In two experiments the Weighted Salience Model (WSM) of conceptual combination was examined. Several of the hypotheses set forth in the WSM were evaluated, including the importance of salience of constituent features, differential interpretation strategies based on similarity, an initial reliance on the modifier as opposed to the head, and a context effect of salience reorganization. Results confirmed that the hierarchy of output dominance within constituent features was important in determining features in final combinations. Additionally, similar pairs were defined with property interpretations more frequently than were dissimilar pairs, and dissimilar pairs were defined with relation interpretations more frequently than were similar pairs. Context effects were demonstrated through the finding that target features were found more often in primed than unprimed pairs. The hypothesis of modifier superiority was not confirmed. These findings indicate that the WSM adds to the current understanding of conceptual combination through a reliance on output dominance and the importance of context. Despite these strengths, changes to the WSM may be necessary if future studies fail to support the importance of the modifier over the head noun.

In two experiments the Weighted Salience Model (WSM) of conceptual combination was examined. Several of the hypotheses set forth in the WSM were evaluated, including the importance of salience of constituent features, differential interpretation strategies based on similarity, an initial reliance on the modifier as opposed to the head, and a context effect of salience reorganization. Results confirmed that the hierarchy of output dominance within constituent features was important in determining features in final combinations. Additionally, similar pairs were defined with property interpretations more frequently than were dissimilar pairs, and dissimilar pairs were defined with relation interpretations more frequently than were similar pairs. Context effects were demonstrated through the finding that target features were found more often in primed than unprimed pairs. The hypothesis of modifier superiority was not confirmed. These findings indicate that the WSM adds to the current understanding of conceptual combination through a reliance on output dominance and the importance of context. Despite these strengths, changes to the WSM may be necessary if future studies fail to support the importance of the modifier over the head noun.

The central concern of this thesis is to discuss interpretations of learning in educational research. A point of departure is taken in core epistemological and ontological assumptions informing three major approaches to learning: behaviourism, cognitive constructivism and socioculturalism. It is argued that all three perspectives provide important insights into research on learning, but each alone runs the risk of reducing learning and interpretations of learning to single aspects. Specific attention is therefore given to Intentional Analysis, as it has been developed to account for sociocultural aspects that influence learning and individual cognition. It is argued that interpretations of learning processes face challenges, different kinds of holism, underdetermination and the complexity of intentionality, that need to be accounted for in order to make valid interpretations. Interpretation is therefore also discussed in light of philosopher Donald Davidson’s theories of knowledge and interpretation. It is suggested that his theories may provide aspects of an ontological and epistemological stance that can form the basis for interpretations of learning in educational research. A first brief sketch, referred to as ‘epistemic holism’, is thus drawn. The thesis also exemplifies how such a stance can inform empirical research. It provides a first formulation of research strategies – a so-called ‘interpretative holism’. The thesis discusses what such a stance may imply with regard to the nature and location of knowledge and the status of the learning situation. Ascribing meaning to observed behaviour, as it is described in this thesis, implies that an action is always an action under a specific description. Different descriptions may not be contradictory, but if we do not know the learner’s language use, we cannot know whether there is a difference in language or in beliefs. It is argued that the principle of charity and reference to saliency, that is, what appears as the figure for the learner, may help us decide. However, saliency does not only appear as a phenomenon in relation to physical objects and events, but also in the symbolic world, thus requires that the analysis extend beyond the mere transcription of an interview or the description of an observation. Hence, a conclusion to be drawn from this thesis is that the very question of what counts as data in the interpretation of complex learning processes is up for discussion. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p>