Symmetry and symmetry-breaking have, in the last one hundred and fifty years, become incorporated as central explanatory concepts within the natural sciences and mathematics. An abbreviated review of the incorporation of symmetry within the disciplines of mathematics, physics, philosophy and biology, provides a frame within which to develop of a model of mind. This thesis combines the framework provided by symmetry and symmetry-breaking with a structural understanding of self-referential dynamics in examining the implied Kantian model of mind. It considers that Kant’s assumption of a transcendental self unnecessarily isolates consciousness from being understood as a product of complex natural processes. Kant’s structural model of mind is examined and reformulated in terms of a more fundamental form and process. The space required for any non-reductionist model of mind is proposed as being generated through an enfolding of dimensionality in the occurrence of categorical level symmetry breaking during evolutionary development. The temporally extended function is accounted for in terms of self-referential structural dynamics operating within the primary temporal asymmetry. The model of mind proposed is created through application of naturalistic explanations incorporating symmetry and has attributes that may prove of interest to non-reductionists. The phenomenological geometry established provides a framework to understand the experiential phenomenon of qualia while conforming to the requirements of a natural explanation. Information is conceived as being transmitted inwaveforms propagated across spaces of enfolded dimensionalities through structural framesdemarcating nested spaces and condensing in the synthesis of unity in the object of attention,or image, and returning to distribute, the now reformulated, information outward acrosscontextual frames and spaces. This simplified dynamic is considered to operate at all levels of natural phenomena and involves the reintroduction of Bohm’s concepts of implicate and explicate order. The result is a model of mind employing a minimum structural form and self-referential dynamics that has potential for integration across the discipline theoretic frames of the natural sciences while retaining, for the domain of conscious phenomena, an independent causal significance in terms of a temporal structuralism.

The contradiction between architecture&rsquo / s &ldquo / autonomy&rdquo / , its existence as an entity with its own &ldquo / disciplinary specificity&rdquo / - and its social &ldquo / engagement&rdquo / , its involvement in culture, ideology and economy, has been the subject of numerous discussions in architectural discourse, initially in Europe and later in North America. It is argued in this thesis that although &ldquo / autonomy&rdquo / and &ldquo / engagement&rdquo / seem contradictory to each other, architecture&rsquo / s &ldquo / critical status&rdquo / is rooted in this contradiction. Autonomy is regarded as one of the essential sides of architecture&rsquo / s dual position. This suggests that the in-between, or in Stanford Anderson&rsquo / s terms, &ldquo / quasi-autonomous&rdquo / status of architecture can only be sustained through its existence as an entity that has a certain degree of autonomy. Autonomy is an agent for architectural discourse to isolate architecture from its involvement in the external reality and increase awareness within the discipline by concentrating on its specific knowledge. Autonomy aids architecture to pretend to be &ldquo / detached&rdquo / while in reality it is &ldquo / engaged&rdquo / . To focus on the autonomous dimension of architecture, to search for architecture&rsquo / s own intrinsic qualities, helps to produce knowledge within the discipline and provides a &ldquo / critical distance&rdquo / for architecture to resist any &ldquo / external authority&rdquo / . Thus this thesis intends to explore the potentials of the conceptualization and problematization of &ldquo / autonomy&rdquo / in architecture and its employment as a critical tool by architectural discourse to re-assess architectural practice. The private house projects designed by Boran Ekinci in Turkey are exemplified and utilized for the re-conceptualization of the term and enable the transfer of the discourse related with autonomy to the local context where the issue hardly gained a popularity. By doing so, both the appreciation of autonomy in general and reappreciation of architecture in Turkey are aimed.

Η παρούσα μεταπτυχιακή διατριβή αναλύει δύο βασικά είδη αλληλουχιών [Ονομ(ατικό)+Ονομ(ατικό)] στις Αλταϊκές γλώσσες: 1) Απλές αλληλουχίες [ονομ.+ονομ.] και 2) αλληλουχίες [ονομ.+ονομ.] με συγκεκριμένη κατάληξη (θεωρείται ότι η συγκεκριμένη κατάληξη προέρχεται από τη γενική/κτητική του Γ’ ενικού) που ανάλογα με τη γλώσσα/γλωσσική υποομάδα μπορεί να εμφανιστεί είτε στο τέλος της αλληλουχίας, είτε ανάμεσα στα δύο συστατικά. Και τα δύο είδη αλληλουχιών ονομάζονται, λανθασμένα, ‘σύνθετα’ στη βιβλιογραφία. Ως προς την πρώτη κατηγορία αλληλουχιών ([ονομ.+ονομ.]), υποστηρίζω ότι όλες οι αλληλουχίες αυτές δεν είναι σύνθετα. Το λανθασμένο γεγονός ότι αυτές οι αλληλουχίες ονομάζονται σύνθετα είναι το αποτέλεσμα ενός ευρύτερου λάθους: ότι όλες οι αναλύσεις αποδέχονταν κατηγορηματικώς ότι στις Αλταϊκές γλώσσες υπάρχουν δύο διαφορετικές λεξικές κατηγορίες, ουσιαστικά και επίθετα. Υποστηρίζω ότι σε αυτές τις γλώσσες αντί για δύο ξεχωριστές λεξικές κατηγορίες, υπάρχει μόνο μια κατηγορία η οποία είναι η κατηγορία των ονοματικών. Τα μέλη αυτής της κατηγορίας παρουσιάζουν λιγότερα ή περισσότερα επιθετικά ή ουσιαστικά χαρακτηριστικά. Ακολούθως, υποστηρίζω ότι αυτές οι αλληλουχίες [ονομ.+ονομ.] πρέπει να ταξινομηθούν σε ένα συνεχές ως σύνθετα, δομήσεις και φράσεις οι οποίες διαφέρουν ως προς το πως συμπεριφέρονται σε κάποια συγκεκριμένα μορφοσυντακτικά κριτήρια. Ως προς τη δεύτερη κατηγορία αλληλουχιών ([ονομ.(-κατάληξη)+ονομ.(-κατάληξη)]), υποστηρίζω ότι η σωστή φύση των αλληλουχιών αυτών μπορεί να αποκαλυφθεί αν αναλυθούν ως Αναφορικά-δομήματα και Τροποποιητικά-δομήματα. Επίσης υποστηρίζω ότι αυτές οι αλληλουχίες είναι είτε σύνθετα, είτε δομήσεις, είτε φράσεις. Οι γλωσσικές υποομάδες (οι Τουρκικές, οι Μογγολικές, οι (Μαντσού-)Τούγγουζ γλώσσες) διαφοροποιούνται ως προς το σε ποιο είδους δομημάτων (Αναφορικά ή Τροποποιητικά) εμφανίζονται οι φράσεις, οι δομήσεις και τα σύνθετα. Τα αποτελέσματα της εργασίας έχουν επιπτώσεις τόσο για τη Αλταϊκή θεωρία, όσο και για την διεπαφή ανάμεσα στη σύνταξη και τη μορφολογία. / This MA thesis analyzes two types of Nominal+Nominal([N+N]) concatenations in Turkish which are termed in literature as compounds: 1)bare [N+N] concatenations and [N+N] concatenations with a certain suffix which emerges, depending on the language sub-family- either on the right periphery of the concatenation or between the constituents. Regarding the first group, I propose that the erroneous naming of these concatenations as compounds stems from a wider mistake of accepting, a pripori, the existence of two distinct lexical categories as nouns and adjectives.First, I prove that in fact in Altaic languages there is only one category "nominals" the members of which stand on a continuum in terms of their noun-like or adjective-like feature. Then, regarding this and by certain morpho-syntactic tests I find out that [N+N] concatenations also form a continuum of compounds to phrases where there is a range of constrcuts in between. Regarding the second type of concatenations, I first classify them as Modificational and Referential constructs. Subsequently I find out that the members of each construct behave diffeently in certain morpho-syntactic tests, which renders that these concatenations should be handled as a compounds-constrcuts-phrases continuum as well. However, I find out that the language sub-groups differ dramatically in terms of which type of constructs (Modificational or Referential) include true compounds. Finally, I analyze the nature of the certain suffix which is traditionally accepted to have originated from a third person possessive marker. The thesis bears insights for the morphology syntax interface as well as for the Altaic theory.

La cohésion d’un texte repose sur un ensemble de liens syntaxiques et pragmatico-sémantiques entre les unités de discours dont les reprises anaphoriques. Les reprises assurent la continuité référentielle et thématique de phrases successives mais ne suffisent pas à assurer la cohérence des enchaînements. Elles font l’objet d’inférences qui permettent au système cognitif de trouver la relation de cohérence exprimée par l’enchaînement. Dans les cas simples, le système cognitif résout une reprise pronominale en lui attribuant un antécédent contextuellement pertinent, sélectionné parmi les éléments saillants actifs en mémoire. Lorsque la reprise concerne des arguments pluriels, les opérations cognitives sont plus complexes. Rentrent alors en ligne de compte non seulement la saillance de ces référents mais aussi le mode de relation qu’ils entretiennent au sein du prédicat de leur phrase d’accueil. Un prédicat d’accueil collectif tendra à effacer les distinctions entre les référents et facilitera les reprises plurielles au contraire des prédicats distributifs qui faciliteront les reprises de singuliers. Les prédicats réciproques lexicaux, quant à eux, établissent des liens de symétrie entre les entités dont on fait l’hypothèse qu’ils nécessitent des traitements cognitifs spécifiques. Les liens établis entre les arguments de prédicats collectifs, distributifs et symétriques sont étudiés d’un point de vue théorique. L’influence de ces liens sur la résolution de reprises pronominales au pluriel d’arguments dispersés mais aussi au singulier d’un élément d’une pluralité, est examinée expérimentalement (tests psycholinguistiques en production et en compréhension). L’étude théorique permet de mettre en évidence des différences fondamentales entre prédicats réciproques et prédicats symétriques d’une part, et entre prédicats collectifs et prédicats symétriques d’autre part. Les résultats expérimentaux corroborent l’étude théorique et permettent de proposer un pattern argumental pour les verbes lexicalement réciproques. / The cohesion of a text is based on a set of syntactic and pragmatico-semantic links between discourse units, including anaphoric referring terms. These terms ensure referential and thematic continuity in successive sentences, but are not sufficient to ensure the coherence of the chains. They involve inferences that enable the cognitive system to find the relationship of coherence expressed by the chain. In simple cases, the cognitive system resolves a pronominal anaphor by allocating to it a contextually relevant antecedent, selected from the salient elements that are active in memory. When the co-reference concerns plural arguments, the cognitive operations are more complex. In this case, it is necessary to take into account include not only the salience of the referents but also the type of relationship they have within the predicate of their host sentence. A collective hosting predicate will tend to remove distinctions between referents and will facilitate plural co-reference, unlike distributive predicates that facilitate singular coreference. Lexically reciprocal predicates, meanwhile, establish links of symmetry between entities that, are predicted to require specific cognitive processing. The links established between collective, distributive and symmetrical predicates are studied from a theoretical viewpoint. The influence of these links on the resolution of pronominal anaphora whose antecedent forms part of a plurality, or whose antecedents are dispersed in a comitative construction, is examined experimentally (psycholinguistic tests of production and comprehension). The theoretical study points to fundamental differences between reciprocal predicates and symmetrical predicates on the one hand, and between collective predicates and symmetrical predicates on the other. The experimental results support the theoretical study and lead to the proposal of an argumental pattern for symmetrical verbs.

Intentional Attributions to Animals without Language: Aspectuality and Referential Opacity”. It is generally accepted that intentional attributions are referentially opaque. But, as it is also stressed in the literature, referential opacity introduces difficulties to those who defend the attribution of intentionalmental states to non-human animals. In this paper: i) I identify one of these difficulties –which I call the problem of nonsense–; ii) I offer an answer to that problem. In order to accomplish ii), I begin by examining which are the behavioral and representational requisites that a creature has to satisfy so that our mental states attributions to it are referentially opaque but, at the same time, avoid the problem of nonsense. Secondly, I offer some empirical examples of non-human animals which seem to follow such requirements. / Usualmente se acepta que las atribuciones intencionales son referencialmente opacas. Pero, según se suele señalar, dicho rasgo comporta dificultades para quienes defienden la legitimidad de atribuir estados mentales intencionales a los animales no humanos. En este trabajo: i) identifico uno de tales inconvenientes–al cual denomino el problema del sinsentido–; y ii) ofrezco una respuesta al mismo. Para llevar a cabo ii) examino, en primer lugar, cuáles son los requisitos conductuales y representacionales que debe satisfacer una criatura para que nuestras atribuciones intencionales a ella resulten referencialmente opacas sin caer en el sinsentido. En segundo lugar, ofrezco algunos ejemplos empíricos de animales no humanos que parecen satisfacer tales requerimientos.

Este estudo do primeiro movimento da Sonata II para piano de Bruno Kiefer parte do ponto de vista do executante. Reunindo cartas, documentos e outras evidências do arquivo do compositor, apresenta uma análise que expõe uma concepção pessoal dos significados referenciais transmitidos pela obra. O entendimento da linguagem musical do compositor, obtido através dos processos composicionais e dos ambientes emocionais constituem-se em ferramentas de suporte para a interpretação. / This study approaches the first movement of Bruno Kiefer’s Piano Sonata II from the performer standpoint. Based on letters and other archival material as well as an extensive analysis of compositional elements, the author presents referencial meanings related to emotional states resulting in an interpretive analysis.

Nesta dissertação de mestrado investigamos a influência do contexto de formação do Mestrado Profissional em Ensino de Física (MPEF) da UFRGS no desenvolvimento dos produtos educacionais. A pesquisa consiste de duas etapas de análise: uma quantitativa, com foco no universo total de trabalhos concluídos, e uma análise discursiva dos textos de apoio de Física clássica, em interação orgânica com o dialogismo proposto pelo Círculo Bakhtin/Volochinov/Medvedev e com as racionalidades profissionais de Contreras. A partir da análise quantitativa percebemos que a maneira como os autores dos produtos educacionais, juntamente com seus orientadores, encaram os referenciais teóricos sinaliza um descrédito em relação a necessidade dessa fundamentação. Ocorrem diversas incoerências como a adoção de duplas de autores quase antagônicos como Vygotsky e Piaget, ou Vygotsky e Ausubel, sem uma mínima reflexão a respeito dos pressupostos teóricos defendidos por esses autores. Essa ingenuidade gera uma concepção utilitarista no uso dos referenciais, estritamente relacionada com a metáfora do mercado. Percebemos ainda a utilização de teóricos simpáticos aos orientadores, reforçando a significação social e hierárquica do contexto extraverbal no qual os enunciados foram produzidos. A escolha desses aportes teóricos possivelmente serve como estratégia discursiva para estreitar a relação entre o aluno-professor, o professor orientador e os avaliadores. A análise discursiva evidenciou que os autores utilizam os referenciais apenas porque é uma exigência formal em um trabalho de conclusão. Poucas vezes identificamos uma articulação entre o aporte teórico, as questões-foco, desenvolvimento, aplicação e avaliação produto. Notamos que o racionalismo técnico propagado pelo MPEF da UFRGS influencia diretamente no desenvolvimento dos produtos, refletindo na direcionalidade, responsividade, expressividade e gênero discursivo dos trabalhos. Os produtos educacionais desenvolvidos nesse tipo de contexto de formação tendem a ser pouco relevantes frente às necessidades escolares. / In this dissertation, we investigate the influence of the training context of the Professional Master’s degree in Physics Teaching (PMPT) at UFRGS on the development of educational products. The reaserch consists of two stages of analysis: a quantitative, focusing on total universe of completed works, and a discursive analysis of Classical Physics didactical texts (called support texts)in strong interaction with the dialogism proposed by Bakhtin/Voloshinov/Medvedev’s Circle and the professionals rationalities of Contreras. From the quantitative analysis, we realized that the way the authors of educational products, along with their advisors, treat the theoretical frameworks points toward an unbelief on the need of a solid theoretical foundation. Several inconsistencies occur as the joint adoption of almost antagonistic authors such as Vygotsky and Piaget, Vygotsky and Ausubel or without a minimum reasoning about the theoretical principles defended by these authors. This naive approach leads to an utilitarist conception of the theoretical framework, strictly related to what we call metaphor of market. Moreover, we see the adoption of scholars in a way that it is advisor’s friendly, strengthening social and hierarchical significance of extraverbal context in which the utterances were produced. The choice of these theoretical contributions possibly acts as a discursive strategy to develop the relationship between the student-professor, advisors and evaluators. The discursive analysis showed that the authors use the theoretical frameworks as if they are simple requirements to be fulfilled by their dissertations. In a few times we identified links between theoretical contribution, focus-issues, development, implementation and evaluation of educational product. We note that the technical rationality disseminated by UFRGS PMPT directly influences the development of educational products, reflecting the directionality, responsiveness, expressiveness and speech genre present on these works. Educational products developed in this kind of training context tend to be of little relevance concerning the school needs.

BRITO, Mariza Angélica Paiva. Reflexões sobre a (in)coerência na fala do esquizofrênico. 2005. 112f. Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2005. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-21T13:44:57Z No. of bitstreams: 1 2005_DIS_MAPBRITO.pdf: 590461 bytes, checksum: ea771b05f0c81eace2dadd6c88ed49ed (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:25:49Z (GMT) No. of bitstreams: 1 2005_DIS_MAPBRITO.pdf: 590461 bytes, checksum: ea771b05f0c81eace2dadd6c88ed49ed (MD5) / Made available in DSpace on 2013-10-10T14:25:49Z (GMT). No. of bitstreams: 1 2005_DIS_MAPBRITO.pdf: 590461 bytes, checksum: ea771b05f0c81eace2dadd6c88ed49ed (MD5) Previous issue date: 2004 / In this research we elaborate a critical review of language characteristics that has been pointed highlighted out in the areas of Text Linguistics and Psychoanalysis concerning the conceptuation of the schizophrenics speech. The critical review of the theoretical framework was also based on our own clinical experience with patients diagnosed as, which we assist in a psychiatric hospital, with the intent to characterize and understand the particularities of the psychotics language. The studies we carried out followed two lines. On one hand, they tried to reinforce the hypothesis that the psychotic discourse was incoherent. In order to do so that werelied on lingüistic formalism, especially the concepts of competence and performance found in Chomsky, and pragmatics, with Grice’s conversational principles. On the other hand, they tried to prove that the psychotic discourse was coherent, taking into consideration the maintenance of topic and the digression postulated by the Interational Sociolingüistic approach and its model of face to face interaction. This work brings almost essentially a theoretical contribution, but also presents some empirical confirmation given by the observation of the psychotics we kept up with and by the analysis of the referential processes constructed in the speech of each patient. We defend the thesis that, rather than evaluating the organization of the text of the psychotic, it is more important to provide a listening approach guided by the ethics of a desire, no matter if it concerns a psychotic or a neurotic person / Nesta pesquisa, elaboramos uma revisão crítica das características de linguagem que têm sido apontadas, nas áreas de Lingüística de Texto e da Psicanálise, para a conceituação da fala do esquizofrênico. A revisão crítica feita da base teórica foi também realizada a partir de nossa experiência clínica com os pacientes diagnosticados como esquizofrênicos, que atendemos em um hospital psiquiátrico, com o propósito de conseguir caracterizar e entender as especificidades da linguagem dos psicóticos. Os estudos realizados seguiram duas orientações. Por um lado, tentaram comprovar que o discurso do psicótico era incoerente. Para tanto se valeram do formalismo lingüístico, principalmente dos conceitos de competência e desempenho em Chomsky e da pragmática com as máximas conversacionais de Grice. Por outro lado, tentaram comprovar que o “discurso do psicótico” era coerente, a partir das considerações sobre manutenção do tópico e sobre digressão postuladas pela Sociolingüística Interacional e seu modelo de interação face-a-face. Este trabalho traz uma contribuição quase que essencialmente teórica, mas apresenta também alguma confirmação empírica pautada pelo acompanhamento que fizemos a psicóticos e pela análise dos processos referenciais construídos na fala de cada um. Defendemos a tese de que mais importante do que avaliar a tessitura do texto do louco é proporcionar uma escuta pautada pela ética de um desejo, não importa se advindo de um psicótico ou neurótico

A presente tese revisita uma velha questão: como a língua refere o mundo? Para tanto, apresenta um percurso teórico que vai da referência à referenciação, do referente ao objeto-do-discurso. Trata, assim, de questões relativas a léxico, semântica, sintaxe, pragmática, cognição, para analisar aspectos da textualidade, notadamente a coesão referencial, passeando principalmente por teorias funcionalistas e da Linguística Textual. Buscando um aproveitamento prático das questões teóricas levantadas, propõe-se a leitura e a interpretação de textos literários e não literários cujos modos de organização do discurso variam entre argumentativo, narrativo, descritivo, expositivo, injuntivo através do acompanhamento das cadeias referenciais e do fluxo de informação do texto. Acompanhar as categorizações e recategorizações das expressões referenciais (presentes nos sintagmas nominais), a introdução e reintrodução dos tópicos discursivos possibilita analisar como ocorre, na interação autor-leitor, a construção dos sentidos e do mundo de nossos discursos

A presente tese revisita uma velha questão: como a língua refere o mundo? Para tanto, apresenta um percurso teórico que vai da referência à referenciação, do referente ao objeto-do-discurso. Trata, assim, de questões relativas a léxico, semântica, sintaxe, pragmática, cognição, para analisar aspectos da textualidade, notadamente a coesão referencial, passeando principalmente por teorias funcionalistas e da Linguística Textual. Buscando um aproveitamento prático das questões teóricas levantadas, propõe-se a leitura e a interpretação de textos literários e não literários cujos modos de organização do discurso variam entre argumentativo, narrativo, descritivo, expositivo, injuntivo através do acompanhamento das cadeias referenciais e do fluxo de informação do texto. Acompanhar as categorizações e recategorizações das expressões referenciais (presentes nos sintagmas nominais), a introdução e reintrodução dos tópicos discursivos possibilita analisar como ocorre, na interação autor-leitor, a construção dos sentidos e do mundo de nossos discursos