Linguistic Relativity

This study investigates gender-based differences in classroom discourse practices among university lecturers in Pakistan, with a specific focus on English-medium instruction at the tertiary level. The data was collected from 14 recorded and transcribed lecture sessions (delivered by seven male and seven female lecturers). This research employs a mixed-method approach. It combines thematic analysis (Braun & Clarke, 2006) with corpus-assisted quantitative techniques using AntConc (Version 4.3.1) developed by Anthony (2024). Four key themes emerged: instructional clarity and explanation strategies, authority and classroom control, student engagement and questioning styles, and politeness, hedging, and interpersonal alignment. The findings reveal that male lecturers favored authoritative, content-heavy discourse characterized by imperatives and display questions. While female lecturers adopted more relational, inclusive, and dialogic discourse, frequently uses metaphors, referential questions, hedging, and inclusive pronouns. Quantitative frequency analysis supported these thematic patterns, demonstrating gendered preferences in discourse features. The study highlights pedagogical value of reflective discourse awareness and recommends integrating discourse training into teacher education to develop inclusive and student-centered TESOL instruction. This research contributes to gender-sensitive pedagogical discourse studies in underrepresented South Asian contexts.

Cultural Impacts on Cognition Organizers: Andrea Bender & Sieghard Beller ({bender, beller}@psychologie.uni-freiburg.de) Department of Psychology, University of Freiburg, Germany Giovanni Bennardo ([email protected]), Department of Anthropology, Northern Illinois University, USA Lera Boroditsky ([email protected]), Department of Psychology, Stanford University, USA James Shilts Boster ([email protected]), Department of Anthropology, University of Connecticut, USA Asifa Majid ([email protected]), Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands Douglas L. Medin ([email protected]), Department of Psychology, Northwestern University, USA Jurg Wassmann ([email protected]), Institute of Ethnology, Heidelberg, Germany Culture plays an integral part in human cognition. As cogni- tive science aims at understanding the nature of the human mind, taking culture into account is a crucial part of this en- deavor. Even if we assume...

The paper deals with a gamified approach developed to support teachers' reflection and awareness on a set of specific behaviours that can support informal learning. The approach adopts a metaphor, vegetable gardens to be grown, to represent the teachers' participatory practice and is enriched with specific game mechanics (tasks, goals and badges). The metaphor was reified in two different modalities: paper-based and digital. The approach was preliminary tested with two groups of teachers.

In special relativity, the "Twin Paradox" occurs when one twin makes a round trip journey. Lorentz transformations do not define which twin will be younger, only that they cannot be the same age upon return. Solutions that use discussions of inertial frames as well as accounting for acceleration and deceleration have been proposed to determine which twin is traveling. Over more than a century, many articles have been published to support the concept that the traveling twin will be younger upon return; however many of these arguments have flaws. This paper proposes a novel solution to resolving the "Twin Paradox" that requires that the traveling twin cannot return younger. While studying light propagation in the direction normal to the motion between two frames, it was discovered that the currently accepted principle of a younger traveling twin is in error. Additionally, it allows us to identify who is the traveler without ambiguity. The main argument against the currently accepted paradigm arises from this set-up which shows the apparent speed of light measured by the traveling twin, with the assumption that he will be younger, will be faster than the maximum permissible value c that is the speed of light in an inertial frame through a vacuum. That demonstrates a fundamental violation of the universally accepted limit on the speed of any entity. Further analysis shows that the traveling twin actually will be older as opposed to younger and will reverse the aging relation that is currently accepted.

Статья посвящена анализу гипотезы лингвистической относительности Сепира-Уорфа в контексте современных исследований в когнитивной науке. Исходя из утверждения, что родной язык является одним из факторов, влияющий на наше мышление, освещается эффект владения вторым языком (билингвизма) на наши ментальные представления о реальности и мире.

The article is devoted to the analysis of the Sapir-Whorf hypothesis of linguistic relativity in the context of modern research in cognitive science. Based on the assertion that the native language is one of the factors influencing our thinking, the effect of second language proficiency (bilingualism) on our mental representations of reality and the world is highlighted.

Purpose and motivation: While there seems to be a correlation between gendered language and implicit gender bias, the question of whether real-world linguistic interventions to de-gender language can reduce implicit bias has not been answered. Method: A systematic review was conducted in order to answer this research question. Results four studies give an affirmative answer to the research question both directly and indirectly, by demonstrating reduced implicit bias caused by linguistic interventions. Conclusion: strategies to de-gender language to reduce implicit bias have initial positive results in real-world contexts.

Language, the most commonplace of all human possessions, is possibly the most complex and the most interesting. Since it is an instrument for humans' communications with each other, the growth and development of their talents, causing creativity, innovation, and novelty, exchanging and transferring their experiences, and on the whole, for formation of society(s). Concern with language is not new. From the earliest recorded history, there is evidence that people investigated language. Many of the assumptions, theories and goals of modern linguistics find their origin in past centuries. However, this study aims to investigate whether there is any relationship between language and culture, and if so, what the relationship between language and culture is. To achieve the aims of this study, some of the main theories which can be related to the goal of the paper are introduced and explained. Then, it is followed by a precise discussion. The results of the article indicate that there i...

This experiment focused on the interaction between suggestive language and delayed recall of an event. Two independent variables were the verb used to describe a vehicular accident and the lapse of time before questioning the viewers. The dependent variable was the viewers' speed estimate of the vehicle before the accident. 270 undergraduates were randomly divided into three verb conditions (Contacted, Bumped, and Smashed) cross-classified by three time intervals (Immediately, 2 Weeks, and 1 Month). An analysis of variance gave a significant interaction for speed estimates, indicating that, if questioning about an event is delayed several weeks, then the report of an eyewitness might be influenced significantly by choice of suggestive language.

This comprehensive study examines the empirical relationship between linguisticcultural inheritance patterns and cognitive-moral development across diverse populations, with particular focus on Marathi-speaking communities. Through systematic field observations, intergenerational behavioral analysis, and regional economic mapping across three years (2021-2024), we document distinct cognitive architectures emerging from specific linguistic ecosystems. Our findings reveal measurable correlations between language exposure patterns, moral reasoning capabilities, and socioeconomic performance indicators. The research identifies significant variations in behavioral patterns based on geographic context, inheritance structures, and multilingual exposure configurations. Data analysis reveals that Hindi speakers demonstrate progressive income increases with exposure to structurally distinct languages, while speakers of sophisticated languages (Tamil, German, Marathi) show enhanced cognitive performance when acquiring additional complex languages versus regional dialects.

As with the language articulated by learners-in both oral and written form-the supremacy of a masculine language use is witnessed. This brings to light the fact that gender has been excessively an unobserved factor in the process of language teaching. Although learners are apparently used to forming masculine-centered articulation, non-sexist language, with no doubt, puts them at ease when articulating. This retrospective paper takes account of this crucial aspect; that is to say sexism in language and non-sexist language. This sheds light on the issue that gender identity plays a chief role in the choice of gender reflected in language articulations. Primitively, sexism in language is studied through a helicopter view on gender specific and gender neutral language. In a conducted research, the latter case was superior by EFL learners. Finally, providing an insight toward gender identity, gender reflection in oral articulation is taken into account.

Have you ever truly seen the present moment? You might feel like you’re living in the “now”, but physics tells a different story. Everything you see from the stars in the sky to a friend’s face across the room has already happened. That’s because light takes time to reach your eyes, and even your brain needs a moment to process what it sees. So, in a strange but true way, we’re always looking at the past.
Through this article you will be knowing the science behind that idea. We start with how light travels and why its speed creates tiny but meaningful delays in what we see. Then we explore how your brain adds its own lag, making your experience of the world a little behind reality. From there, we dive into Einstein’s theory of relativity– how time slows down, space shrinks, and different people can experience different versions of “now.” We even look at whether time travel is possible, and how, in some ways, it’s already happening.
In the end, this isn’t just about physics. It’s about how we experience life itself. What we call the “present” is actually a blend of light, motion, memory, and time. And once you see it that way, you’ll never look at the world or the stars the same again.

The principle of linguistic relativity, as foreseen by Franz Boas and formulated by his student Edward Sapir and Sapir's student Benjamin Lee Whorf, holds that languages offer easy-to-follow pathways for categorizing and conceptualizing the world. The multiplicity and diversity of languages mean that these pathways, and so the conceptualization that uses them, will differ. This is not a form of linguistic determinism, as has often been claimed, but a call to take language specifics into account. After decades of dismissal of what was reformulated as the 'Sapir-Whorf hypothesis', the period since the 1990s has seen the development of experimental and analytical demonstrations of the principle, which can be seen to underlie comparative pragmatics and poetics as well as conceptualization.

Most language users practice code-switching; this shift from the language of instruction to the language that is accommodating is thought to have specific impacts on teaching and learning. While it has been criticized, it is unclear if code-switching has a beneficial or detrimental impact on teaching and learning English. The impact of code-switching on English instruction and learning was the primary focus of this study. The study was based on these research questions: what is the impact of the code-switch technique on the teaching-learning process of the English language, and what are the perceptions of teachers and students towards the code-switching technique in the teaching-learning process? For this study, a qualitative research approach was adopted. Undergraduate students from two departments (Sociology and Political Science) made up the population. Eight students and four teachers were chosen to be interviewed in the study using the convenience sample approach. These teachers and students were observed in their respective classes as well. It was discovered that teaching and learning the English language benefits from code-switching. It makes it easier for students to grasp the more challenging parts of the course and enables them to follow directions. Students are more likely to be engaged when the teacher clarifies what was stated in their native tongue, especially those who struggle with learning English. Additionally, code-switching aids in classroom management for educators.

Language affects perception. But how? Recent findings (Boutonnet & Lupyan, 2015; Bocanegra, Poletiek & Zwaan, submitted) suggest a dissociation between perception that is mediated as compared to not mediated by language. One explanation is that language –that is combinatorial in naturestresses the separate features of objects. We investigated the effect of combinatorial (two words) and non-combinatorial (one word) labels on the perceptual separation of features in visual recognition. Participants were trained to categorize meaningless objects with two dimensions: shape and height. Each category had either a one word name; or a two words name reflecting its features. Participants then were tested on new objects . Combinatorial labels enhanced categorization performance as compared to single labels. This suggests that language, by decomposing objects into parts, might drive dimension separation in vision as well.

Hal Schef*ler, in arguing that native concepts about procreation provide the basis for kin reckoning universally, presented considerable evidence for his argument, in addition to the extension rules for which he is best known, This essay applies this evidence to the Navajo materials and shows that a Schef*lerian analysis is correct. By contrast, the analysis of Navajo kinship by Gary Witherspoon, indebted to David Schneider's ideas, is shown to be wide of the mark. Schef*ler also argued, in much the same logical vein, that gender classi*ication around the world is bipartite, that claims of a "third sex" are without merit. The argument is applied to "third sex" claims by Wesley Thomas, which claims are shown to be baseless.

Numerical notation found on multiple slates from Early Medieval Visigothic Iberia remains undeciphered. Previous studies have proposed that they simply represent Roman numerals. However, the comparative study of the numbers on the written and numerical slates suggests that they do not in fact represent the same graphic code. This paper analyzes the use of the numbers on these slates through the lens of human cognitive architecture and cognitive extension. The results of the study suggest that the Roman numerals on the written slates coexist alongside the notational system used on the numerical slates rather than that both types belonging to the same system. Whereas written slates worked as asynchronous code to facilitate dual communication, numerical slates could be used as a memory aid to assist with individual cognition. These results shed important light on who was using numerals in early medieval Iberia and for what purposes.

Over the past decade, there has been a growing interest in dual character concepts (DCCs). These concepts are defined by their internal structures, which consist of two distinct dimensions: a descriptive and an independent normative dimension. However, a more in-depth exploration of their internal structures is still needed. This article examines the internal structure of one DCC that has garnered significant attention in the literature, scientist. First,
I analyze the components of the different dimensions of this concept. Second, I explore the interaction between these two dimensions. To do so, I investigate scientist in the enTenTen20 corpus using Sketch Engine, focusing on the expressions “good scientist” and “true scientist”, as the literature suggests they interact more directly with the descriptive and normative dimensions, respectively. The findings from this investigation offer valuable insights for studying other DCCs, as the results suggest, among others, the following key points: first, that the complexity of the two dimensions of scientist is greater than previously recognized; and second, contrary to what is agreed, both the descriptive and the normative dimension interact with “good” and “true,” which implies that both expressions can be used to make the two types of normative evaluation proper of DCCs.

This article inquires into the philosophies of language of Plato and Zhuangzi while placing special emphasis on the delicate and complex interplay between the ways they understand language and their worldviews and writing methods. It is argued that Plato is a linguistic realist who assumes language reflects an objective reality. Zhuangzi, in contrast, is a linguistic conventionalist and skeptic, holding that language constructs rather than reflects the world. Through a comparative philosophical lens, the paper analyzes how linguistic structures and cultural context shaped those thinkers' perspectives and uses Jacques Derrida's logocentrism critique and Chad Hansen's mass nouns theory to better explain their linguistic-philosophical views. The study employs philosophical content and linguistic-textual analysis to highlight how their different traditions influenced their understanding of language. Despite the paper's claim that Plato and Zhuangzi differ significantly in their perception of language, it also points to a shared important theme: Both philosophers use literary and rhetorical devices. This means that for the two of them, knowledge is not only captured in propositional statements but is also sculpted through style and expression. By exposing the profound interest of those major ancient philosophers in language and its relation to the world, the study shows that language and philosophy of language were already significant themes in the early days of world philosophy. By delving into a cross-cultural dialogue, the study suggests a refreshed vantage point on how language functions in various philosophical frameworks and on the discourse of the relationship between language, meaning, and reality.

Partus lama dan perdarahan merupakan masalah sangat penting yang sampai saat ini belum terselesaikan, masyarakat Indonesia banyak menolak mengunakan obat – obat kimiawi juga kwalitas makanan masyarakat Indonesia masih banyak belum memenuhi nilai gizi yang dibutuhkannya, masih banyak berangapan makan hanya mampunyai fungsi untuk mengenyangkan, tanpa melihat nilai gizi yang dikandungnya. Sedangkan proses kehamilan dan persalinan sangat membutuhkan zat zat gizi yang terkandung dalam makanan yang dikonsumsi ibu. Penggunaan bahan alam sebagai obat tradisional telah diterima secara luas oleh masyarakat hampir seluruh Negara di dunia. Beberapa penelitian telah membuktikan adanya bahan alami yang dapat menyembuhkan penyakit tertentu. Salah satunya adalah kurma. Tujuan penelitian ini untuk mengetahui pengaruh buah kurma kering terhadap kemajuan proses persalinan pada ibu bersalin di RB G Bekasi. Desain penelitian ini adalah penelitian kuantitatif, dengan rancangan penelitian true experimenta...

The article is based on the assumption of anthropological linguistics, in particular the biocultural theory of meaning (J. Zlatev), that the semantic system of language is determined by a combination of external factors, including environmental determinism. The need to adapt the cognitive system to the environment and geophysical conditions of existence of human groups leads to the fact that cultural pictures of the world and the corresponding semantic systems of languages differ. The authors consider the relative and culturally variable nature of colour terms using the example of the adjective ⱪonyr in the Kazakh language and its lexical equivalent in the Polish language. The article shows that the presence of a large number of precedent phenomena of the brown colour among the Kazakhs is manifested in a more intense functionality of this colour name in the Kazakh language. This concerns several aspects: high frequency, intensive polysemy, phraseology and connotations. As illustrations, the authors provide language material from various sources, including national corpora of the Kazakh and Polish languages.

Language has been shown to influence non-linguistic cognitive operations such as colour perception, object categorization, and motion event perception. Here, we show that language also modulates higher level processing, such as semantic knowledge. Using event-related brain potentials, we show that highly fluent Welsh-English bilinguals require significantly less processing effort when reading sentences in Welsh which contain factually correct information about Wales, than when reading sentences containing the same information presented in English. Crucially, culturally irrelevant information was processed similarly in both Welsh and English. Our findings show that even in highly proficient bilinguals, language interacts with factors associated with personal identity, such as culture, to modulate online semantic processing.

This paper articulates the implications of linguistic relativity for liberal nationalism and the objectivity of national culture. The nationalism scholarship of recent decades has been largely characterized by a modernist and constructivist orthodoxy which emphasises the artificial, top-down, and socially constructed nature of national culture. This, critics argue, undermines the extent to which it can be considered objective, and by extension the corresponding the degree of objectivity which liberal nationalists ascribe to it. In the normative debate, this has often been used as a basis for invalidating liberal nationalists' arguments for the state promotion of national culture. By contrast, this paper argues that linguistic relativity in fact consolidates the objective dimension to national culture by substantiating the necessary clustering of language, culture, and history. As such, the constructivist and modernist-inspired objections to the state promotion of national culture are shown to hinge upon a misleadingly incomplete characterisation of it.

As Pakistan’s culture and politics change, people involved in feminist activism have been active in protests and on the internet. They are both concerned with politics and with language. Often, activists use both Urdu and English to protest, reach more people, and fight against patriarchy. While this type of resistance is easy to see, it is not often studied by researchers or sociolinguists.
This study investigates how using two languages is a useful and meaningful method in modern feminist movements in Pakistan, especially in online settings. The study, based on CDA and Feminist Linguistics, investigates how using Urdu and English in speeches helps activists spread their messages, supports their ideas, and creates inclusive feminist identities. While researchers have explored bilingualism in terms of identity, community, and power, its part in feminist resistance in Pakistan has not been well researched.
This research study uses a mix of methods and only uses secondary data. It studies Instagram and Twitter posts from recognized feminist groups, the signs shown at Aurat March, and popular hashtags such as #AuratMarch and #MeraJismMeriMarzi. The study looked at 50 to 100 posts and slogans from 2020 to 2024 to analyze the language patterns and frequencies and to study the methods used to deliver messages, the mood they created, and the reactions they received in several languages.
So far, it appears that activists rely on Urdu to make their words emotionally meaningful and culturally true for their community and use English to share their views with a wider feminist audience. By learning both languages, feminist activists can deal with local patriarchy and also support international feminist goals. The study reveals how women in Pakistan’s feminist movement use multilingualism to strengthen themselves and their cause.
Keywords: bilingualism, feminist discourse, Pakistan, digital activism, code-switching, critical discourse analysis

As the profession of design advances, writing is becoming more central to the design practice. 1 Proficiency in writing skills and research methods has become equally important as acquiring technical design skills. 2 Typically, designers write to sell their ideas to the client, document their design process, instruct the users to improve engagement, analyze and evaluate critical design issues, and generate creative thinking. Design practitioners' design process is centered around design thinking principles and differs greatly from their writing process. Rim Razzouk and Valerie Shute describe design thinking as an analytical and creative process that allows for experimentation, model creation, feedback collection, and revisions. This process typically includes five steps: empathize, define, ideate, prototype, and test. 3 In undergraduate design studio courses, students consistently apply these principles to solve problems and use these skills to address real-world challenges in the industry. They continue implementing this standard design process learned in school to tackle industry problems. However, while teaching an upper-division undergraduate Writing and Research in a Design course at San Francisco State University (SFSU) in the Fall of 2022/23, I observed that this process-based learning approach that works well in teaching a design studio course can pose challenges when it comes to teaching writing to the undergraduate design students. Many design students view writing and design as two distinct fields, making it difficult to integrate writing skills into their overall design practice. Therefore, this research aims to understand why SFSU design students perceive writing and design as separate domains and identify hybrid teaching methods to help them integrate writing into design for a cohesive learning experience. Hybridity, as defined by Jesse Stommel, is about the moment of play where the two sides of binaries begin to interact and transform into a new configuration. 4 Similarly, Cohen, Nørgård, and Mor describe hybridity as the blurring of boundaries between distinct contexts of learning and activity, leading to unexpected and interleaved experiences. 5 These definitions highlight the importance of hybrid teaching methods, which merge different learning modes and create a dynamic and integrated educational experience. Hybrid teaching methods are particularly effective for SF State's diverse student body, which comprises over 60% students of color. Additionally, around 44% of the university's student population are first-generation college students, and many are non-native English speakers. 6 This Recognition of Diverse Writing Types in Design: Students, through their journey in descriptive, persuasive, expository, and narrative writing, not only honed their writing skills but also developed a profound understanding of how to apply these techniques in a design context. This understanding is invaluable for designing products, conveying ideas, and engaging audiences. Design educators and institutions should incorporate a variety of writing styles into their curricula to foster versatile designers with strong communication skills. Tailored Support for Diverse Student Needs: The feedback from students throughout the course emphasizes the importance of aligning writing education with students' specific needs, particularly non-native English speakers and those unfamiliar with academic writing conventions. This aligns with the growing diversity of student populations in universities. Educators should provide tailored support to students who find the linguistic and rhetorical demands of academic writing challenging, ensuring all students can benefit from writing in their design practice. Limitations of the Study: This research was conducted with a single cohort of 25 students in one upper-division undergraduate Writing and Research in Design course at San Francisco State University. The diverse student body, primarily from the Bay Area, presents a unique context that may not be directly applicable to other regions or institutions. Additionally, the relatively small sample size limits the generalizability of the findings. Future research should aim to include a larger and more diverse sample across multiple courses and institutions to validate these findings and explore the broader applicability of hybrid teaching methodologies in design education. This research highlights the transformative potential of hybrid teaching methods in bridging the gap between writing and design for undergraduate design students at San Francisco State University. Through the integration of writing into the design curriculum, students were able to see the practical application of writing skills in their design practice. This approach not only improved their writing abilities but also enhanced their overall design capabilities, emphasizing the symbiotic relationship between these two domains. The initial resistance to writing observed among the students underscores the importance of addressing preconceived notions and anxieties associated with academic writing. By gradually introducing writing tasks that are directly relevant to their design projects, students began to appreciate the value of writing as a tool for communication, reflection, and critical thinking within the design process. The positive shift in student perceptions, as evidenced by their reflections, demonstrates that hybrid teaching methods can effectively dissolve the perceived boundaries between writing and design. Moreover, this study's findings have broader implications for design education and interdisciplinary learning. They advocate for a more holistic approach to education that recognizes the interconnectedness of various skills and disciplines. By tailoring writing instruction to meet the specific needs of design students, educators can foster a more inclusive and engaging learning environment that accommodates diverse learner backgrounds and preferences. However, it is important to recognize the limitations of this study. The research was conducted in a single course with a relatively small sample size of 25 students at San Francisco State University. The diverse student body from the Bay Area provided valuable perspectives, but the findings may not be easily generalizable to other contexts or larger populations. Ultimately, the successful implementation of hybrid teaching methods in this course serves as a model for other institutions seeking to integrate writing into design education. It underscores the necessity of adapting teaching strategies to align with the evolving demands of the design industry, preparing students not only as proficient designers but also as effective communicators. This research NOTES

This paper proposes a novel mechanism of energy transmission in ultra-thin amorphous silica films, based not on electron flow or band topology, but on coherent entropic field collapse. Building on the entropy-decay framework, we argue that disordered silicon-oxygen layers-such as monolayer glass produced via vapor deposition-contain a frozen curvature structure defined by a unique decay progression step 𝜏. When these films are exposed to finely tuned voltage or field stimuli that match their intrinsic 𝜏-resonance frequency, they undergo synchronized entropy release, enabling lossless energy transfer across the material without classical conduction pathways. This behavior mimics superconductivity, but arises from curvature reactivation, not Cooper pairing. We term this effect entropic field conduction. This phenomenon unifies thermodynamic topology, entropy structure, and quantum material behaviour, suggesting a new class of devices where conductivity emerges from decay logic, not particle transport. This paper builds upon the entropy-decay framework developed in my previous works, The Entropy Decay Universe and Beyond the Standard Model, where curvature, entropy, and decay are treated as fundamental dynamic fields replacing traditional time and particle-based mechanics.

I. Core Concept: What Does "Language as Matter" Mean?-Language is physical, not just symbolic: Language is not just symbolic but physicalencoded in sound waves, written symbols, and neural patterns in the brain. Thus, every word spoken is literally a vibration in the air, every written word is a physical mark or pixel on a screen, and each remembered word corresponds to a neural circuit.-Matter encoding meaning: Language is matter that encodes meaning and information. It can therefore be analyzed like any other physical system, with words and sentences following rules and patterns akin to natural laws.

For a long time, people thought that language didn't really affect how we think. However, Lera Boroditsky, a professor of cognitive science at Stanford and MIT, has reignited this debate with her cutting-edge studies. Across research involving speakers from various regions-ranging from China and Greece to Chile, Indonesia, Russia, and Aboriginal Australia-Boroditsky has demonstrated that speakers of different languages indeed think differently. Astonishingly, even something as structural as grammar plays a role in shaping the way we perceive the world. This raises profound questions: Do the languages we speak shape our thoughts about the world, influence how we see it, and affect how we live in it? Is language a prison-if so, who is the warden? Do different languages trap us in distinct ways of thinking? Do we think differently in different languages? Do polyglots' minds operate differently depending on the language they are using? Researchers-anthropologists, psychologists, and linguists alike-have been fascinated by these questions for decades.

Ferdinand de Saussure's Course in General Linguistics, originally published in 1916, has been described as a work of the first importance in the way we think about language and human society, and still remains influential, especially among French philosophers. In this paper I assess three of its basic ideas: that our thought is basically incoherent without language to give it clarity and coherence; that the concepts we use are the creation of language; and that symbols only have meaning if they are part of a system.

In this study, we look at manner demonstratives (such as 'so' and similative prepositions such as 'like') in complex sentences of two Finnic languages: Finnish and Estonian. We expand previous accounts of these manner expressions (MEs) in quotative constructions and investigate their use with epistemic ('know', 'guess') and perceptive ('see', 'hear', 'feel') verbs in non-standard written communications. In addition to the results from two Finnic languages, in the discussion of this article, we pay attention to the similarities found in the use of MEs with these verbs in Finno-Ugric languages spoken in Russia. The results show that MEs contribute to the expression of epistemic processes and perception in both languages. Manner demonstratives are used as endophoric markers pointing at demonstrations and descriptions of the event perceived. Co-occurring with the epistemic verb 'know', manner demonstratives induce a non-factive construal and cancel the presupposition that the speaker considers the proposition to be true. With inherently subjective verbs like 'understand' and in some contexts with perceptive verbs like 'see, seem', and 'feel', they indicate the subjective interpretation of the event. The reportative function is observed with the auditory perceptive verbs 'hear' and 'be heard', where the manner demonstratives highlight the reporter's uncertainty or indicate the verbatim rendering of the report. Furthermore, they can express the speaker's wishful thinking while co-occurring with a visual perceptive verb 'see'. In turn, similative markers are used in reportative function as already established quotatives and mark reports as approximately reproduced or typical for the event described. Co-occurring with perceptive verbs, they can express the speaker's doubt or mark propositions as counterfactual.

Penelitian bertumpu pada fakta empiris sebagai bahan analisis untuk menghasilkan kesimpulan yang akurat terhadap fenomena yang diteliti. Beragam hasil penelitian sebenarnya tidak lain merupakan kumpulan fakta empiris yang diekspresikan dalam bentuk verbal dalam laporan penelitian. Seperti yang telah dibahas dalam bagian perumusan tujuan, penelitian jenis ini sering tidak memberikan jawaban yang tuntas tetapi memberikan inspirasi bagi peneliti lain untuk melanjutkan penelitian tersebut dengan mengembangkan kerangka teori penelitian baru berbekal teori yang terdahulu. Apakah yang dimaksud dengan hipotesis? Secara singkat, hipotesis dapat diartikan sebagai rumusan jawaban sementara atau dugaan sehingga untuk membuktikan benar tidaknya dugaan yang muncul perlu diuji terlebih dahulu. Perlu digaris bawahi, bahwa pengertian dugaan di sini tidak berarti sembarang dugaan tanpa dasar. Perumusan hipotesis harus mengindahkan kaidah ilmiah yang sistematis dan rasional. Hal ini berarti, hipotesis atau dugaan yang di ajukan adalah dugaan yang berdasar pada fakta atau teori. Selain itu, Suatu hipotesis, dalam konteks pembahasan ini, pada dasarnya bersifat abstrak dan berkaitan dengan teori dan konsep-konsep. Pengamatan, di lain pihak adalah sarana yang berbasis fakta untuk menguji hipotesis. Ketika menyusun hipotesis, peneliti tidak membuktikan kebenaran hipotesisnya. Pada saat itu, yang peneliti perlu lakukan adalah mengumpulkan data yang mendukung atau menentang hipotesis tersebut. Suatu hipotesis harus mempunyai landasan yang ilmiah atau rasional dan hipotesis juga harus dapat mengindikasikan adanya kesinambungan dari penelitian yang sebelumnya ke penelitian selanjutnya yang akan dilakukan oleh si peneliti. Walaupun hipotesis yang disusun berupa pengukuhan atau penolakan terhadap teori yang ada, hipotesis tersebut diharapkan dapat memberikan sumbangan terhadap teori dan praktik pendidikan. Dengan demikian, salah satu ciri hipotesis yang baik adalah konsisten dengan teori yang merupakan hasil penelitian sebelumnya.
Kata kunci: Hipotesis penelitian, Perumusan Hipotesis, Karakteristik Hipotesis, Jenis Hipotesis, Konsekuensi Pemilihan Hipotesis

How Many Times I Could Rewatch The Big Bang Theory At first glance, this work appears to orbit nostalgiaa recurring return to a television series that popularized theoretical physics, string theory, and socially awkward genius. But beneath the reruns lies a deeper cycle: not of entertainment, but of repetition in science itself. We continue to rewatch the Big Bang. Not the showthe theory. We repeat it in classrooms, cosmology models, simulations, and sermons. We cling to it as origin story, scientific myth, and the final border before invoking a god. This paper does not rewatch it. It rewrites it. Here, we reinterpret the Big Bang not as the beginning of time, but as the first irreversible decay event the first structural shift in a timeless, spaceless preconfiguration. We challenge the notion of dimensions, refute the linguistic construction of time, and dismantle the physics of gods by replacing them with the mathematics of entropy. If there was no time, then there was no moment of creation. If light is projection, then it is not divine. If the universe ticks within itself, then no god need wind the clock. This is not a paper of blasphemy. It is one of clarity. We watched the Big Bang enough times. Now we're ready to understand what we were really seeing.

For over a century, physics has been built on the assumption that time and space are real, measurable fabrics of the universethat motion unfolds within spacetime, and that light speed is the invariant ruler of all change. But none of these are directly observable. Time is not sensed by particles. Space is not traversed by energy. Light's speed is no longer measuredit is defined. These are not laws of nature. They are human tools hardened into dogma. This paper proposes a clean break: a framework that eliminates time, space, and light-speed as fundamental constructs, replacing them with a single observable principleirreversible structural change. We model the universe as a self-evolving system, governed by entropy flow and decay at all scales. From this, we reconstruct motion, energy transfer, field propagation, gravity, light behavior, and coherencenot as dynamics in spacetime, but as geometry shaped by irreversible projection. The result is a universal equation that predicts known physical behavior, resolves paradoxes of relativity and quantum duality, and reveals why phenomena like mass, inertia, radiation, and wave propagation are not mysterious, but structurally entropic. We also address the theory's current limitations, including the lack of decay-based experimental datasets, and propose pathways to make this framework empirically testable in future laboratories. This is not a metaphor. It is not a revision of Einstein. It is the physical reconstruction of reality from what can be seen, not what was assumed.

This research proposes a novel perspective on the origins and evolution of language by framing it within the context of quantum mechanics. Language, traditionally understood as a human construct shaped by culture, geography, and neuroscience, is here re-envisioned as the product of a primordial quantum event-the atomic spark that initiated communication within the quantum field. Language is postulated to be an intrinsically universal phenomenon, rooted in the quantum field, and influenced by the geodesic distribution of atoms that form the basis of each language. This paper explores the implications of this quantum-based model, theorizing that language is not merely a system of symbols but a dynamic, evolving force tied to the entanglement of particles. The research aims to provide an understanding of the primordial language that emerged from the quantum atom and its inherent connection to cultural identity and human consciousness. It also contemplates the potential for cross-galactic and afterlife languages, which would evolve according to quantum principles, yet retain a connection to the original language of existence.

There are two established ways of looking at a grove of trees and other landscape features. For short I shall label these two ways "remote sensing" and "participant observation" and I take the case of a Mangetti grove in Namibia as an illustration for the more fundamental division between a naturalistic and a constructivist view on nature and landscape. In this contribution I shall suggest the method of "permeability mapping" as one way of dealing with this dichotomy that the overall panel of this workshop seeks to overcome.

This research proposes a novel perspective on the origins and evolution of language by framing it within the context of quantum mechanics. Language, traditionally understood as a human construct shaped by culture, geography, and neuroscience, is here re-envisioned as the product of a primordial quantum event-the atomic spark that initiated communication within the quantum field. Language is postulated to be an intrinsically universal phenomenon, rooted in the quantum field, and influenced by the geodesic distribution of atoms that form the basis of each language. This paper explores the implications of this quantum-based model, theorizing that language is not merely a system of symbols but a dynamic, evolving force tied to the entanglement of particles. The research aims to provide an understanding of the primordial language that emerged from the quantum atom and its inherent connection to cultural identity and human consciousness. It also contemplates the potential for cross-galactic and afterlife languages, which would evolve according to quantum principles, yet retain a connection to the original language of existence.

Language is often said to shape the very fabric of our thoughts and experiences by acting as a lens through which we see and understand the world. The present research explores the field of Linguistic Relativity in an effort to better comprehend the intricate relationship between language and worldview. The central question that drives this investigation is: To what extent is our worldview influenced or conditioned by language?

Evaluation within the social sciences has long grappled with the absence of a singular, unifying theoretical framework, often relying on statistical methods and borrowed concepts from the physical sciences to bring rigor to the study of human behavior. This paper explores evaluation as a transdisciplinary field that bridges internal realities—such as values, beliefs, and mental models—with external phenomena through processes like operationalizing concepts, testing assumptions, and communicating findings. Drawing on axiology, the study of value, evaluation is conceptualized as the externalization of internalized ideas, inherently tied to ontology and metaphorical frameworks as described by Lakoff and Johnson (1980). A speculative epistemological theory, termed Contextualized Value Realization Theory (CVRT), is proposed to unify evaluation’s diverse intents and practices. CVRT emphasizes relational epistemology, systemic perspectives, pragmatic consequences, contextualized values, and temporal dynamics, offering a framework to integrate stakeholder interpretations, contextual influences, and evolving program effectiveness. Connections to Chomsky’s (1965) language theory and the Sapir-Whorf hypothesis further illuminate how internal frameworks shape external judgments, positioning evaluation as both an art and a science rooted in the interplay of subjective meaning-making and objective data. This approach underscores evaluation’s potential to move beyond descriptive analysis toward a more cohesive theoretical foundation.

Keywords: evaluation, axiology, unifying theory, Contextualized Value Realization Theory, internal-external dynamic

In das Repertoire an Klischees, die man in Aufnahmegesellschaften mit Migranten verbindet, fällt auch der sprachbezogene Stereotyp, dem nach ‚Migranten, die Aufnahmesprache schlecht sprechen'. Sogar bei Migrantenkindern, die im Aufnahmeland geboren sind, ist eine Verwunderung über gute Sprachkenntnisse nicht unselten. Diese klischeehafte Einstellung, die eine defizitäre Sprachkompetenz der Migranten in den Vordergrund stellt, hat bis vor dreiβig Jahren auch die wissenschaftliche Betrachtungsweise der Linguisten beherrscht. Sie wird besonders deutlich in der Verwendung von Begriffen wie ‚Semilingualismus', ‚Partilingualismus' oder ‚doppelte Halbsprachigkeit', die Mitte der siebziger Jahre die Diskussion um den Sprachstand von Migrantenkindern beherrschten und das Fundament derzeit dominierender Theorien zur Zweisprachigkeit bildeten 1 . Wie aus den Wörtern ‚semi', ‚parti', ‚halb' hervorgeht, liegt diesen Termini die Vorstellung zugrunde, dass ‚eine Sprachkompetenz nur teilweise erreicht ist'; Maβstab bildet dabei die monolinguale Kompetenz des ‚normalen' Einsprachigen. Aus diesem Blickfeld entspricht die Sprachkompetenz des Zweisprachigen nichts weiter als der bloβen Addition zweier monolingualer Kompetenzen. "Der Bilinguale hätte zwei "Sprachcontainer", die gefüllt werden müssten und im Falle des Semilingualismus nicht ausreichend gefüllt seien." (Daller, 1999: 58) Spätere Kritiken warfen dieser Betrachtungsweise vor, den Zweisprachigen als "doppelten Einsprachigen" zu sehen, dessen geteilte Sprachkompetenzen denen des Monolingualen entsprechen müssten und Abweichungen als Defizite abgewertet wurden. Dieser sogenannten "Defizithypothese" (Lüdi, 1984: 4) wurde sodann eine ‚besondere bilinguale Sprachkompetenz' des Zweisprachigen entgegengesetzt, die nicht "schlechter", sondern "anders" als die des Einsprachigen ist. ["The bilingual's verbal repertoire can also be viewed as different and not deficient when the monolingual quantitative norm is not taken in account." (Appel/ Muysken, 1 Als Beispiel kann Cummins genannt werden, der den Begriff Semilingualismus aufgriff und seiner (später wieder verworfenen) Theorie der Schwellenhypothese zugrunde legte. (Überblick in Daller 1999)

This study investigated whether different lexicalization patterns of motion events in English and Spanish predict how speakers of these languages perform in non-linguistic tasks. Using 36 motion events, we compared English and Spanish speakers' linguistic descriptions to their performance on two non-linguistic tasks: recognition memory and similarity judgments. We investigated the effect of language processing on non-linguistic performance by varying the nature of the encoding before testing for recognition and similarity. Participants encoded the events while describing them verbally or not. No effect of language was obtained in the recognition memory task after either linguistic or non-linguistic encoding and in the similarity task after non-linguistic encoding. We did find a linguistic effect in the similarity task after verbal encoding, an effect that conformed to languagespecific patterns. Linguistic descriptions directed attention to certain aspects of the events later used to make a non-linguistic judgment. This suggests that linguistic and non-linguistic performance are dissociable, but language-specific regularities made available in the experimental context may mediate the speaker's performance in specific tasks.

This study aimed to investigate the hegemony of English Language on the culture of PakistaniEnglish as foreign language EFL learnersunder the linguistic Imperialism theory. A speaker is firmly involved in his society with a vast framework of language, conviction and identity and it constructs speaker's mind and thinking which ultimately reveals in one's language. The researchers intended to see the impact of foreign language on culture of EFL learners either it was positive or negative. On individual level, it could be positive as learning of more languages might enhance the learners' cognitive and neural abilities (Marian and Shook, 2012). It could have negative impact too as it might cause detachment from their culture. The assumption is deduced under the theory of linguistic Imperialism propounded by Phillipson(1992), that EFL learners were

The phenomenon of motion is prevalent in experience: the rising and falling of our chests in breathing, the tapping of our feet against the floor, the flying of birds, the flow of water in the river. Panta rei. ... But all instances of (perceived) motion are not of the same kind. In this ...

We used a non-linguistic gender attribution task to determine how French and Spanish grammatical gender affects bilinguals' conceptual gender. French-English and Spanish-English bilingual, as well as English monolingual adults were asked to assign a male or female voice to 32 color drawings depicting people, animals, and common objects. French-English and Spanish-English bilinguals classified items according to French and Spanish grammatical gender respectively. This effect was replicated for French-English bilinguals on those items whose grammatical gender was opposite in French and Spanish. Unexpectedly, Spanish gender similarly affected classifications by Spanish-English and English-Spanish bilinguals, as well as English monolinguals. We discuss how grammatical gender, possible covariates, and the order of L1 and L2 acquisition, affect conceptual gender as well as implications for decision making.