A cognitivist semantics of gradation
Scalar approaches to the semantics of gradation are generally based on the conception of degrees as either points or intervals. In this paper, I will review two prominent approaches which use intervals differently for modelling the polarity of adjectives. For a relevant sub...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | deu |
| Published: |
De Gruyter
2013-10-01
|
| Series: | Zeitschrift für Sprachwissenschaft |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/zfs-2013-0007 |
| Summary: | Scalar approaches to the semantics of gradation are generally based on the conception of degrees
as either points or intervals. In this paper, I will review two prominent approaches which use intervals
differently for modelling the polarity of adjectives. For a relevant subset of gradation phenomena, I will
discuss several problems of these approaches and will develop a new proposal which is characterized
by the assumption that for an attention-based, cognitivist semantics of gradation, both conceptions of
degree are needed for a satisfactory solution of the problems. |
|---|---|
| ISSN: | 0721-9067 1613-3706 |