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Word And Object Quine Pdf Download
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In the course of his discussion of meaning and the linguistic mechanisms of objective reference, Quine considers the indeterminacy of translation, brings to light the anomalies and conflicts implicit in our language's referential apparatus, clarifies semantic problems connected with the imputation of existence, and marshals reasons for admitting or repudiating each of various categories of supposed objects. In addition to Churchland's foreword, this edition offers a new preface by Quine's student and colleague Dagfinn Follesdal that describes the never-realized plans for a second edition of Word and Object, in which Quine would offer a more unified treatment of the public nature of meaning, modalities, and propositional attitudes.
Cognitive and developmental psychologists have taken up the question of how we can refer to objects. While several philosophical accounts are on offer of how objects are extracted from sensory stimulation (e.g., Peacocke 1992; Pylyshyn, 2001, 2007; Leslie et al., 1998; Burge, 2009, 2010; Butterfill, 2020), it is currently common in developmental psychology to rely on object files to explain performance on object individuation tasks (cf., e.g., Stavans et al., 2019, for a recent attempt at integrating various findings). This approach is well compatible with direct reference. Learning a name (or another referring expression) would consist in associating the word with an object file representing the object to which the name (or another referring expression) directly refers. According to this picture, the development of reference would consist in developing a functioning object file system and associating referring expressions with object files. Referring expressions would enable us to speak about objects much like name tags enable us to pick out persons at a conference.
Language learners can rely on phonological and semantic information to learn novel words. Using a cross-situational word learning paradigm, we explored the role of phonotactic probabilities on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 30) were exposed to two sets of word-object pairs. Words from one set of labels had slightly higher phonotactic probabilities than words from the other set. By tracking co-occurrences of words and objects, participants were able to learn word-object mappings similarly across both sets. Our findings contrast with studies showing a facilitative effect of phonotactic probability on word learning in non-ambiguous contexts.
These preliminary results prompt a careful examination of the role of phonotactic probabilities in more complex learning environments, with multiple semantic and phonological regularities (Lany & Saffran, 2013; Saffran, 2014; Smith et al., 2014, 2018). Phonotactics might assume different roles depending on environmental complexity. If confirmed by future studies, our exploratory findings might add to the literature pointing to a hierarchical organization of statistical cues as a function of environmental complexity. For instance, in previous research using the same set of stimuli used here, we found that these small differences in phonotactic probabilities could boost or impair speech segmentation based on transitional probabilities (Dal Ben et al., 2021; see also Finn & Hudson Kam, 2008; Mersad & Nazzi, 2011). In the present study, however, phonotactic probabilities might have assumed a secondary role in contrast to word-object co-occurrences. This is in line with previous research suggesting that phonological cues might have limited impact on word learning in ambiguous contexts in comparison to mutual exclusivity based on feedback (Fitneva et al., 2009). On the co-occurrence side, complexity has also been shown to dynamically modulate cross-situational word learning, with learners aggregating information across less complex learning environments and changing to tracking and testing a few label candidates when complexity increases (Yurovsky & Frank, 2015).
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