ODD NUMBER in Cognitive Linguistics of WILLIAM CROFT and D. ALAN CRUSE The 2019 Stack Overflow Developer Survey Results Are InWhat does the term “coercion” mean in the context of Cognitive Linguistics?What does a cognitive linguistics researcher actually do in practice?What kinds of maths to learn for understanding dynamical systems in cognitive linguistics?Short summary of Cognitive LinguisticsDoes understanding free word order require a distinct cognitive process?How does flexible and context-dependent Categorisation not imply fuzzy Category Boundaries?Subject-verb number agreement with complex subjectDefinition of “concept” and "conceptual field in cognitive linguisticsWhat is the view of prototype theory regarding features?Is there any bridge between cognitive linguistics and cognitive psychology, beside knowledge representation?
Is it possible for absolutely everyone to attain enlightenment?
Flight paths in orbit around Ceres?
Accepted by European university, rejected by all American ones I applied to? Possible reasons?
How to charge AirPods to keep battery healthy?
writing variables above the numbers in tikz picture
How do you keep chess fun when your opponent constantly beats you?
If a sorcerer casts the Banishment spell on a PC while in Avernus, does the PC return to their home plane?
Currents/voltages graph for an electrical circuit
For what reasons would an animal species NOT cross a *horizontal* land bridge?
How do PCB vias affect signal quality?
Can withdrawing asylum be illegal?
If I can cast sorceries at instant speed, can I use sorcery-speed activated abilities at instant speed?
Did the UK government pay "millions and millions of dollars" to try to snag Julian Assange?
"as much details as you can remember"
How to obtain a position of last non-zero element
Mathematics of imaging the black hole
Can a rogue use sneak attack with weapons that have the thrown property even if they are not thrown?
What do I do when my TA workload is more than expected?
I am an eight letter word. What am I?
Why does the nucleus not repel itself?
How come people say “Would of”?
What is the meaning of Triage in Cybersec world?
Why couldn't they take pictures of a closer black hole?
What could be the right powersource for 15 seconds lifespan disposable giant chainsaw?
ODD NUMBER in Cognitive Linguistics of WILLIAM CROFT and D. ALAN CRUSE
The 2019 Stack Overflow Developer Survey Results Are InWhat does the term “coercion” mean in the context of Cognitive Linguistics?What does a cognitive linguistics researcher actually do in practice?What kinds of maths to learn for understanding dynamical systems in cognitive linguistics?Short summary of Cognitive LinguisticsDoes understanding free word order require a distinct cognitive process?How does flexible and context-dependent Categorisation not imply fuzzy Category Boundaries?Subject-verb number agreement with complex subjectDefinition of “concept” and "conceptual field in cognitive linguisticsWhat is the view of prototype theory regarding features?Is there any bridge between cognitive linguistics and cognitive psychology, beside knowledge representation?
In the subsection 4.3.4.2 The ‘odd number paradox’ of Cognitive Linguistics by W. Croft & D. A. Cruse
We read:
The ‘odd number paradox’ has also been put forward as a problem for
prototype theory. Armstrong et al. (1983) found that people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features. Their proposed solution, the so-called ‘dual representation’ hypothesis, combines the prototype approach and the classical approach (Smith et al. 1974). The idea is that concepts have two representations, which have different functions. There is a ‘core’ representation, which has basically the form of a classical definition. This representation will govern the logical properties of the concept. The other representation is some sort of prototype system which prioritizes the most typical features, and whose function is to allow rapid categorization of instances encountered. With this set-up, the odd-number effect ceases to be a puzzle. However, this conjunction of two theories inherits most of the problems of both of them: in particular, it reinstates a major problem of the classical theory that prototype theory was intended to solve, namely, the fact that for a great many everyday concepts there is no available core definition.
It is clear for me that they speak about conjecture of the two representations of a concept.
But I is unclear for me what do they mean in this sentence 'people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features.'
cognitive-linguistics prototype-theory
New contributor
add a comment |
In the subsection 4.3.4.2 The ‘odd number paradox’ of Cognitive Linguistics by W. Croft & D. A. Cruse
We read:
The ‘odd number paradox’ has also been put forward as a problem for
prototype theory. Armstrong et al. (1983) found that people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features. Their proposed solution, the so-called ‘dual representation’ hypothesis, combines the prototype approach and the classical approach (Smith et al. 1974). The idea is that concepts have two representations, which have different functions. There is a ‘core’ representation, which has basically the form of a classical definition. This representation will govern the logical properties of the concept. The other representation is some sort of prototype system which prioritizes the most typical features, and whose function is to allow rapid categorization of instances encountered. With this set-up, the odd-number effect ceases to be a puzzle. However, this conjunction of two theories inherits most of the problems of both of them: in particular, it reinstates a major problem of the classical theory that prototype theory was intended to solve, namely, the fact that for a great many everyday concepts there is no available core definition.
It is clear for me that they speak about conjecture of the two representations of a concept.
But I is unclear for me what do they mean in this sentence 'people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features.'
cognitive-linguistics prototype-theory
New contributor
add a comment |
In the subsection 4.3.4.2 The ‘odd number paradox’ of Cognitive Linguistics by W. Croft & D. A. Cruse
We read:
The ‘odd number paradox’ has also been put forward as a problem for
prototype theory. Armstrong et al. (1983) found that people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features. Their proposed solution, the so-called ‘dual representation’ hypothesis, combines the prototype approach and the classical approach (Smith et al. 1974). The idea is that concepts have two representations, which have different functions. There is a ‘core’ representation, which has basically the form of a classical definition. This representation will govern the logical properties of the concept. The other representation is some sort of prototype system which prioritizes the most typical features, and whose function is to allow rapid categorization of instances encountered. With this set-up, the odd-number effect ceases to be a puzzle. However, this conjunction of two theories inherits most of the problems of both of them: in particular, it reinstates a major problem of the classical theory that prototype theory was intended to solve, namely, the fact that for a great many everyday concepts there is no available core definition.
It is clear for me that they speak about conjecture of the two representations of a concept.
But I is unclear for me what do they mean in this sentence 'people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features.'
cognitive-linguistics prototype-theory
New contributor
In the subsection 4.3.4.2 The ‘odd number paradox’ of Cognitive Linguistics by W. Croft & D. A. Cruse
We read:
The ‘odd number paradox’ has also been put forward as a problem for
prototype theory. Armstrong et al. (1983) found that people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features. Their proposed solution, the so-called ‘dual representation’ hypothesis, combines the prototype approach and the classical approach (Smith et al. 1974). The idea is that concepts have two representations, which have different functions. There is a ‘core’ representation, which has basically the form of a classical definition. This representation will govern the logical properties of the concept. The other representation is some sort of prototype system which prioritizes the most typical features, and whose function is to allow rapid categorization of instances encountered. With this set-up, the odd-number effect ceases to be a puzzle. However, this conjunction of two theories inherits most of the problems of both of them: in particular, it reinstates a major problem of the classical theory that prototype theory was intended to solve, namely, the fact that for a great many everyday concepts there is no available core definition.
It is clear for me that they speak about conjecture of the two representations of a concept.
But I is unclear for me what do they mean in this sentence 'people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features.'
cognitive-linguistics prototype-theory
cognitive-linguistics prototype-theory
New contributor
New contributor
edited 1 hour ago
curiousdannii
2,96431531
2,96431531
New contributor
asked 5 hours ago
Ana VardosanidzeAna Vardosanidze
111
111
New contributor
New contributor
add a comment |
add a comment |
1 Answer
1
active
oldest
votes
"people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features" means that you can ask people things like "which is a better example of an odd number, 19 or 1001" and at least some of them will answer with one or the other (I'd guess most people will go with 19) rather than rejecting the question by saying something like "they're both odd numbers, since neither is divisible by two, so they're equally good examples". Presumably whatever sources Croft and Cruse cite would have details on the exact nature of the experiments that have been done.
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
add a comment |
Your Answer
StackExchange.ready(function()
var channelOptions =
tags: "".split(" "),
id: "312"
;
initTagRenderer("".split(" "), "".split(" "), channelOptions);
StackExchange.using("externalEditor", function()
// Have to fire editor after snippets, if snippets enabled
if (StackExchange.settings.snippets.snippetsEnabled)
StackExchange.using("snippets", function()
createEditor();
);
else
createEditor();
);
function createEditor()
StackExchange.prepareEditor(
heartbeatType: 'answer',
autoActivateHeartbeat: false,
convertImagesToLinks: false,
noModals: true,
showLowRepImageUploadWarning: true,
reputationToPostImages: null,
bindNavPrevention: true,
postfix: "",
imageUploader:
brandingHtml: "Powered by u003ca class="icon-imgur-white" href="https://imgur.com/"u003eu003c/au003e",
contentPolicyHtml: "User contributions licensed under u003ca href="https://creativecommons.org/licenses/by-sa/3.0/"u003ecc by-sa 3.0 with attribution requiredu003c/au003e u003ca href="https://stackoverflow.com/legal/content-policy"u003e(content policy)u003c/au003e",
allowUrls: true
,
noCode: true, onDemand: true,
discardSelector: ".discard-answer"
,immediatelyShowMarkdownHelp:true
);
);
Ana Vardosanidze is a new contributor. Be nice, and check out our Code of Conduct.
Sign up or log in
StackExchange.ready(function ()
StackExchange.helpers.onClickDraftSave('#login-link');
);
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
StackExchange.ready(
function ()
StackExchange.openid.initPostLogin('.new-post-login', 'https%3a%2f%2flinguistics.stackexchange.com%2fquestions%2f31142%2fodd-number-in-cognitive-linguistics-of-william-croft-and-d-alan-cruse%23new-answer', 'question_page');
);
Post as a guest
Required, but never shown
1 Answer
1
active
oldest
votes
1 Answer
1
active
oldest
votes
active
oldest
votes
active
oldest
votes
"people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features" means that you can ask people things like "which is a better example of an odd number, 19 or 1001" and at least some of them will answer with one or the other (I'd guess most people will go with 19) rather than rejecting the question by saying something like "they're both odd numbers, since neither is divisible by two, so they're equally good examples". Presumably whatever sources Croft and Cruse cite would have details on the exact nature of the experiments that have been done.
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
add a comment |
"people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features" means that you can ask people things like "which is a better example of an odd number, 19 or 1001" and at least some of them will answer with one or the other (I'd guess most people will go with 19) rather than rejecting the question by saying something like "they're both odd numbers, since neither is divisible by two, so they're equally good examples". Presumably whatever sources Croft and Cruse cite would have details on the exact nature of the experiments that have been done.
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
add a comment |
"people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features" means that you can ask people things like "which is a better example of an odd number, 19 or 1001" and at least some of them will answer with one or the other (I'd guess most people will go with 19) rather than rejecting the question by saying something like "they're both odd numbers, since neither is divisible by two, so they're equally good examples". Presumably whatever sources Croft and Cruse cite would have details on the exact nature of the experiments that have been done.
"people will grade ODD NUMBERS for centrality, even though the category ODD NUMBER has a clear definition in terms of necessary and sufficient features" means that you can ask people things like "which is a better example of an odd number, 19 or 1001" and at least some of them will answer with one or the other (I'd guess most people will go with 19) rather than rejecting the question by saying something like "they're both odd numbers, since neither is divisible by two, so they're equally good examples". Presumably whatever sources Croft and Cruse cite would have details on the exact nature of the experiments that have been done.
answered 5 hours ago
sumelicsumelic
10k12156
10k12156
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
add a comment |
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
Thank you for your answer, it was very useful one. I have an additional question: Why do they call it paradox? Does the paradox mean choosing one of the odd numbers, when they are both the same type and one is not batter than another?
– Ana Vardosanidze
4 hours ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
The paradox is that the definition of odd numbers means that no odd number is more odd-like than another; but people act as if they were. And yet anybody who knows what's an odd number knows the definition. Therefore people seem to act in contradiction to the definition they themselves are using.
– melboiko
45 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
Probably people would say that 444 was more even than 716; if we're presented with a forced choice, we'll cope. That doesn't say much about basic representations, though.
– jlawler
6 mins ago
add a comment |
Ana Vardosanidze is a new contributor. Be nice, and check out our Code of Conduct.
Ana Vardosanidze is a new contributor. Be nice, and check out our Code of Conduct.
Ana Vardosanidze is a new contributor. Be nice, and check out our Code of Conduct.
Ana Vardosanidze is a new contributor. Be nice, and check out our Code of Conduct.
Thanks for contributing an answer to Linguistics Stack Exchange!
- Please be sure to answer the question. Provide details and share your research!
But avoid …
- Asking for help, clarification, or responding to other answers.
- Making statements based on opinion; back them up with references or personal experience.
To learn more, see our tips on writing great answers.
Sign up or log in
StackExchange.ready(function ()
StackExchange.helpers.onClickDraftSave('#login-link');
);
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
StackExchange.ready(
function ()
StackExchange.openid.initPostLogin('.new-post-login', 'https%3a%2f%2flinguistics.stackexchange.com%2fquestions%2f31142%2fodd-number-in-cognitive-linguistics-of-william-croft-and-d-alan-cruse%23new-answer', 'question_page');
);
Post as a guest
Required, but never shown
Sign up or log in
StackExchange.ready(function ()
StackExchange.helpers.onClickDraftSave('#login-link');
);
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
Sign up or log in
StackExchange.ready(function ()
StackExchange.helpers.onClickDraftSave('#login-link');
);
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
Sign up or log in
StackExchange.ready(function ()
StackExchange.helpers.onClickDraftSave('#login-link');
);
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown