Reanalysis as a source of semantic change.- References as parts of speech acts in the education of mathematics.- The growth of language structure: a report.- Investigating knowledge of chemistry trough a study of language.- Wittgenstein and cognitive theory.- The discrepancy between cognitive and linguistic abilities in the young child.- Summary of the first discussion session.- A few problems relating to the semantic representation of argumentation.- The development of control of language in mathematical activity.- The differentiation of negative statements between the ages of 12 and 15 years.- Semantic development of simple classification terms.- The child's construction of the social order of the classroom.- A metalanguage of syntactic description.- Summary of the second discussion session.- The learning of algorithmic concepts by action: A study with deaf children.- Language, reading and mathematics.- Example of auxiliary formalisms used to help the development of children's logical thinking.- Mathematics as an extension of language.- Summary of the third discussion session.- The relationship between comprehension and production and its ontogenesis.- Ambiguities in the description of a geometrical figure.- On the relation between language comprehension and language production in a social psychological perspective.- Are speech production and speech comprehension distinct processes?.- EEG activity during speech perception.- Structural commonalities between comprehension and production products of monitoring and anticipation.- Recognition and production: two different skills.- Summary of the fourth discussion session (Production and recognition).- The "range" of a question as a perceived intention of the scope of information needed.- Answering questions.- Questioning and intentionality in language.- Remarks on direct questions and direct answers.- Summary of the fifth discussion session (Question-answer systems).- Some dissimilarities in the general aims of teachers who teach French as a mother tongue at the end of school and the beginning of secondary school.- An approach to school interlocution situations Analysis of a few examples.- The influence of the formulation of multiple choice questionnaires on the answering behaviour in relation to so-called "logic" problems.- Implications of a relativistic evaluative-meaning concept for persuasive communication.- Comparison between the evolution of the visual exploration and the narration of a strip cartoon In children from 6 to 7 years old, from constrasting socio-economic backgrounds.- Children's judgments of inappropriate speech acts.- Social and situational constraints on communicative performance.- Summary of the sixth discussion session (Context and use of language).- Some aspects of the relationship to mathematics of children who fail in elementary schooling.- Language acquisition by a child living in an institutional environment.- Genesis of language behaviours and acquisition situation application to story telling.- Communication situations and language acquisition.- Style of verbal exchange at the age of 8 and 11.- Language acquisition by the mentally retarded: the problem of delay-difference and advanced linguistic development.- Summary of the seventh discussion session (Context and language acquisition).- Can apes tell us what language is?.- General conclusion.- Contextual linguistics Synthesis session - future projects.- Addresses of the authors.
F. LOWENTHAL University of Mons Mons, Belgium In September 1980, researchers from many different countries and working in disciplines as varied as philosophy, psychology, neurology, mathematics, education, linguistics, sociology, and others we forget to mention, again met in Mons to discuss problems concerning Language and Language Acquisition. Conflicting opinions among researchers not only from different disciplines, but also within a same discipline, led to many a lively discussion. This book attempts to recreate the atmosphere of the conference, by reproducing the different papers, some of which were rewritten after the initial presentation and discussion-session, and by giving a summary of each discussion session to enable the reader to understand how each participant reacted. Obviously, we accept full responsibility for these summaries: we hope we have understood correctly what each participant meant. This also holds for the special session devoted to an attempt to define the concept of "language". We suggest that further meetings should study language and context simultaneously, within the framework of a "CONTEXTUAL LINGUISTICS".
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