Titlebook: Knowledge and Language; Volume II Lexical an Eric Reuland,Werner Abraham Book 1993 Kluwer Academic Publishers 1993 Sprachentwicklungsstörun

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书目名称Knowledge and Language影响因子(影响力)




书目名称Knowledge and Language影响因子(影响力)学科排名




书目名称Knowledge and Language网络公开度




书目名称Knowledge and Language网络公开度学科排名




书目名称Knowledge and Language被引频次




书目名称Knowledge and Language被引频次学科排名




书目名称Knowledge and Language年度引用




书目名称Knowledge and Language年度引用学科排名




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书目名称Knowledge and Language读者反馈学科排名

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The Combinatorial Structure of Thought: The Family of Causative Concepts,isting independently of speakers. The other, . or “internalized language,” sees language as a set of mental principles that account for linguistic understanding and use. Like Chomsky, I am taking the latter view: I am interested in the mental representations that support thought. We can call this in

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Input Systems, Anaphora, Ellipsis and Operator Binding,l theory of mind. First Fodor, which is familiar. The mind processes information from the world around it by constructing representations in the so-called language of thought. Constructing such representations from impinging visual or other data is the task of input systems, and the language faculty

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Conceptual Structure and its Relation to the Structure of Lexical Entries,) posits a level of linguistic representation, referred to as Lexical Conceptual Structure (LCS), at which syntactic and semantic properties of lexical items, and certain regularities between the two sets of properties are represented. LCS represents an improvement from the simple sets of features u

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Obligatory Adjuncts and the Structure of Events,. However, this is not strictly true. With certain passive predicates, a .-phrase, which usually is optional, appears to be obligatory, as shown in the examples in (1). (The existence of obligatory .-phrases was noted in Gross (1979, p. 864).)

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Book 1993of the 37 5th anniversary of the University of Groningen. Studying the relation between knowledge and language, one may distinguish two different lines of inquiry, one focussing on language as a body of knowledge, the other on language as a vehicle of knowledge. Approaching language as a body of kno

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