I do not think that any theory or research into any direct connection
between such chunking of a language as words or parts of speech and any
formation or compartment in the brain is plausible. (01)
Intuitively I think we think in larger units, in semantic units that make
sense. Words are not complete, they do not make sense. Sentence maks sense
as it is made by content words and grammar, (not just syntax). But such a
sentence at the same time is a proposition, and it may also be conceived as
a concept consisitng of a triplet of object, property and relation. I find
that the equivalence of these forms is semantically grounded, but of course
I do not have any idea of how they are physiologically related to the brain
or neurocognitive findngs.. (02)
What is interesting however that i find that 3 or 4 basic units of thinking
operands in operations are sufficient to offer the most generic content that
is extended through chaining to more specific units where both generic and
specific are an issue of aspect or facet, and not absolute. It seems to me
that e.g. anticipation as one particular mental activity which, if a
surprise (unanticipated turn, like in hearing a joke) takes place, will
create another, may be somewhat nonsync activity and the resulting tension
will trigger a laughter or similar reaction to release tension (see
Koestler)
The above view of making sense is from a book by David Crystal: Making Sense
of Grammar.
.Regards, Frank (03)
----- Original Message -----
From: "Gary Berg-Cross" <gary.berg-cross@xxxxxxxx>
To: "[ontolog-forum]" <ontolog-forum@xxxxxxxxxxxxxxxx>
Sent: Wednesday, July 15, 2009 9:32 PM
Subject: Re: [ontolog-forum] Semantic Systems (04)
BTW, (05)
Some support for "embodied cognition theories" which posit the grounding of
language in an organism’s perceptual and motor systems also comes from a
version of "neuroimaging. " Nouns seem to evoke areas that are more
perceptual and verbs more of the motor regions, as reported by Cangelosi and
Riga (2006) in An Embodied Model for Sensorimotor Grounding and Grounding
Transfer: Experiments With Epigenetic Robots. At least that's what happens
with a neural net implementation. For example, "tasks involving the use of
verbs require the activation of the same neurons (and hidden layers) that
play the function of integrating sensorial
information (e.g. vision for identifying the shape and position of the
object) with motor signals (proprioception for planning arm movement) to
produce action." (06)
Gary Berg-Cross, Ph.D.
gbergcross@xxxxxxxxx
http://ontolog.cim3.net/cgi-bin/wiki.pl?GaryBergCross
SOCoP Executive Secretary
________________________________________
From: ontolog-forum-bounces@xxxxxxxxxxxxxxxx
[ontolog-forum-bounces@xxxxxxxxxxxxxxxx] On Behalf Of FERENC KOVACS
[f.kovacs@xxxxxxxxxxxxxx]
Sent: Wednesday, July 15, 2009 2:40 PM
To: [ontolog-forum]
Subject: Re: [ontolog-forum] Semantic Systems (07)
Thank you Gary. (08)
----- Original Message -----
From: "Gary Berg-Cross" <gary.berg-cross@xxxxxxxx>
To: "[ontolog-forum]" <ontolog-forum@xxxxxxxxxxxxxxxx>
Sent: Wednesday, July 15, 2009 7:24 PM
Subject: Re: [ontolog-forum] Semantic Systems (09)
On the issue of children’s “ontologies” you don’t have to be a Piagetian to
know there’s a good deal of theory and data that supports the idea that’
children a least initially ground the “semantics” of what they “know” in
action and perception. (010)
This developmentally underlies the ability to represent types and tokens, to
produce categorical inferences, to combine symbols productively, to
represent propositions, to represent abstract concepts etc. (011)
This “growing body” of knowledge is summarized, for example, in
Pecher, D., & Zwaan, R. A. (Eds.). (2005). Grounding cognition:
The role of perception and action in memory, language, and thinking.
Cambridge, England: Cambridge University Press. (012)
Of course, typical computer systems aren't grounded like this at all and
don't develop as children do through interacting with the world
in an embodied way. (013)
Gary Berg-Cross, Ph.D.
gbergcross@xxxxxxxxx
http://ontolog.cim3.net/cgi-bin/wiki.pl?GaryBergCross
SOCoP Executive Secretary
Knowledge Strategies
Potomac, MD
240-426-0770
________________________________________
From: ontolog-forum-bounces@xxxxxxxxxxxxxxxx
[ontolog-forum-bounces@xxxxxxxxxxxxxxxx] On Behalf Of FERENC KOVACS
[f.kovacs@xxxxxxxxxxxxxx]
Sent: Wednesday, July 15, 2009 11:47 AM
To: sowa@xxxxxxxxxxx; [ontolog-forum]
Subject: Re: [ontolog-forum] Semantic Systems (014)
JS: What I would say, however, is that I wish I could design a computer
system that could do that.
FK: I may sound a little cheeky, but then the furst thing to do is to forget
the digital computers today,e specially the PCs and their operating system. (015)
The principles of building up a digital system to represent larger chunks of
data (any in man media other than printed circuits) are known, all you need
to do is find out how sematic analysis works (I assume that I am getting
there :-)) . The maths involved is zero, because a computer does not compute
anything it is a translating machine...
Cheers Frank (016)
----- Original Message -----
From: "John F. Sowa" <sowa@xxxxxxxxxxx>
To: "Rich Cooper" <rich@xxxxxxxxxxxxxxxxxxxxxx>; "'[ontolog-forum] '"
<ontolog-forum@xxxxxxxxxxxxxxxx>; <sowa@xxxxxxxxxxx>
Sent: Wednesday, July 15, 2009 10:55 AM
Subject: Re: [ontolog-forum] Semantic Systems (017)
> Rich and Frank,
>
> RC> ... is this a misspelling and you meant IS NOT?
>
> I'm sorry. I meant to type "no" and I accidentally hit an
> extra "w". Following is what I had intended to write:
>
> JFS>> In any case, a child can learn language far better and
>>> faster than any computer system today, and there is no
>>> evidence that the child has much, if any built-in ontology.
>
> FK> I am not sure if that knowledge in a kid is an ontology of
>> any kind created today on the current knowledge of humankind.
>
> I agree. It would be misleading to call it 'ontology'.
>
> FK> We always forget that knowledge is also procedural, and it
>> is in that form what we are all after...
>
> I agree. But children do use metalevel language about language
> quite early. For example, see the following quotation from a
> 3-year-old child named Laura:
>
> "When I was a little girl, I could go 'geek geek' like that.
> But now I can go, 'This is a chair.' "
>
> Somehow, Laura has learned a lot in those three years, but I
> would hesitate to overanalyze or overclassify it.
>
> What I would say, however, is that I wish I could design a
> computer system that could do that.
>
> John
>
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