35.2859, Calls: SLE2025 Workshop: Mistaken Beliefs

[The LINGUIST List]

LINGUIST List: Vol-35-2859. Wed Oct 16 2024. ISSN: 1069 - 4875.

Subject: 35.2859, Calls: SLE2025 Workshop: Mistaken Beliefs

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Date: 14-Oct-2024
From: Caroline Gentens [caroline.gentens at kuleuven.be]
Subject: SLE2025 Workshop: Mistaken Beliefs


Full Title: SLE2025 Workshop: Mistaken Beliefs

Date: 26-Aug-2025 - 29-Aug-2025
Location: Université Bordeaux Montaigne, France
Contact Person: Caroline Gentens
Meeting Email: caroline.gentens at kuleuven.be
Web Site: https://share.mailbox.org/ajax/share/01d61e1e0d8d67721bc1e2f
d8d674d16ac9c482694da8521/1/8/MzY/MzYvMTg2

Linguistic Field(s): General Linguistics; Historical Linguistics;
Pragmatics; Semantics; Typology

Call Deadline: 13-Nov-2024

Meeting Description:

58th Annual Meeting of the Societas Linguistica Europaea
Workshop on Mistaken Beliefs
26-29 August 2025
Université Bordeaux Montaigne
http://www.societaslinguistica.eu/sle2025

Workshop organisers: Caroline Gentens (Leuven), William B. McGregor
(Aarhus) & Stef Spronck (Utrecht & Helsinki)
Keywords: mistaken beliefs; semantics; pragmatics; typology;
grammatical analysis

For a full description of the workshop, see the link under this
description below. A brief outline follows under the call for papers.

Call for Papers:

We invite submission of abstracts up to 300 words (references not
included) for a workshop on mistaken beliefs. Please send your
abstracts in Word and PDF format to the workshop organisers
(caroline.gentens at kuleuven.be, linwmg at cc.au.dk,
stef.spronck at helsinki.fi) by 13 November, 2024.

The workshop is proposed for the 2025 SLE conference. If the workshop
is accepted (notification of acceptance will follow around 15
December), authors will be invited to submit a 500-word abstract
before 15 January 2025, which will be reviewed by the SLE scientific
committee.

Short description:

The primary aim of this workshop is to explore the range of ways in
which the fact that a belief is mistaken – as in e.g. the boy
mistakenly believes that the turtle is dead – can be expressed and/or
coded in a language and cross-linguistically. These modes of
expression are interesting because (among other things) they
simultaneously provide a dual modal perspective on a proposition: they
represent it as someone’s belief whilst simultaneously asserting its
falsity. They are, however, almost invisible in the general and
theoretical linguistic literature, though they have been extensively
described – albeit usually in a very coarse-grained fashion – in
Amazonian and Australian descriptive traditions.

We encourage linguists working in other regions to contribute to the
workshop (including Africa, North America, and the Eurasian
continent). We would also welcome contributions on mistaken belief
expressions in sign languages.

Relevant questions that could be addressed in contributions to this
workshop include (but are not limited to) the following:
 1. What modes of expression are available in a particular language
for the expression of mistaken beliefs? If there are several, how do
they differ in meaning and/or use?
 2. In languages with a specific construction type encoding mistaken
belief, what grammatical structures are involved in the construction
type(s)?
 3. What meanings are associated with expressions of mistaken beliefs
in the target language? Are there instances in which the mistaken
belief meaning seems not to be present: for example, can the
proposition expressed actually be true (in the speaker's opinion)? If
so, how can these exceptions be accounted for?
 4. What parameters are relevant to the typology of mistaken belief
expressions in the languages of a particular family or geographical
region?
 5. How might expressions and/or constructions of mistaken belief have
arisen? Is there evidence of how they might have grammaticalised?
 6. How can formal and/or functional models of modality account for
the existence of expressions of mistaken beliefs?
 7. How are expressions of mistaken belief processed by language users
and how are they learnt by children? Does the presence of a
grammatical mode of expressing mistaken belief in a language confer an
advantage to children in solving false belief tasks.



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