Concepts in Action. Representation, Learning, and Application

Acknowledgements
Contents
Contributors
Concepts in Action: Introduction
	1 Research Questions
		1.1 Representation: How Can We Formally Describe and Model Concepts?
		1.2 Learning: Where Do Concepts Come from and How Are They Acquired?
		1.3 Application: How Are Concepts Used in Cognitive Tasks?
	2 Summaries of the Contributed Chapters
	References
Generalizing Psychological Similarity Spaces to Unseen Stimuli
	1 Introduction
	2 Multidimensional Scaling
		2.1 Obtaining Dissimilarity Ratings
		2.2 The Algorithms
	3 Extracting Similarity Spaces from the NOUN Data Set
		3.1 Evaluation Metrics
		3.2 Methods
		3.3 Results
	4 A Hybrid Approach
		4.1 Our Proposal
		4.2 Related Work
	5 Machine Learning Experiments
		5.1 Methods
		5.2 Experiment 1: Comparing Feature Spaces and Regressors
		5.3 Experiment 2: Comparing MDS Algorithms
		5.4 Experiment 3: Comparing Target Spaces of Different Size
	6 Conclusions
	References
Theories of Meaning for the Internet of Things
	1 Why Traditional Knowledge Representation Is Insufficient
		1.1 Problem Statement and Methodology
		1.2 Existing Solutions in Philosophy
		1.3 Existing Solutions in Computer Science and Logic
	2 Motivating Scenario
	3 Applying Theories of Meaning to the Internet of Things
		3.1 Model-Theoretic Semantics for the Internet of Things
		3.2 Possible World Semantics for the Internet of Things
		3.3 Situation Semantics for the Internet of Things
		3.4 Cognitive and Distributional Semantics for the Internet of Things
	4 Conclusion
	References
A Qualitative Similarity Framework for the Interpretation of Natural Language Similarity Expressions
	1 Introduction
	2 Representations in Multi-dimensional Attribute Spaces
		2.1 Domains and Representations
		2.2 Representations and Classifier Systems
	3 Similarity Expressions in Natural Language
		3.1 Similarity Demonstratives
		3.2 Ad-Hoc Kinds
		3.3 Equative Comparison
		3.4 ‘Exactly’ Versus ‘At-Least’ Reading
		3.5 Gradability
	4 Indiscernability
		4.1 (A)symmetry of Similarity
		4.2 ‘Exacly’ Reading Versus ‘At-Least’ Reading
	5 Granularity of Representations and Gradability of Similarity
	6 Conclusion
	References
Numerical Concepts in Context
	1 Introduction
	2 Theoretical Background
		2.1 Number: Round Versus Non-round
		2.2 Approximator: Approximate Versus Exact
		2.3 Unit: Discrete Versus Continuous
		2.4 Summary
	3 Corpus Study
		3.1 Hypotheses
		3.2 Methods
		3.3 Results and Interpretation
	4 Psycholinguistic Experiment
		4.1 Materials and Predictions
		4.2 Procedure and Participants
		4.3 Data Analysis and Results
	5 Discussion and Conclusion
		5.1 Numbers and Number Concepts
		5.2 Contributions and Outlooks of the Current Study
	Appendix: Test Items of the Experiment (I./C. For Item/Condition)
	References
Evaluating Semantic Co-creation by Using a Marker as a Linguistic Constraint Tool in Shared Cognitive Representation Models
	1 Introduction
	2 Contribution Model of Conversation
	3 The Influence of Linguistic Constraint Tools on Reaching the Grounding Criterion
	4 Using a Marker in Shared Cognitive Representation Models as a Linguistic Constraint Tool
	5 Setup
	6 Methods
		6.1 Participants
		6.2 Apparatus and Stimuli
		6.3 Procedure
		6.4 Design
	7 Results
	8 Discussion and Conclusion
	References
Does the Activation of Motor Information Affect Semantic Processing?
	1 Introduction
	2 Method
		2.1 Materials
	3 Participants
	4 Apparatus
	5 Design and Procedure
	6 Results
	7 Discussion
	Appendix
	References
Grounding Abstract Concepts in Action
	1 Introduction
	2 The Semantic Representation of Action Verbs in the IMAGACT Ontology
		2.1 The Internal Structure of the IMAGACT Ontology
		2.2 The Primary Variation of Action Verbs
		2.3 The Representation of the Marked Variation of Action Verbs
	3 Body, Metaphors, and Metaphorical Projections of Image Schemas
		3.1 The Embodied Paradigm
		3.2 Conceptual Metaphor Theory
		3.3 Image Schema Theory
	4 Data and Methods
	5 Description of the Primary Variation of the Four Action Verbs
		5.1 The Primary Variation of the Verbs Premere and Spingere
		5.2 The Primary Variation of Tirare and Trascinare
	6 Description of the Marked Variation of the Four Action Verbs
		6.1 The Marked Variation of the Verbs Premere and Spingere
		6.2 The Marked Variation of the Verbs Tirare and Trascinare
	7 Discussion of the Results
	8 Conclusions
	References