Cover image for Certainty-uncertainty – and the Attitudinal Space in Between.
Certainty-uncertainty – and the Attitudinal Space in Between.
Title:
Certainty-uncertainty – and the Attitudinal Space in Between.
Author:
Cantarini, Sibilla.
ISBN:
9789027269140
Personal Author:
Physical Description:
1 online resource (375 pages)
Series:
Studies in Language Companion Series ; v.165

Studies in Language Companion Series
Contents:
Certainty-uncertainty - and the Attitudinal Space in Between -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Preface -- Introduction -- 1. Foreword -- 2. The concept of 'Certainty' -- 3. Certainty between truth ascription and truth negotiation -- 4. The Mood/Modality differential -- 5. The contents of this volume -- References -- Additional topically selected references -- Certainty -- 1. Foreword -- 2. 'Certainty' as a concept in accessible world semantics -- 2.1 Intersubjectivity/IS -- 2.2 What is Certainty? -- 3. Types/categories and degrees of Uncertainty? -- 3.1 German modal verbs -- 3.2 German modal particles -- 4. The axiomatics for (I)S and FCA? UG and Reference? -- 5. Shift of responsibility: Modalization in the finite predicate/ VP by source type and assessor type. -- 6. Modalization in the lexical predicate/V by modal type and force -- 7. Challenging reliability -- 7.1 Double transitivity -- 7.2 Establishing common ground: Double transitivity -- 7.3 Lexical modalizers -- 8. Summary and conclusion -- References -- Modes of modality in an Un-Cartesian framework -- 1. Introduction -- 2. Modality and the different qualities of 'double displacement' -- 3. Subjectivity warranting certainty? -- 4. Different types of long-term memory and the coding of different grammars of the possible -- 5. Summary and outlook: The linguistic basis of a non-naive realism -- References -- Counter-argumentation and modality -- 1. Introduction -- 2. Argumentation and modality -- 3. Emotions and modality -- 4. Inferential activities -- 5. Argumentative modal operators -- 6. The modal levels and degrees -- 6.1 First level -- 6.2 Optional categories: The second level -- 6.2.a At the sentence level -- 6.2.b At discourse level: The counter-argumentative chain -- 6.2.b1 REINFORCER -- 6.2.b2 REBUTTAL -- 6.2.b3 ALTERNATIVE.

6.2.b4 PRECISERS or CONDITIONERS -- 7. Conclusion -- References -- Explanation as a certainty marker in persuasive dialogue -- 1. Argument and explanation -- 2. Hempel's models of scientific explanation -- 3. Trouble with inductive-statistical explanations -- 4. More on epistemic relativity -- 5. The rhetorical use of explanation -- 6. Two illustrations -- References -- How to deal with attitude strengt in debating situations -- 1. Introduction -- 2. Background -- 3. Strategies -- 3.1 Strategy 1: Avoid forewarning opposition -- 3.2 Strategy 2: The strength of the arguments -- 3.3 Strategy 3: The repetition of reasons -- 3.4 Strategy 4: Exerting credibility -- 4. Conclusion -- References -- The role of subjective certainty in the epistemology of testimony -- 1. Subject and aim -- 2. Opening remarks -- 3. Argument -- References -- Uncertainty in polar questions and certainty in answers? -- 1. Introduction -- 2. Beliefs, desires, intentions -- 3. ℛeciprocal and lifelong interpretation system -- 4. Question types -- 4.1 Degree of certainty: Low -- 4.2 Degree of certainty: Medium -- 4.3 Degree of certainty: Great -- 4.4 Degree of certainty: Maximum -- 5. Answer types -- 5.1 Guessing at the belief: The particle is -- 5.2 Guessing at the intention: The -ni construction -- 5.3 Guessing at the desire: The particle hát -- 6. Conclusions -- References -- Lying as a scalar phenomenon -- 0. The definition of lying and the insincerity condition -- 1. Alternatives to the insincerity condition -- 1.1 Chisholm & Feehan: Graded truth values -- 1.2 Carson: Graded beliefs -- 1.3 An intermediate position -- 2. Layers of scalarity in insincere assertions -- 2.1 Intensity and propositional content -- 2.2 Intensity and illocutionary force -- 2.3 The role of illocutionary force in defining lying -- 2.4 Further dimensions of scalarity -- 3. Conclusions -- References.

Persuasion pragmatic strategies in L1/L2 Italian argumentative speech -- 1. Introduction -- 2. The corpora -- 3. Argumentative speech acts in Italian and Chinese speakers: Typologies, structures, and conversational strategies -- 4. Conclusion -- References -- What do I know as yet? -- 1. Alston's views on knowing -- 2. Wittgenstein on Moore -- 3. Malcolm's list of examples -- 4. Advanced description of ich weiß usage, with some German illustrations -- 5. On the meaning of the explicit performative -- 6. The dialogical view -- 7. Short final comment -- References -- On polar questions, negation, and the syntactic encoding of epistemicity -- 1. Introduction -- 2. Positive and negative polar questions: A view from English, German and Italian -- 3. Previous accounts of high negation in negative polar questions -- 4. The syntactic analysis -- 4.1 Polar questions -- 4.2 Negative polar questions -- References -- Epistemic uncertainty and the syntax of speech acts -- 1. Introduction -- 2 For and against the unified analysis -- 2.1 The "unified analysis" -- 2.1.1 Problems with the lexical evidence -- 2.2 Event relativity -- 3. Epistemic modality, uncertainty and truth -- 3.1 Epistemic modality and truth-conditions -- 3.1.1 Epistemic uncertainty, actuality presuppositions, and actuality entailments -- 3.1.2 Past epistemics -- 3.1.3 Root modality and uncertainty: The problem of actuality entailments -- 4. Modals and dynamic information states -- 4.1 The certainty/uncertainty distinction -- 4.2 The epistemic/root distinction revisited -- 5. Conclusion -- References -- Discursive functions of evidentials and epistemic modals -- 1. Functions of evidentials and epistemic modals in the discourse -- 2. Evidentiality and modality -- 2.1 Evidentiality -- 2.2 The relationship between evidentiality and modality -- 3. Expositive illocutionary acts and the discourse.

4. How are expositive illocutionary acts performed? -- 5. Subjectivity and objectivity -- 5. Conclusion -- References -- Vagueness, unspecificity, and approximation -- 1. Introduction -- 2. The cognitive nature of vagueness, unspecificity, and approximation -- 3. Vagueness in communication -- 4. Vagueness -- 4.1 "Vague". Etymology and definition -- 4.2 "Vague". Synonyms and Antonyms -- Anchor 123 -- 5. A comparison of linguistic expressions for approximation, vagueness, and unspecificity -- 6. Concluding remarks -- References -- Latin commitment-markers -- 1. Introduction -- 2. 'Commitment-markers' -- 3. Commitment-markers in Latin -- 4. Corpus -- 5. Scilicet and videlicet -- 5.1 Basis and contrast -- 5.2 Person of the verb -- 5.3 Directive speech-acts und future verb forms -- 5.4 Reactions -- 6. Summary -- 7. Speech act modifiers -- 8. Translation networks -- 9. Conclusion -- References -- Italian come se "as if" -- 1. Introduction -- 1.1 Vaihinger's analysis -- 1.2 After Vaihinger -- 2. The present study -- 2.1 Theoretical background -- 2.1.1 Gestalt approach -- 2.1.2 J.S. Petöfi's Atomic Text -- 2.1.3 Evidentiality and epistemicity: A psychological perspective -- 2.1.4 "Known, Unknown, Believed" model -- 2.2 Corpus and methodology -- 2.3 Results -- 2.3.1 'Come se' - 1st type: Fictive or counterfactual, impossible, unreal -- 2.3.2 'Come se' - 2nd type: Conjectural or speculative, hypothetical, possible, real -- 2.3.3 'Come se' - 3rd type: Non-literal or symbolic -- 3. Conclusion and discussion -- References -- Rhetorics of (un)certainty in religious discourse -- 1. Introduction -- 2. Religion, certitude and certainty -- 3. An "uncertain" stage of life -- 4. The research -- 4.1 Aim -- 4.2 Procedure and participants -- 5. Main results -- 5.1 Beyond positioning -- 6. Concluding remarks -- References -- Subject index.
Abstract:
Religious belief is an emotional attitude that is not based on a "certain" experience. Adolescence is a very uncertain stage of life and an unstable faith can mirror this turbulence. The aim of this work is to investigate the discursive construction of religious experience in late adolescence. We asked 230 university students to write about their religious views. Their texts were analyzed using content analysis and critical discourse analysis. We divided the responses into four groups: believers, atheists, doubters and agnostics. The different rhetorical strategies arising from the contrast between "believing" and "asserting" and, conversely, from the contrast between "not asserting" and "not believing" were discussed.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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