Results 191 to 200 of about 3,076,045 (348)

Taking “Descartes's Myth” seriously: Rethinking the Rylean narrative

open access: yesThe Southern Journal of Philosophy, EarlyView.
Abstract Social philosophy of mind and epistemology seem to be fairly recent inventions. According to a still widespread picture, early modern philosophers were constrained by an individualistic paradigm that settles epistemological and psychological explanations by considering the minds of single thinkers.
Martin Lenz
wiley   +1 more source

Optimizing Task Parallelism with Library-Semantics-Aware Compilation

open access: yesEuropean Conference on Parallel Processing, 2015
Peter Thoman   +2 more
semanticscholar   +1 more source

Reassessing pseudosluicing in Austronesian

open access: yesSyntax, EarlyView.
Abstract Pseudosluicing diagnostics have played an important role in wider debates about sluicing. Sluicing is the term used to describe the deletion of an embedded clausal constituent, which leaves only a wh‐phrase overt. Genuine sluicing requires syntactic or semantic identity between the sluiced clause and its antecedent, contrasting with ...
John Middleton
wiley   +1 more source

A unified approach to parasitic gap and across‐the‐board constructions: Evidence based on Mandarin Chinese

open access: yesSyntax, EarlyView.
Abstract Despite the lack of consensus on English facts, this study demonstrates that both parasitic gap (PG) and across‐the‐board (ATB) constructions in Mandarin Chinese exhibit parallel effects in variable binding reconstruction, while also displaying asymmetries in gap licensing categories.
Jen Ting
wiley   +1 more source

Speed up integer-arithmetic-only inference via bit-shifting. [PDF]

open access: yesSci Rep
Song M   +5 more
europepmc   +1 more source

The Enhanced Literate Mind Hypothesis

open access: yesTopics in Cognitive Science, EarlyView.
Abstract In the present paper, we describe the Enhanced Literate Mind (ELM) hypothesis. As individuals learn to read and write, they are, from then on, exposed to extensive written‐language input and become literate. We propose that acquisition and proficient processing of written language (“literacy”) leads to, both, increased language knowledge as ...
Falk Huettig, Jan Hulstijn
wiley   +1 more source

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