The logic of forbidden colours
This paper sketches two approaches to the color exclusion problem provided by model-theoretical and game-theoretical semantics. The case study, modeling the experimentally confirmed perception of “forbidden” (e.g., reddish green and bluish yellow) colors, is presented as neuropsychological evidence for game-theoretical semantics.
The purpose of this paper is twofold: (1) to clarify Ludwig Wittgenstein’s thesis that colours possess logical structures, focusing on his ‘puzzle proposition’ that “there can be a bluish green but not a reddish green”, (2) to compare model-theoretical and game-theoretical approaches to the colour exclusion problem. What is gained, then, is a new game-theoretical framework for the logic of ‘forbidden’ (e.g., reddish green and bluish yellow) colours. My larger aim is to discuss phenomenological principles of the demarcation of the bounds of logic as formal ontology of abstract objects.
The aim of this paper is to systematize the variety of logical hylomorphism from the perspective of the dichotomy of substantial and dynamic formality. A brief historical review of the relation between different models of substantial and dynamic formality is given. The demarcation principles for the bounds of logic as formal ontology and formal deontology are discussed. Finally, a design-perspective on the normativity of logic is arguing for.
A joint research project carried out by an interdisciplinary group of Russian and Swedish linguists, sociologists and educators-psychologists (the Swedish Institute grant), besides solving pragmatic tasks of finding out relative quantitative-qualitative specificity of national cognitive representations of values, first of all, had methodological goals. They were to check the efficiency of the linguistic methods developed in this study (and, thus, to prove the theoretical ideas that served the basis for it) of getting factual data that allow reconstructing and comparing of the corresponding areas of cognitive representations.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.