Annotation:Annotationen:How Do We Mean A Constructivist Sketch of Semantics

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Annotation	AnnotationComment	LastModificationUser	LastModificationDate	Category
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/A6ez27ubbp	If you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the observer 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front.	Sarah Oberbichler	21 August 2019 17:01:32	TextAnnotation Beispiel3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/C1hymz28by	I can illustrate this by a simple example. English text books of linguistics frequently give “the boy hit the ball” as example of a simple sentence that contains a subject, a verb, and an object. In the British Isles this sentence usually calls forth the re-presentation of a boy armed with a tennis racket or a golf club. In the United States he will be imagined to hold a baseball bat. This is a very minor difference. However, if the sentence has to be translated into German, it turns out to be far more complicated. The translator has to know more about the situational context, because the “simple” sentence turns out to be ambiguous. It would be appropriate in several situations, each of which requires different words in German. Here are the four most likely ones: Fig.6: “The boy hits the ball” If the boy hits the ball with a racket, a club, or a bat, the German verb has to be schlagen; if he hits it with an arrow or a bullet, it would be treffen; if he hits it with his bicycle, it would be stossen plus the preposition auf; and if he hits the ball when falling from the balcony, it would be fallen … auf or schlagen … auf.	Sarah Oberbichler	21 August 2019 17:24:08	TextAnnotation Beispiel3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Di3eshkit5		Sarah Oberbichler	21 August 2019 17:09:30	TextAnnotation Prämisse3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Ebc43zoltc	A striking example are the constellations we all can learn to see, name, and recognize on a clear night. Take the one called Cassiopeia. It has been know n since the beginning human history. The Greeks saw it as the crown of a mythical queen and gave it her name. We see it more prosaically as a “W” in the vicinity of the Polar Star. Fig.4: The Constellation of Cassiopeia If you consider the relative distances of the individual stars it becomes clear that there is only a very small area of the universe (as astronomers have taught us to conceive it) from which the five stars could be said to form a double-u. Move the observer a few light-years to the right or the left, the double-u would disappear. Move the ob server 50 light-years forward, and he or she could construct only a triangle with the three stars that remained in front.	Sarah Oberbichler	21 August 2019 17:15:30	TextAnnotation Beispiel3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Ewvpdb2m4g		Sarah Oberbichler	21 August 2019 17:22:51	TextAnnotation Prämisse3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/H4w2btqhvp	Just as, for instance, the Morse code links short and long experiences of beeps to re-presentations of letters of the alphabet, so in language, sound images are linked to concepts, that is, to re-presentations of experiential units.	Sarah Oberbichler	21 August 2019 16:44:48	TextAnnotation Beispiel3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Mml0l5dxbg		Sarah Oberbichler	21 August 2019 14:22:55	TextAnnotation Prämisse3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/O45mhvf595		Sarah Oberbichler	21 August 2019 16:50:31	TextAnnotation Prämisse3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Olvapcssex	Whatever one assumes to be genetically determined in children, it is they themselves who must actively isolate units in their experiential field and abstract them into concepts.	Sarah Oberbichler	21 August 2019 14:23:13	TextAnnotation Schlussfolgerung3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Pht7smbl07	The point I want to make is that it is the experiencer who generates the image, the configuration that becomes the “representation”, and that this configuration is always one of several others that are equally possible within the constraints of the sensory material. This, I claim, goes for all the experiential units or things to which we give names, and it is the reason why I maintain that meanings are always subjective. They are subjective in the sense that they have to be constructed by the experiencer.	Sarah Oberbichler	21 August 2019 17:17:32	TextAnnotation Schlussfolgerung3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Qyxq84o1xl	The point I want to make is that it is the experiencer who generates the image, the configuration that becomes the “representation”, and that this configuration is always one of several others that are equally possible within the constraints of the sensory material. This, I claim, goes for all the experiential units or things to which we give names, and it is the reason why I maintain that meanings are always subjective.	Sarah Oberbichler	21 August 2019 17:06:21	TextAnnotation Schlussfolgerung3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Rrdabv6ct7		Sarah Oberbichler	21 August 2019 17:26:57	TextAnnotation Prämisse3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Rsk7998r5o		Sarah Oberbichler	21 August 2019 17:17:13	TextAnnotation Prämisse3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Uigwach9pn	The point I want to stress is that from our perspective it is attention and above all its movements that generate the conceptual structures and thus the things we talk about. These items, as I said before, cannot have an existence of their own but originate through the operations of an experiencer or observer.	Sarah Oberbichler	21 August 2019 17:13:28	TextAnnotation Schlussfolgerung3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Z6pnfx3p0k	What speakers of a language have constructed as the meanings of the words they use, is at best compatible in the linguistic interactions with other speakers; but such compatibility remains forever relative to the limited number of actual interactions the individual has had in his or her past. What speakers have learned to mean always remains their own construction.	Sarah Oberbichler	21 August 2019 17:27:22	TextAnnotation Schlussfolgerung3
Annotationen:How Do We Mean A Constructivist Sketch of Semantics/Zkhy51itjb	The problem of meaning thus comes down to the problem of how we generate units in our experience such that we can associate them with words, and how we relate these units to form larger conceptual structures.	Sarah Oberbichler	21 August 2019 16:50:59	TextAnnotation Prämisse3 Schlussfolgerung3