• Journal of Digital Convergence
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• v.12 no.12
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• pp.529-535
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• 2014

This study is to establish the consistency of Subject-Verb agreement in quantifier phrase. Absence of consistency in English grammar is critical to the grammaticality. We focused on the grammar part, specifically, S-V agreement rule in quantifier phrase. We believe the existence of exceptional rules in quantifier S-V structure is not necessary as the basic grammar rule on S-V agreement is sufficient enough and adding exceptional rules just make it more difficult and confusing. We argue specific features indwelt in each quantifier are linked when quantifiers are used pronominally and the ${\pm}$feature plays an important role in quantifier S-V agreement structure. This study shows the solution to eliminate the ungrammaticality in typical English text books by simplifying quantifier S-V agreement to make it solid and systematic.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.173-187
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• 2003

This paper proposes a semantic description of the English nominal relatives with a knowledge representation framework of Conceptual Graphs(CGs), which is a computer-oriented form of interlanguage from the Conceptual Structures Theory. This paper focuses on the difference between definite and universally quantified meaning of nominal relatives, on the compound relative clauses, and also on the difference between nominal relative clauses and interrogative clauses.

• Language and Information
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• v.5 no.2
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• pp.39-55
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children's conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli's (1995) yersion of Fodor's (1983) modularity hypothesis. The categorial status of the quantifier in the children's interpretation is considered, focusing on the movement of that quantifier out of its own extended projection to FP. It is claimed that children initially treat quantifiers as modifiers, rather than functional heads, and that the phenomenon of quantifier spreading by children can be attributed to delay in the development of the relevant functional category, i.e., DP (or QP), in language acquisition.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.237-257
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children’s conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli’s (1995) version of Fodor’s (1983) modularity hypothesis. Conceptual representations of two kinds are in competition with each other and they are integrated into a neutral LOT (Language of Thought) representation at some point . In the process of this integration, the representations from the visual input predominate over those from the auditory input, though the quantize. (treated as new information provided by the latter) is salient in the final representations. When visual conceptual representations predominate over purely linguistic ones, quantifier spreading errors occur. By contrast, when the relevant grammatical knowledge has developed sufficiently to counteract the conceptual representations, this peculiar behaviour by children should disappear. It is argued that children have to learn two kinds of grammatical fact with regard to universal quantification: (i) they have to learn the status of the quantifier as a functional head of DP so that it has to be positioned inside DP; and (ii) they have to learn the Left-Branch Condition which specifies that movement of an element in the left-branch position is possible only by pied-piping the entire phrase.

• The Journal of Korean Philosophical History
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• no.43
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• pp.141-170
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• 2014

Science of gaining knowledge by the study of things[格物致知學]' is the translation of Science in Chosun age. Science of gaining knowledge by the study of things[格物致知學] which is the highest stage of new science is the symbol of the transfer of universal culture to the western modern civilization from old-fashioned confucianism. Modern western culture and the scientific way of thinking make man as a object to scientific research. Thinking method of social Darwinism made man believe to think like them as the modern method. And also such thinking method made man militarism and imperialism are right thinking and research methods. The core to think the science of gaining knowledge by the study of things[格 物致知學] as a violent thinking method is the Confucianism. By this method Park Eun-sik criticize this side of scientific technology as the means of militarism. Till now we pointed to think of the traditional philosophy as the tool of the western modern philosophy about war criminal. Now we rethink of the Confucianism asset as a tool of Korean Modern Culture. Musungmumul[無誠無 物] will offer moral basis to think humanism of the scientific technology of the modern western culture.