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It is often supposed that we can make progress understanding singular thought about objects by claiming that thinkers use ‘mental files’. However, the proposal is rarely subject to sustained critical evaluation. This thesis aims to clarify and critique the claim that thinkers use mental files. In my introductory first chapter, I motivate my subsequent discussion by introducing the claim that thinkers deploy modes of presentation in their thought about objects, and lay out some of my assumptions and terminology. In the second chapter, I introduce mental files, responding to the somewhat fragmented files literature by setting out a core account of files, and outlining different ways of implementing the claim that thinkers use mental files. I highlight pressing questions about the synchronic and diachronic individuation conditions for files. In chapters three and four, I explore whether ‘de jure coreference’ can be used to give synchronic individuation conditions on mental files. I explore existing characterisations of de jure coreference before presenting my own, but conclude that de jure coreference does not give a useful account of the synchronic individuation conditions on files. In chapter five, I consider the proposal that thinkers must sometimes trade on the coreference of their mental representations, and argue that we can give synchronic individuation conditions on files in terms of trading on coreference. In chapter six, I bring together the account of files developed so far, compare it to the most developed theory of mental files published to date, and defend my account from the objection that it is circular. In chapter seven, I explore routes for giving diachronic individuation conditions on mental files. In my concluding chapter, I distinguish the core account of files from the idea that the file metaphor should be taken seriously. I suggest that my investigation of the consequences of the core account has shown that the file metaphor is unhelpful, and I outline reasons to exercise caution when using ‘files’ terminology.

<p>This work concerns the linguistic relativity hypothesis, also known as the Sapir-Whorf hypothesis, which, in its most general form claims that ‘lan-guage’ influences ‘thought’. Past studies into linguistic relativity have treated various aspects of both thought and language, but a growing body of literature has recently emerged, in this thesis referred to as neo-Whorfian, that empirically investigates thought and language from a cross-linguistic perspective and claims that the grammar or lexicon of a particular language influences the speakers’ non-linguistic thought.</p><p>The present thesis examines the assumptions about language that underlie this claim and criticizes the neo-Whorfian arguments from the point of view that they are based on misleading notions of language. The critique focuses on the operationalization of thought, language, and culture as separate vari-ables in the neo-Whorfian empirical investigations. The neo-Whorfian stud-ies explore language primarily as ‘particular languages’ and investigate its role as a variable standing in a causal relation to the ‘thought’ variable. Tho-ught is separately examined in non-linguistic tests and found to ‘correlate’ with language.</p><p>As a contrast to the neo-Whorfian view of language, a few examples of other approaches to language, referred to in the thesis as sociocultural appro-aches, are reviewed. This perspective on language places emphasis on prac-tice and communication rather than on particular languages, which are vie-wed as secondary representations. It is argued that from a sociocultural per-spective, language as an integrated practice cannot be separated from tho-ught and culture. The empirical findings in the neo-Whorfian studies need not be rejected, but they should be interpreted differently. The findings of linguistic and cognitive diversity reflect different communicational practices in which language cannot be separated from non-language.</p>

This work concerns the linguistic relativity hypothesis, also known as the Sapir-Whorf hypothesis, which, in its most general form claims that ‘lan-guage’ influences ‘thought’. Past studies into linguistic relativity have treated various aspects of both thought and language, but a growing body of literature has recently emerged, in this thesis referred to as neo-Whorfian, that empirically investigates thought and language from a cross-linguistic perspective and claims that the grammar or lexicon of a particular language influences the speakers’ non-linguistic thought. The present thesis examines the assumptions about language that underlie this claim and criticizes the neo-Whorfian arguments from the point of view that they are based on misleading notions of language. The critique focuses on the operationalization of thought, language, and culture as separate vari-ables in the neo-Whorfian empirical investigations. The neo-Whorfian stud-ies explore language primarily as ‘particular languages’ and investigate its role as a variable standing in a causal relation to the ‘thought’ variable. Tho-ught is separately examined in non-linguistic tests and found to ‘correlate’ with language. As a contrast to the neo-Whorfian view of language, a few examples of other approaches to language, referred to in the thesis as sociocultural appro-aches, are reviewed. This perspective on language places emphasis on prac-tice and communication rather than on particular languages, which are vie-wed as secondary representations. It is argued that from a sociocultural per-spective, language as an integrated practice cannot be separated from tho-ught and culture. The empirical findings in the neo-Whorfian studies need not be rejected, but they should be interpreted differently. The findings of linguistic and cognitive diversity reflect different communicational practices in which language cannot be separated from non-language.

The linguistic relativity hypothesis (LRH), otherwise known as the Sapir-Whorf Hypothesis (SWH), has been passionately debated over the last 60 years. It has undergone a renewed upsurge in scientific, anthropological and social interest. Several attempts have been made to prove or disprove the moderate version of the theory without producing conclusive results. This study analyses the history of the LRH and attempts to clarify its uses and limitations pertaining to ESL discourse in Swedish upper-secondary schools. Pedagogical implications of the study indicate that, if the LRH is correct, there could be a colossal, logistical impact on the national testing of semantic information in English studies which would have to be addressed in order to effectively and fairly assess every student based on their individual, cognitive skills and culturally influenced knowledge of language.

The purpose of the dissertation is to investigate the degree of compatibility of two fields: phenomenology and computational cognitive science. The former field proposes to explicate all structures of conscious experience in terms of conscious experience. The latter proposes to explicate all structures of consciousness partly in terms of unconscious causal factors. These endeavors have been seen as mutually exclusive. I put forward the thesis that the original formulation of phenomenology may be seen to have a computational theory of mind in the background. To this end, I show in the first chapter that the founder of phenomenology articulated, prior to founding phenomenology, a computational theory of mind in terms of its two modern theses: (1) syntactic representations, and (2) their causal generation and interaction. Insofar as I am able to provide sufficient evidence for this thesis, I am theoretically licensed to proceed to trace its influence on the founding of phenomenology proper. On the above textual basis, I proceed in the second chapter to discuss Husserl's methodology in the founding work of phenomenology - the Logical Investigations. I there show how my compatibility thesis may be true; indeed, I demonstrate that formal evidence is the causal product of what Husserl calls “unsere Denkmaschine” – a thought-machine that manipulates syntactic symbols. The third chapter discusses several arguments against (Humean) associationism, and by extension against (Churchlandian) connectionism, and show that they demand in their stead computationalism, both on account of the nature of the explananda as well as for the sake of theoretical completeness. In the fourth chapter, I discuss, with a view to deepening my interpretation, the much-celebrated property (since Chomsky) of productivity. This leads to a discussion of the methodological relation between “universal grammar,” as it appears directly in the 4th Logical Investigation, and the computational theory of mind. In the fifth chapter, I discuss how Husserl’s descriptive treatment of the propositional attitudes (as act-matters & act-qualities), nominalization, and categorial intuition may be supplemented on the explanatory side by a language of thought.

O presente trabalho é resultado de uma pesquisa-ação implementada no Ensino Fundamental em Palmas/TO. Baseada no paradigma interpretativista, esta investigação procura desempenhar um papel ativo no equacionamento do problema levantado, na execução, no acompanhamento e na avaliação das ações planejadas, como requer este modelo de pesquisa. O objetivo desta dissertação é analisar crítico-descritivamente a implementação do projeto de leitura ‘Hora da poesia’ em uma turma do 9° ano do EF no âmbito do Colégio Estadual Girassol de Tempo Integral Augusto dos Anjos. Como proposta de intervenção, o foco desse projeto era a formação de memórias, a promoção do ensino e aprendizagem pelo emprego das estratégias metacognitivas vocalização, visualização e conexão na leitura de poemas, de forma prazerosa e diferenciada, visando ademais à fruição do texto literário e a formação de leitores proficientes. Outrossim, a partir do desenvolvimento sistemático das atividades delineadas no projeto, visamos apresentar uma proposta didático-metodológica para a abordagem do texto poético na educação básica, visto que muitos professores de Língua Portuguesa e Leitura sentem dificuldade em realizar uma prática de leitura de poemas sob uma perspectiva mais prazerosa, diferenciada e envolvente. Elaboramos o projeto esperando contribuir com a prática docente, bem como refletir sobre a nossa atuação na esfera escolar, enquanto professor de Português e leitura. Esta pesquisa se justifica devido à constatação de que as práticas de leitura de poesia em sala de aula como também os índices de avaliação leitora não são satisfatórios, como mostram o PISA e o SAEB. Os principais dados da investigação foram gerados a partir de aplicação de questionário, filmagem de aula, e caderno de atividades dos alunos. Implementamos o projeto no segundo semestre de 2014, em 17h/a, junto a 31 colaboradores da turma 92.01. Como procedimentos didático-metodológicos no desenvolvimento das atividades nos valemos, dentre outros, de exposição dialogada, discussão grupal, seminário, performance leitora e produção de vídeos e de ilustração. Como fundamentação, discutimos os aspectos sociocognitivos da memória e da leitura, o letramento literário poético, os documentos oficiais norteadores da leitura de poema na sala de aula, buscando mostrar a atividade leitora de poesia como uma forma de criação de memórias, mobilizando, para tal, noções teóricas da semiótica (matrizes da linguagem e pensamento) e da ciência cognitiva (estratégias metacognitivas de leitura, aspectos sociais e neurocientíficos da leitura e da memória). Discutimos que o sistema nervoso central (especialmente as áreas occipto-temporal esquerdo, hipocampo, amígdala, regiões cerebrais responsáveis pela leitura e pela formação e armazenamento de memórias) se modifica através da aprendizagem, da leitura. Os resultados demonstram que trabalhar por estratégias, ler com uma finalidade em mente, favorece a aproximação do aluno com o texto literário, aumentando o gosto pelo texto poético, além de dinamizar a aula. Os resultados permitem-nos concluir que o ensino sistemático de estratégias metacognitivas de leitura pode desenvolver a compreensão das imagens poéticas e se constitui como uma alternativa metodológica para o ensino de leitura literária. / This work is the result of an action research implemented in the elementary school in Palmas/TO. Based on the interpretative paradigm, this research seeks to play an active role in solving the problem raised, implementation, monitoring and evaluation of planned actions, as required by this research model. The objective of this dissertation is to analyze critical-descriptively the implementation of the reading project 'Poetry Hour' in a class of 9th grade of EF in the scope of Colégio Girassol de Tempo Integral Augusto dos Anjos. As an intervention measure, the focus of this project was formation memories, the promotion of teaching and learning by the use of metacognitive strategies vocalization, display and connection in reading poems, in a pleasant and different way, aiming besides to the fruition of the literary text and formation proficient readers. Moreover, from the systematic development of activities outlined in the project, we aim to present a didactic and methodological proposal to the poetic text approach in basic education, since many Portuguese Language and Reading teachers find it difficult to conduct a practice of reading poems under a more pleasant prospect, differentiated and engaging. We developed the project waiting to contribute to the teaching practice and reflect on our performance in the school sphere, as a teacher of Portuguese and Reading. This research is justified due to the fact that the poetry reading practices in the classroom as well as the evaluation indices reader are not satisfactory, as shown by the PISA and the SAEB. The main data of the research were generated from a questionnaire, lesson of shooting, and the student activity book. We implemented the project in the second half of 2014, in 17h/a, along with 31 collaborators in the class 92.01. As a didactical and methodological procedures in the development of the activities we make use, among others, through dialogue exposure, group discussion, seminar, reader performance and video production and illustration. In support, we discuss sociocognitive aspects of memory and reading the literary poetic literacy, guiding the official documents of the poem read in the classroom, trying to show the poetry reader activity as a way of creating memories, mobilizing, for this , theoretical notions of semiotics (matrices of language and thought) and cognitive science (metacognitive strategies of reading, social and neuroscientific aspects of reading and memory). We discuss the central nervous system (especially occipto left temporal areas, hippocampus, amygdala, cerebral regions responsible for reading and the formation and storage memories) is modified by learning, reading. The results demonstrate that by working strategies, read with a purpose in mind, favors the approach of the student with the literary text, enhancing the taste for poetic text and streamline the class. The results allow us to conclude that the systematic teaching of reading metacognitive strategies can develop an understanding of the poetic images and is constituted as a methodological alternative to the reading literary teaching.

Die Dissertation prüft das Potential von Fines Semantischem Relationismus für einen kognivistischen Ansatz der Sprache und des Geistes. Hauptziel ist es, den Semantischen Relationismus als einzig angemessene Inhalstheorie für die Gedankensprache zu verteidigen, indem die Vorzüge gegenüber den wichtigsten Alternativen, dem Referentialismus und dem Fregeanismus, aufgezeigt werden. Die Arbeit soll zeigen, dass nur der Semantische Relatinismus alle Varianten des Frege Puzzles für die Gedankensprache lösen kann, und zwar in einerWeise, die die erheblichen Schwierigkeiten der alternativen Theorien umgeht. Das Ergebnis ist sowohl eine Verteidigung des Sematischen Relationismus als auch eine Bestätigung der Tragbarkeit der Hypothese einer Gedankensprache. Auf Basis der Gedankensprache und einer relationistischen Semantik stellt die Arbeit zudem eine neue Theorie der Propositionen vor, die sich erheblich von allen bestehenden Alternativen, inbegriffen der von Fine, unterscheidet. Das Endergebnis ist eine Auffassung von Propositionen als syntaktisch strukturierten mentalen Repräsentationen, die Sätze in der Gedankensprache darstellen, sowie Träger von Inhalten, die durch ihren semantischen Inhalt typindividuiert sind. Ein Kernziel der Arbeit ist es, die Vorteile dieser Auffassung gegenüber klassischen und modernen Alternativen aufzuzeigen. Die Arbeit entwickelt ihr Gesamtergebnis durch die Aufarbeitung von drei aktuellen, eng miteinander verbundenen Debatten. Erstens, das Problem, dass Freges Puzzle für Gedanken und überzegungen darstellt, insbesondere in Form von Kripkes Puzzle. Zweitens, das Problem der Typindividuierung von Symbolen in der Gedankensprache. Drittens, die Debatte um die Ontologie von Begriffen und Propositionen. Indem eine vielversprechende relationistische Lösung in diesen Problembereichen entwickelt wird, bietet die Arbeit zusätzliche Bestätigung für Fines semantische Theorie durch eine erhebliche Erweiterung ihres Anwendungsbereichs. / The thesis evaluates the potential of Fine’s Semantic Relationism for a cognitivist approach to language and the mind. The main aim is to champion Semantic Relationism as the only adequate theory of content for the Language of Thought by bringing out the benefits of the theory over its main rivals, Referentialism and Fregeanism. It seeks to show that only Semantic Relationism can address all the variants of Frege’s Puzzle for the Language of Thought, and that it can do so in a way that avoids the substantial difficulties that beset other semantic theories. The main outcome is at the same time a vindication of the adopted semantic theory and a confirmation of the viability of the Language of Thought hypothesis. The thesis also offers a new theory of propositions on the basis of the Language of Thought and a Relationist semantics that differs significantly from all such presently available theories, including Fine’s. The final result is a theory of propositions as syntactically structured mental representations, which are sentences in the Language of Thought, that are content bearers individuated by their semantic content as specified by Semantic Relationism. A major objective of the thesis is to highlight the advantages of this view over both classical and current alternatives. The thesis develops its overall view by offering solutions in three closely related ongoing debates. First, the challenge posed by Frege’s Puzzle for thought and belief, Kripke’s Puzzle notably included, secondly, the problem about the proper type-individuation of Language of Thought symbol tokens, and thirdly, the debate about the ontological nature of concepts and propositions. By developing a promising Relationist response to these problems, the thesis also provides additional support to Fine’s semantic theory by considerably expanding its scope of application.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.