high-quality programme committee that includes, for example, Lee Giles (Pennsylvania State University; developer of CiteSeer) and Deb Roy (MIT Media Lab; director of Cognitive Machines Research). Finnish Cognitive Linguistics Association (FiCLA) organizes a preconference workshop on "Cognitivism meets Dynamism" chaired by Oili Karihalme (University of Turku). In addition, you might find the following two symposia interesting: 1) Emergent Models of Language for Speech Processing and Machine Translation (EML'05), chaired by Krista Lagus, Helsinki University of Technology; 2) Knowledge Representation in Bioinformatics (KRBIO'05), chaired by Catherine Bounsaythip, VTT Biotechnology. Please, find more detailed information below and at the conference web site http://www.cis.hut.fi/AKRR05/ Please, note the submission deadline 29th of January for most of the events. For EML'05 symposium the deadline is 19 March 2005. Best regards, Timo Honkela ------------------------=====================------------------------ Final Call for Papers International and Interdisciplinary Conference on ADAPTIVE KNOWLEDGE REPRESENTATION AND REASONING Espoo, Finland, 15-17 June 2005 Helsinki University of Technology http://www.cis.hut.fi/AKRR05/ ---------------------=============================------------------- Conference Topic ---------------- AKRR'05 conference focuses on adaptive approaches of knowledge representation and reasoning. The basic idea is to bring together evidence from various disciplines including computer science, experimental psychology, brain research and cognitive science. Methodogical basis lies in probability theory, statistics, artificial neural networks, dynamical systems theory and related disciplines. Specific symposium and workshop topics in the conference are: * Knowledge Representation of Biological Information http://www.cis.hut.fi/AKRR05/krbio05/ The KRBIO'05 symposium focuses on the representation of information in several areas of life sciences taking into account the complexity, dynamics and co-occurrence of the phenomena, and the heterogeneous sources of information. * Adaptive Models of Knowledge, Language and Cognition http://www.cis.hut.fi/AKRR05/amklc05/ The AMKLC'05 symposium focuses on emergence, complexity and self-organization in cognitive and social systems: how knowledge is being created and established within human and computer-mediated networks and the role of language as an adaptive medium for knowledge building. * Emergent Models of Language for Speech Processing and Machine Translation In the EML'05 symposium, the use of emergent models in the area of language technology is explored. For example, we are interested in the discovery of models of syntatical structures and grammars, language models and their constituents, basic representational units such as morphemes and phonemes. * FiCLA Workshop: Cognitivism meets Dynamism We invite presentations on approaches related to the dynamical phenomena within cognitive linguistics. Themes can be related to categorization, constructions, forces, motivations, presuppositions and activity. For the AKRR'05 conference we invite novel high-quality papers that are related to the conference themes including but not limited to: * contextuality in statistical analysis and reasoning * Bayesian models of learning and reasoning * dynamical systems models of knowledge * spatial representations of knowledge * analyses of the limitations of logic-based representations and reasoning * highly contextual reasoning based on very high-dimensional representations * statistical machine learning * pattern-based reasoning * unsupervised and reinforcement learning models for knowledge acquisition and representation * knowledge capture * continuous formal systems * emergent representations based on independent component analysis (ICA) and self-organizing maps (SOM) * emergence of symbolic representations * cognitive models of perceptually grounded reasoning processes * knowledge representation and reasoning in non-stationary environments * explicit and implicit knowledge * internal and external representations * models of temporal processes and reasoning * subjective and intersubjective representation of time * knowledge representation and reasoning in the brain * non-symbolic ontologies and adaptive knowledge representation for the web * adaptive, dynamical and probabilistic representations of social and societal structures and processes * adaptive knowledge representation of industrial processes * probabilistic and pattern-based reasoning on financial and economical phenomena * emergent and evolutionary representations for creative and design processes Proceedings and Special Journal Issue ------------------------------------- The conference papers will be published by Helsinki University of Technology as printed proceedings and they will also be made available through the web to ensure wide distribution. In addition, the authors of the best papers will be invited to extend their papers for journal publication(s) including a special issue of the International Journal of Neural Systems. The conference is supported by PASCAL network (http://www.pascal-network.org/) Committees ---------- * Programme committee chair, AKRR'05 - Timo Honkela Helsinki University of Technology * Programme committee, AKRR'05 - Helena Ahonen-Myka, University of Helsinki, Finland - Esa Alhoniemi, University of Turku, Finland - Andrew Coward, Australian National University, Australia - Walter Daelemans, Universiteit Antwerpen, Belgium - Stefan Frank, Radboud University Nijmegen, The Netherlands - Lee Giles, Pennsylvania State University, USA - Lars Kai Hansen, Technical University of Denmark, Denmark - Melanie Hilario, University of Geneva, Switzerland - Johan Himberg, Helsinki University of Technology, Finland - Colin G. Johnson, University of Kent at Canterbury, UK - Michael Klein, University of Stuttgart, Germany - Vangelis Karkaletsis, N.C.S.R. Demokritos, Greece - Krista Lagus, Helsinki University of Technology, Finland - Vuokko Lantz, Nokia Research Center, Finland - Haibo Li, Ume? University, Sweden - Bruce MacLennan, University of Tennessee, USA - Petri Myllym?ki, University of Helsinki, Finland - Pavol N?vrat, Slovak University of Technology, Slovakia - Guenter Neumann, German Research Center for Artificial Intelligence, Germany - Erkki Oja, Helsinki University of Technology, Finland - Masoud Nikravesh, University of California, Berkeley, USA - Deb Roy, MIT Media Lab, USA - Pavel Smrz, Masaryk University, Czech Republic - Dimitrios Stamovlasis, Education Research Center, Greece - Peter Tino, University of Birmingham, UK - Stefan Wermter, University of Sunderland, UK - Ricardo Vig?rio, Helsinki University of Technology, Finland * Programme committee chair, AMKLC'05 - Ann Russell, University of Toronto * Programme committee, AMKLC'05 - Henrik Bruun, Helsinki University of Technology, Finland - John Bullinaria, University of Birmingham, UK - Angelo Cangelosi, University of Plymouth, UK - Ritva Engestr?m, University of Helsinki, Finland - Roberta Ferrario, Institute for Cognitive Sciences and Technologies, Italy - Stefano Franchi, University of Auckland, New Zealand - Kai Hakkarainen, University of Helsinki, Finland - Francis Heylighen, Free University of Brussels, Belgium - Timo Honkela, Helsinki University of Technology, Finland - Jussi Karlgren, SICS, Sweden - Tarja Knuuttila, University of Helsinki, Finland - Kirsti Lonka, Karolinska Institute, Sweden - Brian MacWhinney, Carnegie Mellon University, USA - Alexander Riegler, Free University of Brussels, Belgium - Ann Russell, University of Toronto, Canada (chair) - Pirita Seitamaa-Hakkarainen, University of Joensuu, Finland - Chris Sinha, University of Portsmouth, UK - Matti Sintonen, University of Helsinki, Finland - Jaakko S?rel?, Helsinki University of Technology, Finland - Earl Woodruff, University of Toronto, Canada * Organizing committee chair - Prof. Olli Simula Helsinki University of Technology * Organizing committee - Marjukka Ankkuriniemi, Incint Oy - Timo Honkela, Helsinki University of Technology - Tiina Lindh-Knuutila, Helsinki University of Technology - Matti P?ll?, Helsinki University of Technology - Petri Saarikko, Helsinki University of Technology From vanvalin at buffalo.edu Mon Jan 31 19:23:48 2005 From: vanvalin at buffalo.edu (Robert D. Van Valin, Jr.) Date: Mon, 31 Jan 2005 14:23:48 -0500 Subject: Abstract deadline for 2005 Role and Reference Grammar Conference Message-ID: The deadline for submitting abstracts for the RRG Conference to be held in Taiwan June 26-30, 2005, is February 15, 2005. Information about submitting abstracts and the conference itself can be found on the conference website: http://formosan.sinica.edu.tw/RRG05/ Robert Van Valin *********** Robert D. Van Valin, Jr. Professor & Chair Department of Linguistics 609 Baldy Hall University at Buffalo The State University at New York Buffalo, NY 14260 USA Phone: 716-645-2177, ext. 713 Fax: 716-645-3825 VANVALIN at BUFFALO.EDU http://linguistics.buffalo.edu/people/faculty/vanvalin/vanvalin.html