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In this paper, I defend the thesis that all effects of extra-linguistic context on the truth-conditions of an assertion are traceable to elements in the actual syntactic structure of the sentence uttered. In the first section, I develop the thesis in detail, and discuss its implications for the relation between semantics and pragmatics. The next two(More)
In this paper, we provide a comprehensive survey of the space of possible analyses of the phenomenon of quantifier domain restriction, together with a set of considerations which militate against all but our own proposal. Among the many accounts we consider and reject are the 'explicit' approach to quantifier domain restriction discussed, for example, by(More)
I introduce and argue for the importance of a cognitive state that I call alief. Paradigmatic alief can be characterized as a mental state with associatively-linked content that is representational, affective and behavioral, and that is activated – consciously or unconsciously – by features of the subject's internal or ambient environment. Alief is a more(More)
Introduction A conversation involves acquiring and conveying information about the world, immediately and without much conscious reflection. Our linguistic capacity thereby enables us to engage in complex cooperative activities that require rapid information flow between large numbers of people, such as building bridges and superconductors (though(More)
Those in 20th century philosophy, psychology, and neuroscience who have discussed the nature of skilled action have, for the most part, accepted the view that being skilled at an activity is independent of knowing facts about that activity, i.e., that skill is independent of knowledge of facts. In this paper we question this view of motor skill. We begin by(More)
Credit and Contact Hours 1 credit hour laboratory (One 1-hour and 50-minute laboratory per week). Computer Engineering 3151 (214) is a laboratory complement to Computer Engineering 3150 (213), taken simultaneously or after Computer Engineering 3150 (213). Instructor Graduate Teaching Assistants coordinated by a faculty member Faculty coordinator varies –(More)
The paper I gave at the conference has subsequently split into two papers. The other descendant of the original paper (Stanley (forthcoming)) focuses on developing a non-contextualist account of knowledge that captures the intuitive data as well as contextualism. Discussion with the participants at the conference at the University of Massachusetts was very(More)