25.3709, Calls: Cognitive Science; Pragmatics/ Frontiers in Psychology (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-25-3709. Tue Sep 23 2014. ISSN: 1069 - 4875.

Subject: 25.3709, Calls: Cognitive Science; Pragmatics/ Frontiers in Psychology (Jrnl)

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Date: Tue, 23 Sep 2014 13:37:42
From: Alessio Plebe [aplebe at unime.it]
Subject: Cognitive Science; Pragmatics/ Frontiers in Psychology (Jrnl)

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http://linguistlist.org/issues/emailmessage/verification.cfm?iss=25-3709.html&submissionid=35960897&topicid=3&msgnumber=1
 Full Title: Frontiers in Psychology 


Linguistic Field(s): Cognitive Science; Pragmatics 

Call Deadline: 30-Nov-2014 

Context in communication: A cognitive view

http://journal.frontiersin.org/ResearchTopic/3233

Topic Editors: Gabriella Airenti, Marco Cruciani, Alessio Plebe

Submission Deadlines: 30 November 2014 Abstract, 30 May 2015 Manuscript

Context is a controversial concept. Research in philosophy of language,
linguistics and cognitive science has shown that the communicative content of
an utterance cannot be limited to the conventional content of what is said.
The notion of context has assumed a central role in language studies with the
pragmatic turn that has shifted the focus from meaning to speaker's meaning, a
change of paradigm that can be traced back to Wittgenstein's conception of
language use and to the work of philosophers of language like Austin, Grice
and Searle. In this framework pragmatics is the place where the intentional
aspects of language use are treated. From a cognitive point of view
communication is considered as an inferential process based on mental states
and shared assumptions. The notion of context is then no more limited to the
deictic features of an utterance referring to the spatial and temporal
situation in which it occurs. All that contributes to interpret a
communicative act beyond the spoken words may, broadly speaking, be included. 

This can be seen as a critical point. Is this unconstrained definition of
context useful? If the background for meaning is all human knowledge, and if
all the aspects of human action are potentially involved, aren't we
attempting, in Chomsky's words, to make the ''science of everything''? Are
there ways to delimit the notion of context? Is it possible to identify
different types of contexts and to make a taxonomy of them? How different
types of contexts relate to each other? How is the relevant contextual
knowledge acquired? How children learn to deal with different types of
contexts? Etc. 

In this Research Topic we intend to investigate the role of context in
communication from different perspectives coming from all the areas of
cognitive science. We welcome theoretical contributions, research papers as
well as reviews and opinion notes.



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