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How Much Do We Learn from Addresses? On the Syntax, Semantics and Pragmatics of Addressing Systems

School of Surveying and Geospatial Engineering, College of Engineering, University of Tehran, Tehran 1417466191, Iran
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ISPRS Int. J. Geo-Inf. 2020, 9(5), 317; https://doi.org/10.3390/ijgi9050317
Received: 21 January 2020 / Revised: 16 March 2020 / Accepted: 9 May 2020 / Published: 11 May 2020
An address is a specification that refers to a unique location on Earth. While there has been a considerable amount of research on the syntactic structure of addressing systems in order to evaluate and improve their quality, aspects of semantics and pragmatics have been less explored. An address is primarily associated by humans to the elements of their spatial mental representations, but may also influence their spatial knowledge and activities through the level of detail it provides. Therefore, it is not only important how addressing components are structured, but it is also of interest to study their meaning as well as the pragmatics in relation to an interpreting agent. This article studies three forms of addresses (i.e., structured as in Austria, semi-formal as in Japan, and descriptive as in Iran) under the principles of semiotics (i.e., through levels of syntax, semantics, and pragmatics). Syntax is discussed through formal definitions of the addressing systems, while semantics and pragmatics are assessed through an agent-based model to explore how they influence spatial knowledge acquisition and growth. View Full-Text
Keywords: address matching; syntax; semantics; pragmatics; spatial cognition; spatial linguistics; location-based services address matching; syntax; semantics; pragmatics; spatial cognition; spatial linguistics; location-based services
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Javidaneh, A.; Karimipour, F.; Alinaghi, N. How Much Do We Learn from Addresses? On the Syntax, Semantics and Pragmatics of Addressing Systems. ISPRS Int. J. Geo-Inf. 2020, 9, 317.

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