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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 70 1 Understanding language in diverse classrooms : a primer for all teachers Wilkinson, Louise C.; Shatz, Marilyn. - New York [u.a.] : Routledge, 2013 BLLDB UB Frankfurt Linguistik Show details 2 On problems with descriptivism: psychological assumptions and empirical evidence Shatz, Marilyn; García Ramírez, Eduardo In: Mind & language. - Oxford : Wiley-Blackwell 26 (2011) 1, 53-77 BLLDB OLC Linguistik Show details 3 On Problems with Descriptivism: Psychological Assumptions and Empirical Evidence Shatz, Marilyn; García-Ramírez, Eduardo. - : Blackwell Publishing Ltd, 2011 BASE Show details 4 The Minimalist Syntax of Control in Greek. Kapetangianni, Konstantia. - 2010 BASE Show details 5 Proper Names A Cognitive-Philosophical Study. Garcia Ramirez, Eduardo. - 2010 Abstract: Proper Names appear at the heart of several debates in philosophy and the cognitive sciences. These include reference, intentionality, and the nature of belief as well as language acquisition, cognitive development, and memory. This dissertation follows a cognitive approach to the philosophical problems posed by proper names. It puts an emphasis on adequately describing the actual cognitive abilities that allow humans to understand and use proper names. To achieve this goal I use the evidence obtained by cognitive and neurophysiology as well as psycholinguistics. The result is an empirically informed and integrative theory of reference, language use and intentionality, and some metaphysics and epistemology thereof. Chapter 2 argues against descriptivism and partly develops a theory according to which an understanding of reference is prelinguistic and requires no mediating descriptive intensions. The theory, which is consistent with a referentialist semantics for names, is supported by empirical data from lexical, cognitive and neurophysiological research on the acquisition, understanding and processing of proper names. If correct, this theory has important consequences for the debate concerning the possibility of singular thought. Chapter 3 describes the relation between proper name use and the structure of belief by reflecting on the intimate connection between the puzzles of informativeness and substitution failure. Chapter 4 offers a psychological and linguistic resolution of the puzzles. It offers an account of the psychological architecture involved in proper name processing and shows how it interacts with a linguistic account of how proper names are used in tandem with predicate meaning-transfer. Chapter 5 offers a theory of empty names by using some general cognitive, non-linguistic, resources. A special kind of mental representational state (i.e., EDU-attitudes) and its content (i.e., EDUs) is described and applied. By solving the problems posed by the ordinary use of empty names, the theory helps illuminate issues in metaphysics, ontology, intentionality, and fictional imaginings. Chapter 5 also offers a metalinguistic account of negative existential assertions (e.g., utterances of the form ‘X doesn’t exist’). This account helps us avoid a common dilemma between a controversial ontology and an unsatisfactory linguistic theory. ; Ph.D. ; Philosophy ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/75808/1/eduardga_1.pdf Keyword: Cognitive and Lexical Development; Empty Names; Humanities; Negative Existentials; Philosophy; Proper Names; Psychology; Social Sciences; Substitution Failure; Theory of Reference URL: https://hdl.handle.net/2027.42/75808 BASE Hide details 6 Acquiring Non-Object Terms: The Case for Time Words Shatz, Marilyn; Tare, Medha; Nguyen, Simone P.. - 2010 BASE Show details 7 Experiential influences on speech perception and speech production in infancy. Polka, Linda; Mattock, Karen; Rvachew, Susan. - : Blackwell, 2009 BASE Show details 8 Maternal uses of non-object terms in child-directed speech: color, number and time Gilbertson, Lisa; Tare, Medha; Shatz, Marilyn In: First language. - London [u.a.] : SAGE Publ. 28 (2008) 84, 87-100 BLLDB OLC Linguistik Show details 9 Darwin's mistake: explaining the discontinuity between human and nonhuman minds : [including open peer commentary and authors' response] Penn, Derek C.; Holyoak, Keith J.; Povinelli, Daniel J.... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 3, 109-178 BLLDB Show details 10 Language as a consequence and an enabler of the exercise of higher-order relational capabilities: Evidence from toddlers Shatz, Marilyn; Penn, Derek C; Holyoak, Keith J... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 2, 145 OLC Linguistik Show details 11 Blackwell handbook of language development Shatz, Marilyn (Hrsg.); Hoff, Erika (Hrsg.). - Malden, MA [u.a.] : Blackwell, 2007 BLLDB UB Frankfurt Linguistik Show details 12 Blackwell handbook of language development Hoff, Erika; Shatz, Marilyn. - Malden, Mass. : Blackwell, 2007 MPI für Psycholinguistik Show details 13 The Importance of Phonological Processing in English- and Mandarin-speaking Emergent and Fluent Readers. Hamilton, Ellen Emma. - 2007 BASE Show details 14 Experiential influences on speech perception and speech production in infancy Polka, Linda; Rvachew, Susan; Mattock, Karen (R17354). - : U.S.A., Blackwell, 2007 BASE Show details 15 Dedre Gentner and Susan Goldin-Meadow (eds.): Language in Mind [Rezension] Shatz, Marilyn In: Language. - Washington, DC : Linguistic Society of America 82 (2006) 1, 174-176 BLLDB OLC Linguistik Show details 16 The influence of language and socioeconomic status on children's understanding of false belief Shatz, Marilyn; Diesendruck, Gil; Martinez-Beck, Ivelisse... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 39 (2003) 4, 717-729 BLLDB Show details 17 Buzzsaws and blueprints : what children need (or don't need) to learn language (review article and discussion) Sabbagh, Mark A.; Gelman, Susan A.; MacWhinney, Brian (Mitarb.)... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 27 (2000) 3, 715-766 BLLDB Show details 18 English and Japanese versions of children's books : uncovering pragmatic relations between language and culture Shatz, Marilyn; Dyer, Jennifer R.; Wellman, Henry M.... In: Research on child language acquisition. Vol. 1. - Somerville, Mass. : Cascadilla Press (2000), 570-581 BLLDB Show details 19 Articles - When and how peers give reasons: Justifications in the talk of middle school children Goetz, Peggy J.; Shatz, Marilyn In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 26 (1999) 3, 721-748 OLC Linguistik Show details 20 When and how peers give reasons : justifications in the talk of middle school children Goetz, Peggy J.; Shatz, Marilyn In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 26 (1999) 3, 721-748 BLLDB Show details Page: 1 2 3 4

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