In this article, the authors try to answer the following questions: How can an object/instance seen for the first time extend a category or update a concept? How is it possible to determine the reference of a concept that represents a behaviour? In the first case, the authors discuss the learning of inferential linguistic competence used to update a concept through an approach based on prototype theory. In the second case, the authors discuss the learning of referential linguistic competence used to determine the reference of a concept (i.e., determination of an actual behaviour) through an approach based on embodied cognition. The authors show how combining prototype-based and embodied categorization in Wittgenstein's rule-following praxis (the individual and community dimension), linguistic learning of a concept (inferential competence), and determination of its reference (referential competence) can be traced back to the same model.
Cognitive theories of concepts and Wittgenstein's rule-following: Concept updating, category extension, and referring / Cruciani, Marco; Gagliardi, Francesco. - In: INTERNATIONAL JOURNAL OF SEMIOTICS AND VISUAL RHETORIC. - ISSN 2573-2617. - STAMPA. - 5:1(2021), pp. 15-27. [10.4018/IJSVR.2021010102]
Cognitive theories of concepts and Wittgenstein's rule-following: Concept updating, category extension, and referring
Cruciani, Marco;
2021-01-01
Abstract
In this article, the authors try to answer the following questions: How can an object/instance seen for the first time extend a category or update a concept? How is it possible to determine the reference of a concept that represents a behaviour? In the first case, the authors discuss the learning of inferential linguistic competence used to update a concept through an approach based on prototype theory. In the second case, the authors discuss the learning of referential linguistic competence used to determine the reference of a concept (i.e., determination of an actual behaviour) through an approach based on embodied cognition. The authors show how combining prototype-based and embodied categorization in Wittgenstein's rule-following praxis (the individual and community dimension), linguistic learning of a concept (inferential competence), and determination of its reference (referential competence) can be traced back to the same model.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione