Kai-Uwe Carstensen

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Bargaining with reading habit is no need. Reading is not kind of something sold that you can take or not. It is a thing that will change your life to life better. It is the thing that will give you many things around the world and this universe, in the real world and here after. As what will be given by this modelling spatial knowledge on a linguistic basis(More)
GERHARD is a fully automatic indexing and classification system of the German WorldWide Web for integrated searching and browsing. A database-driven robot collects academically relevant documents, which are automatically classified with computer-linguistic and statistical methods using the Universal Decimal Classification. The generated metadata and the(More)
This paper presents a new proposal for the design of spatio-temporal ontologies which has its origin in cognitively motivated spatial semantics. It is shown that selective attention not only plays a central role in the characterization of spatial relations but that the representation of attentional aspects also leads to the possibility of defining an(More)
In this paper, an interdisciplinary approach to the relation of language and space is presented which ultimately aims at the identification of cognitively relevant properties of spatial representations. This goal will be motivated by a semantic analysis of the German verb folgen (to follow). It will be shown that approaches in spatial semantics which lack a(More)
This paper presents a new approach to the semantics of spatial degree and comparison (gradation) expressions (e.g., 2m less long than). Taking a broad cognitive science perspective, results of different research fields are combined into a cognitive framework for the ‘semantics of gradation’ (Bierwisch 1989). A distinction between implicitly and explicitly(More)
This paper presents an approach for combining web-based learning (WBL) with problembased learning (PBL), aiming at computer aided learning (CAL) support for introductory lectures to Computational Linguistics. Contrary to most current learning paradigms, we neither follow the "platform + content"-approach of current learning management systems used for(More)