Salvador Mascarenhas
Professeur des Universités
Ecole Normale Supérieure
Department of Cognitive Studies
29 rue d'Ulm,
room PJ005
75005 Paris, France
I am a Professeur des universités (“full professor” in the US system) at Ecole Normale Supérieure’s Department of Cognitive Studies (DEC), and a member of Institut Jean-Nicod. I got my PhD at New York University’s Department of Linguistics in 2014, where I wrote a dissertation on the relationship between human reasoning, natural language semantics, and the philosophy of language. Between 2014 and 2016, I was a Junior Research Fellow at St Catherine’s College, Oxford, affiliated with the Faculty of Philosophy. My work is currently funded by Agence Nationale de la Recherche’s grant ANR-19-P3IA-0001 (PRAIRIE 3IA Institute).
Research in linguistic semantics and the philosophy of language in the past forty years has produced sophisticated mathematical models that represent the meanings of natural language utterances and explain how meanings relate to one another to form entailment patterns. At the same time, research on human reasoning within psychology has discovered a wealth of fallacious inference patterns, establishing that human reasoning is fallible in highly predictable ways. The psychological study of reasoning has been characterized by extensive experimental work analyzed in terms of theories focusing on the processes of reasoning. On the other hand, linguistic semantics has a longstanding tradition of formal rigor and a focus on logical thinking, but it has so far largely ignored fallacies. The two fields overlap significantly, but they have progressed almost completely in parallel, with little interaction. The main aim of my research is to fill that gap by extending linguistic semantics to the study of human reasoning.
My approach has two main components. The first involves recasting the account of human reasoning known as mental model theory in a formally explicit system, incorporating relevant insights from my work on inquisitive semantics. Together with Philipp Koralus I have developed a version of mental-models theory that locates the origin of reasoning failures in a question-asking and answering process. The second component is an interpretation-based theory of (some) reasoning failures that explains these failures in terms of modern theories of implicature. This second theory contrasts with its reasoning-based competitors in that it assumes as a working hypothesis a logically sound reasoning module that operates on interpretations more complex than meets the eye.
From these two rigorously defined theories, different predictions emerge. These predictions allow for a comparison between the two theories, providing a principled way to tease apart the contributions of general-purpose reasoning mechanisms and of interpretive procedures in our failures of reasoning.
I also have an active interest in, and have worked on, the following topics in semantics and philosophy of language
the semantics of natural language questions and erotetic logics;
dialog coherence in the pragmatics of questions and answers;
dynamic semantics for anaphora and presupposition;
alternative semantics for indefinites and disjunction;
positive polarity and free choice.
Lectures on Fridays 5pm–7pm, see here for the rooms, which will change almost every week; plus TA session (travaux dirigés) Mondays 8.30am–9.30am or Tuesdays 9.30am–10.30am, rooms TBA. There are no TA sessions the first week of classes.
This course is an introduction to the principled study of human natural language. Our chief interest and goal is to examine mathematically rigorous theories of (fragments of) the human cognitive capacity for language. To this end, we will introduce the fundamental concepts and theories in phonology, morphology, syntax, semantics, and pragmatics. We will discuss in some detail the philosophical foundations for the study of human language from this cognitive and mathematically intelligible perspective: Are all of the formal symbols that occur in our theories somehow in the head?
In less detail due to time constraints, we will also introduce classics and in some cases illustrate recent work on the neurobiological bases of human language (neurolinguistics), the specifics of how the human capacity for language is deployed by humans in language production and comprehension (psycholinguistics), how children learn their native language effortlessly and with no substantive instruction (language acquisition), and what the points of contact and divergence are between the human faculty for language and the impressive behavioral achievements of modern large language models.
See the syllabus for a preliminary schedule.
The course has no prerequisites, in particular this course does not presuppose any background in traditional grammar besides what you will have inevitably seen in high school, or any background in formal language theory or related topics.
The course starts on Friday September 20 in Salle Borel on 29 rue d’Ulm. Note that there are no TA sessions this first week of classes. TA sessions begin on the week of September 23.
weekly homework assignments (60%);
a final exam (30%);
attendance and participation in discussions in class and TD (10%).
Check this page again in September 2024!