The basic claims of traditional truth-conditional semantics are that the semantic interpretation of a sentence is connected to the truth of that sentence in a situation, and that the meaning of the sentence is derived compositionally from the semantic values meaning of its constituents and the rules that combine them. Both claims have been subject to an intense debate in linguistics and philosophy of language. The original research papers collected in this volume test the boundaries of this classic view from a linguistic and a philosophical point of view by investigating the foundational notions of composition, values and interpretation and their relation to the interfaces to other disciplines. They take the classical theories one step further and closer to a realistic semantic theory that covers speaker’s intentions, the knowledge of discourse participants, meaning of fiction and literature, as well as vague and paradoxical utterances. Ede Zimmermann is a pioneering researcher in semantics whose students, friends, and colleagues have collected in this volume an impressive set of studies at the interfaces of semantics. How do meanings interact with the context and with intentions and beliefs of the people conversing? How do meanings interact with other meanings in an extended discourse? How can there be paradoxical meanings? Researchers interested in semantics, pragmatics, philosophy of language, anyone interested in foundational and empirical issues of meaning, will find inspiration and instruction in this wonderful volume. Kai von Fintel, MIT Department of Linguistics

Reflects a wide range of issues regarding children's literacy problems, mainly at the primary school level. The purposes of the book are twofold: in part 1, to identify some challenges in the field of literacy, and, in part 2, to give an account of

"Provides students with the opportunity to practise using semantic and syntactic skills to assist in the development of reading and comprehension. Students use thecontext clues around the missing words in the text to make sense of individual sentences." -- p. ii.

This book examines two questions: firstly, which dictionary type, bilingual or monolingual, is most effective for intermediate learners of German, and secondly, which features make monolingual dictionary definitions more effective. Using Chinese students from Hong Kong and Shanghai as the subjects of research, the effectiveness of the different dictionary types for reading comprehension and incidental vocabulary learning was measured experimentally and by the think-aloud method. The only monolingual learner dictionary for German available at that time proved linguistically too difficult for the intermediate proficiency level. Therefore, new definitions were developed based on findings from the think-aloud study and on principles promoted as user-friendly in lexicographic literature. Comparison of the two definition types revealed several features that determine their effectiveness for intermediate learners. Findings have theoretical and pedagogical implications. In the theoretical field, some lexicographic principles were recommended that are, unlike previous principles, based on empirical insights into user needs. In the pedagogical field, the findings provide an empirical basis for the evaluation and recommendation of suitable dictionaries for intermediate learners.

R.E.A.D will help educators turn their students into strategic readers. It presents a collection of strategies based on the 5 + 2 essential elements of literacy instruction: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. Each section contains a brief conceptual overview as well as specific strategies that can be used to facilitate the development of that literacy process. A graphic at the beginning of each strategy identifies when it should be used, the most appropriate group size, and the grade levels for which it would be most applicable. Additional references and/or other resources are also provided at the end of each strategy description to provide educators with more information.

Geert-Jan Kruijff & Richard T. Oehrle A categorial grammar is both a grammar and a type inference system. As a result of this duality, the categorial framework offers a natural setting in which to study questions of grammatical composition, both empirically and abstractly. There are affinities in this perspective, of course, to basic questions in formal language theory. But the fact that categorial grammars are type in ference systems makes possible intrinsic connections among syntactic types, syntactic type inference, semantic types, and semantic type inference, a con nection less apparent in the standard constructions of formal language theory. Fixing a system of grammatical type inference T, we may explore what gram matical phenomena are compatible with T-and equally, what grammatical phenomena are not. Equally, fixing a class of grammatical phenomena g, we may seek to ascertain what systems of type inference characterize g. This dual perspective is a strong current in the categorial literature, going back to the classical papers of Ajdukiewicz, Bar-Hillel, Curry, and Lambek.

WORK SMARTER, NOT HARDER, WITH THE PRINCETON REVIEW. Get all the prep you need to ace the SSAT & ISEE with 6 full-length practice tests, up-to-date content reviews for every test section, and extra practice online. Techniques That Actually Work. • Time-saving tips to help you effectively tackle the exam • Problem-solving tactics demonstrated on the trickiest test questions • Point-earning strategies for multiple-choice questions Everything You Need to Know to Help Achieve a High Score. • Up-to-date content review for the Lower/Elementary, Middle, and Upper Level tests • Complete coverage of the Math, Verbal, and Reading sections for both tests • A thorough review of fundamental math skills and frequently appearing SSAT and ISEE vocabulary words • A detailed syllabus online that you can download and print for easy reference and notes Practice Your Way to Excellence. • 5 full-length, in-book practice tests (2 for SSAT, 3 for ISEE) with detailed scoring instructions • 1 full-length, downloadable SSAT Elementary Level exam online • Online practice questions and drills for every level, subject, and question type to keep track of your progress This eBook edition has been specially formatted for on-screen viewing with cross-linked questions, answers, and explanations.

In the words of Aldous Huxley, "Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting." Few people question the value of reading; in fact, most extol its virtues. As our culture becomes more complex, reading plays an increasingly greater role in satisfying personal needs and in promoting social awareness and growth. In the last 20 years, the teaching of this invaluable skill has focused so intensely on comprehension and prediction from context that it has lost sight of the significance of automaticity and fluency in the word-identification process. Reading is a synthesis of word recognition and comprehension; thus, this text is about these basic processes and their integration. A common plea from teachers today is that research and psychology be translated into teaching behavior. Therefore, the aim of this book is twofold: one, to identify, report, organize, and discuss those bits of data, research and theory that are most relevant to the teacher's understanding of the reading process; and two, to help educators to interpret and apply theory and research data to everyday classroom teaching, as well as to the problems encountered frequently in developmental and remedial teaching.

In this book leading scholars from every relevant field report on all aspects of compositionality, the notion that the meaning of an expression can be derived from its parts. Understanding how compositionality works is a central element of syntactic and semantic analysis and a challenge for models of cognition. It is a key concept in linguistics and philosophy and in the cognitive sciences more generally, and is without question one of the most exciting fields in the study of language and mind. The authors of this book report critically on lines of research in different disciplines, revealing the connections between them and highlighting current problems and opportunities. The force and justification of compositionality have long been contentious. First proposed by Frege as the notion that the meaning of an expression is generally determined by the meaning and syntax of its components, it has since been deployed as a constraint on the relation between theories of syntax and semantics, as a means of analysis, and more recently as underlying the structures of representational systems, such as computer programs and neural architectures. The Oxford Handbook of Compositionality explores these and many other dimensions of this challenging field. It will appeal to researchers and advanced students in linguistics and philosophy and to everyone concerned with the study of language and cognition including those working in neuroscience, computational science, and bio-informatics.