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What does it mean to be alive?
wildcat
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10
4-29-2008 4:33 AM
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tags:
language
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polysemy
,
life
,
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<div style="margin: 12px 0px; font-family: arial; color: #333333; background: #ffffff; border: solid 4px #e5e5e5; width: 100%; clear: left;"><div class="CM_CTB_Content_Wrap" style="margin: 0px; padding: 0px;background-color: #ffffff;"><div style="border-bottom: solid 1px #dcdcdc; white-space: nowrap; margin-bottom: 8px; background-color: #eeeeee ;background-image: url(http://www.clipmarks.com/images/source-bg.gif); background-repeat: repeat-x; height: 24px; line-height: 24px; vertical-align: middle; padding-bottom: 4px; color: #666666; font-size: 10px;" ><a href="http://clipmarks.com/clip-to-blog/" title="see clips that are hot right now"><img src="http://content.clipmarks.com/blog_embed/e7a0702e-8bb2-441d-8571-3ae58196a9a2/9F7939D9-9A48-42EF-B371-0F3EFEB9E6DA/" alt="" width="19" height="19" border="0" style="vertical-align: middle; margin: 0px 4px; display: inline; border: none; float:none;" /></a>clipped from <a title="http://physorg.com/news128603134.html" href="http://physorg.com/news128603134.html" style="font-size: 11px;">physorg.com</a></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://physorg.com/news128603134.html"><DIV id="Preview"> Understanding the concept of a “living thing” is a late developmental achievement. Early research by Jean Piaget, showed that kids attribute “life status” to things that move on their own (e.g. clouds or bikes) and even 10-year-olds have difficulty understanding the scope of a living thing.<BR /></DIV></blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://physorg.com/news128603134.html"><DIV> New research, supported by the National Science Foundation and the National Institutes of Health, proposes that the way in which “alive” and other biological concepts are named within a given language shapes their understanding and acquisition in children. </DIV></blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://physorg.com/news128603134.html"><DIV>Northwestern University psychologist Florencia Anggoro, with colleagues Sandra Waxman and Doug Medin, compared 4-9-year-old children speaking English and Indonesian, a pair of languages with an intriguing difference. In English, but not Indonesian, the name “animal” is polysemous, or has more than one meaning: one sense includes all animate objects (as in, the animal kingdom); the other excludes humans (as in, ‘don’t eat like an animal!’). </DIV></blockquote></div><div style="margin: 0px 6px 6px 4px;"><table style="font-size: 11px;border-spacing: 0px;padding: 0px;" cellpadding="0" cellspacing="0" width="100%"><tr><td style="background:transparent;border-width:0px;padding:0px;"> </td><td align="right" style="background:transparent;border-width:0px;padding:0px;width:107px" width="107"><a href="http://clipmarks.com/share/9F7939D9-9A48-42EF-B371-0F3EFEB9E6DA/blog/" title="blog or email this clip"><img src="http://content9.clipmarks.com/images/c2b-foot.png" border="0" alt="blog it" width="107" height="17" style="border-width:0px;padding:0px;margin:0px;" /></a></td></tr></table></div></div>
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