From Perception to Meaning: Image Schemas in Cognitive Linguistics
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Literature and the Cognitive Revolution: an Introduction
Literature and the Cognitive Revolution: An Introduction Alan Richardson English, Boston College Francis F. Steen Communication Studies, UCLA Literary studies and the cognitive sciences, pursuing common interests in language, mental acts, and linguistic artifacts, have developed markedly different approaches to similar phenomena of reading, imaginative involve- ment, and textual patterning. Until quite recently, the distance between them has drawn more attention than their possible convergence (Franchi and Güzeldere ). A number of literary theorists and critics, however, have steadily been producing work that finds its inspiration, its method- ology, and its guiding paradigms through a dialogue with one or more fields within cognitive science: artificial intelligence, cognitive psychology, post- Chomskian linguistics, philosophy of mind, neuroscience, and evolution- ary biology. Reuven Tsur () has been developing his ‘‘cognitive poet- ics’’ since the s; the prominent psychoanalytic critic Norman Holland (: ) demonstrated the advantages of attending to the ‘‘more powerful psychology’’ emerging from cognitive neuroscience in ; Mark Turner (: viii) advanced his far-reaching project of a ‘‘cognitive rhetoric’’ in ; and Ellen Spolsky (: ) trenchantly brought a theory of ‘‘cogni- tive instability’’ to bear on literary interpretation in . These and like- minded critics respond to the limitations (or, in Spolsky’s case, missed op- portunities) of poststructuralist conceptions of meaning and interpretation by questioning the reigning models in the field, whether in the interest of Poetics Today : (Spring ). Copyright © by the Porter Institute for Poetics and Semiotics. Downloaded from http://read.dukeupress.edu/poetics-today/article-pdf/23/1/1/458295/01.pdf by guest on 25 September 2021 2 Poetics Today 23:1 displacing, reworking, supplementing, or fundamentally regrounding them (Hart ). -
Executive Function and Attention Profiles of Children with ADHD And
Executive Function and Attention Profiles of Children with ADHD and / or Reading Disorder: Developmental Neuropsychology and Genetic Contributions Student: Gian Marco Marzocchi Supervisor: Prof. Tim Shallice September 2006 Index Section A: Introduction – Review of the literature Chapter 1. Frontal lobe processes and their development 8 1.1 Neuroanatomy of Executive Function 8 1.2 Language processes 13 1.3 Memory functioning 14 1.4 Anterior Attention Functions 17 1.4.1 Attentional switching 18 1.4.2 Selective Attention 19 1.4.3 Sustained Attention 20 1.5 Strategy Application 21 1.6 Overall summary on adult neuropsychological literature 23 1.7 Development of frontal lobe processes 24 1.8 Conclusive considerations on executive function studies with children 29 Chapter 2. What is Attention Deficit Hyperactivity Disorder 32 2.1 North American versus European Concepts of ADHD 33 2.2 Comorbidity 35 2.3 Attempts to understand the enigma: current neurocognitive models 37 2.3.1 The behavioral inhibitory deficit model by Barkley 37 2.3.2 The cognitive-energetic model by Sergeant and Van der Meere 39 2.3.3 The Attentional Networks model by Swanson and Posner 40 2.3.4 The Dual Pathway model by Sonuga-Barke 41 2 Chapter 3. The neuropsychology of children with ADHD 46 3.1 Anatomic brain imaging studies of ADHD 46 3.2 Structural Imaging Studies in ADHD 47 3.2.1 Total Cerebral Volume 47 3.2.2 Corpus Callosum 48 3.2.3 Prefrontal Cortex 48 3.2.4 Caudate Nucleus 48 3.2.5 Putamen 49 3.2.6 Globus Pallidus 49 3.2.7 Cerebellum 49 3.3 Functional Brain Imaging Studies 50 3.4 Discussion of the brain studies 52 3.5 Theories of the neuropsychological mechanisms responsible for ADHD 54 3.5.1 Response Disinhibition 54 3.5.2 Executive Dysfunction 56 3.5.3 Selective Attention and Attentional Disinhibition 56 3.5.4 Memory impairments 57 3.6 Cognitive Neuropsychology of ADHD subtypes 61 Chapter 4. -
Second Language Acquisition: an Advanced Resource Book
September 20062006 Volume 10, Number 2 Top Second language acquisition: An advanced resource book Kees deBot, Wander Lowie & Marjolijn Verspoor Author: (2006) Publisher: New York: Routledge Pages ISBN Price Pp. xvi + 0-41-533870-0 $29.95 U.S. 303 Introduction DeBot, Lowie, and Verspoor have produced a well-written textbook/resource that covers important areas of second language acquisition (SLA). Although the title has the word "advanced" in it, this should not frighten any reader with an interest in how languages are learned and with questions such as whether form-focused instruction is beneficial to the learner. This text can profitably be read as a second book in the field, perhaps after starting with Bill VanPatten's excellent slim text From input to output: A teacher's guide to second language acquisition (2002) or Lightbrown and Spada's How languages are learned (2006). Second language acquisition: An advanced resource book is divided into three sections. Unit A covers the field of SLA research in a manner similar to other textbooks. The chapters in this unit are as follows: A1) Defining the field A2) Dynamic aspects of SLA A3) Historical perspectives A4) The multilingual mind A5) The developing system A6) Learners' characteristics A7) The role of instruction. Unit B extends all of these topics by providing hallmark SLA articles along with annotations, commentary, and follow-up and reflection questions. Unit C further TESL-EJ 10.2, Sept. 2006 deBot, Lowie & Verspoor / Kozel 1 explores the same topics and in the process encourages the reader to think about, reflect upon, and do their own research on such topics in SLA. -
Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
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Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors ............................................................................................................................................................................................................. -
Prefrontal Cortex and Neurological Impairments of Active Thought Tim
Prefrontal cortex and neurological impairments of active thought 1 2 Tim Shallice and Lisa Cipolotti 1. Institute of Cognitive Neuroscience, University College London, Gower Street, London WC1E 6BT, UK and SISSA, Trieste, Italy. email: [email protected] 2. Neuropsychology Department, National Hospital for Neurology and Neurosurgery, Queen Square, London WC1, UK and Dipartimento di Psicologia, Universita di Palermo, Italy. email: [email protected] Short title: Impairments of active thought Corresponding Author: Tim Shallice, Institute of Cognitive Neuroscience, University College London, Gower Street, London WC1E 6BT, UK. email: [email protected] 1 Table of Contents INTRODUCTION Overall perspective Why neuropsychology? The neuropsychological approach to frontal functions. BROAD BRUSH ASPECTS OF ACTIVE THOUGHT Dual system brain-based models of cognitive control Active thought and intelligence Active thought and language ESSENTIAL PREREQUISITES FOR ACTIVE THOUGHT Volition and concentration Set-Switching and response inhibition Active monitoring and checking Working memory FORMS OF ACTIVE THOUGHT Abstraction Deduction Reasoning in well-structured and less well-structured problem-spaces From lateral transformations to strategy shifts Planning for future action THEORETICAL CONCLUSIONS 2 Keywords Active thought, neuropsychology, prefrontal cortex, supervisory system, reasoning, lateralisation of function Abstract The paper reviews the effects of lesions to the frontal cortex in so far as they impact on the ability to carry out active thought, namely to reason, think flexibly, produce strategies and formulate and realise plans. How relevant neuropsychological studies should be carried out and why are discussed. The relation between active thought and each of intelligence and language are considered. The following basic processes necessary for effective active thought are reviewed: concentration, set-switching, inhibiting potentiated responses and monitoring and checking. -
The DIVIDED SELF Metaphor: a Cognitive-Linguistic Study of Two Poems by Nabokov1
International Journal of IJES English Studies UNIVERSITY OF MURCIA http://revistas.um.es/ijes The DIVIDED SELF metaphor: A cognitive-linguistic study of two poems by Nabokov1 Mª ASUNCIÓN BARRERAS GÓMEZ * Universidad de La Rioja Received: 30/10/2014. Accepted: 17/02/2015. ABSTRACT This paper will approach two of Nabokov’s poems from the perspective of embodied realism in Cognitive Linguistics. We will shed light on the reasons why we believe that Nabokov makes use of the DIVIDED SELF metaphor in his poetry. In the analysis of the poems we will explain how the Subject is understood in the author’s life in exile whereas the Self is understood in the author’s feelings of anguish and longing for his Russian past. Finally, we will also explain how Nabokov’s use of the DIVIDED SELF metaphor thematically structures both poems. KEYWORDS: Cognitive Linguistics, DIVIDED SELF metaphor, Subject, Self. RESUMEN Este artículo explicará dos poemas de Nabokov desde la perspectiva de la lingüística cognitiva. Se razonará porqué consideramos que Nabokov utiliza la metáfora del YO DIVIDIDO en su poesía. En el análisis se explicará cómo el sujeto se entiende en la vida del exilio del autor mientras que el ego se aprecia en los sentimientos de angustia y nostalgia por su pasado ruso. Finalmente, también explicaremos cómo el uso de la metáfora del YO DIVIDIDO estructura temáticamente ambos poemas. PALABRAS CLAVE: Lingüística cognitiva, metáfora del YO DIVIDIDO, sujeto, ego. _____________________ *Address for correspondence: María Asunción Barreras Gómez. Departamento de Filologías Modernas, Universidad de la Rioja, C/ San José de Calasanz s/n, 26004 Logroño (La Rioja), Spain; e-mail: [email protected] © Servicio de Publicaciones. -
Writing Instruction in American Colleges, 1900-1985. Studies in Writing & Rhetoric
DOCUMENT RESUME ED 284 257 CS 210 701 AUTHOR Berlin, James A. TITLE Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Studies in Writing & Rhetoric. INSTITUTION Conference on Coll. Composition and Communication, Urbana, Ill. REPORT NO ISBN-0-8093-1360-X PUB DATE 87 NOTE 237p.; Foreword by Donald C. Stewart. AVAILABLE FROMSouthern Illinois University Press, P.0 Box 3697, Carbondale, IL 62901 ($8.50). PUB TYPE Books (010) -- Information Analyses (070) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Classroom Techniques; *College English; *Educational History; Educational Philosophy; *Epistemology; *Expository Writing; Higher Education; *Rhetoric; Theory Practice Relationship; Writing (Composition); Writing Instruction IDENTIFIERS *Rhetorical Theory ABSTRACT Intended for teachers of college composition, this history of major and minor developments in the teaching of writing in twentieth-century American colleges employs a taxonomy of theories based on the three epistemological categories (objective, subjective, and transactional) dominating rhetorical theory and practice. The first section of the book provides an overview of the three theories, specifically their assumptions and rhetorics. The main chapterscover the following topics: (1) the nineteenth-century background, on the formation of the English department and the subsequent relationship of rhetoric and poetic; (2) the growth of the discipline (1900-1920), including the formation of the National Council of Teachers of English, the appearance of the major schools -
Cognitive Rhetoric of Effect: Energy Flow As a Means of Persuasion in Inaugurals
Topics in Linguistics (2016), 17(2), pp. 12-25 10.1515/topling-2016-0010 Cognitive rhetoric of effect: energy flow as a means of persuasion in inaugurals Serhiy Potapenko Nikolai Gogol State University of Nizhyn, Ukraine . Abstract Cognitive rhetoric of effect deals with creating a referent’s favourable image throughout four text-forming stages: invention (looking for arguments); disposition (argument arrangement); elocution (verbal ornamentation); and performance, combining the ancient canons of memory and delivery. The cognitive procedures of rhetoric of effect rest on conceptual structures of sensory-motor origin: image schemas, i.e. recurring dynamic patterns of our perceptual interactions and motor programmes (Johnson, 1987, p.xiv), and force dynamics, i.e. a semantic category in the realm of physical force generalized into domains of internal psychological relationships and social interactions (Talmy, 2000, p.409). The embedding of sensory-motor structures into the text-forming stages reveals that cognitive rhetorical effects are created by managing the energy flow, which consists of force and motion transformations denoted by particular linguistic units. The phenomenon is exemplified by the analysis of the way impressions of freedom celebration and freedom defence are formed in the inaugurals of J.F. Kennedy (1961) and G.W. Bush (2005) respectively. Key words cognitive rhetoric of effect, ethos, image schema, force dynamics, inaugural address Introduction understanding derives from seeing Classical rhetoric is generally treated as a rhetoric as a science, a virtue, an art, a systematic and comprehensive body of faculty, or a knack (Kennedy, 2007, knowledge primarily intended to teach p.119). On the one hand, comprehending public speaking (Kennedy, 2007, p.104). -
Cognitive Poetics
Cognitive Poetics Chloe Harrison and Peter Stockwell The origins and principles of cognitive poetics The explicit application of cognitive science to literary studies has a fairly recent history. The term ‘cognitive poetics’ was coined by Reuven Tsur in the 1970s to refer to his own research in the perceptual effects of literary works in readers (see Tsur 1992). Over the last two decades, the term has expanded its application to include the study of literary texts and readings which draws on cognitive psychology and cognitive linguistics. Even more broadly, a ‘cognitive literary studies’ has emerged in which more general matters of evolutionary criticism, embodiment and social cognition have been brought to bear as part of a critical theory of literature. In this chapter, we take the middle extent of the field of cognitive poetics: the study of literary texts and readings which draws centrally on cognitive psychology and cognitive linguistics. Central to this view of the field is a stylistic concern that any readerly or interpretative account must be underpinned by transparent textual evidence. Of course, the implicit understanding that matters of readerly perception and cognition are pertinent to the reading of literature is a practice as old as the most ancient observations on literary activity. To this extent, a consistent thread can be delineated stretching from ancient Greek, Roman, Indian and Chinese rhetorical arts to the present account (which has even occasionally been termed ‘cognitive rhetoric’). In our own time, however, the scholarly study of literature has been seized by successive crises of confidence throughout the 20th century, culminating in an anxiety about its own ‘Theory’ that has most recently been resolved by a retreat into historiography: obscurantism has been replaced by a rather simple ‘history of the book’ and literary scholarship has essentially become a narrow form of cultural studies. -
Usage Based Perspectives on Second Language Learning University of Jyväskylä, Finland, June 17–19, 2019
The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning University of Jyväskylä, Finland, June 17–19, 2019 Abstract Book Table of Contents Monday, June 17th 2019 Plenary Tim Greer The ecology of explaining................................... 6 Papers Yumi Matsumoto ”Material actions” in ESL classroom interactions: How students use materials and spaces for negotiating interactional power with teachers.......................... 7 Jirajittra Higgins A development of teaching modules to enhance students’ interactional competence in Thai university EFL classroom....................................... 8 Yuan-Yuan Meng Complex system phenomena in dyadic communication: A case study........ 9 Annekatrin Kaivapalu, Maisa Martin Complexity, accuracy, fluency: empirical attempts of definition 10 Feng-Ming Chi Creating dialogic conversations via Author’s Chair for EFL learners . 11 Tamás Péter Szabó Developing language aware pedagogy in the transition phase between kindergarten and school education: insights from the research of metalanguage .................... 12 Beatriz López-Medina, José Luis Estrada-Chichón Developing plurilingual competence in CLIL set- tings: a case study in Latvian secondary education............................. 13 Taina Tammelin-Laine Digital decade and teaching L2 Finnish literacy skills to non-literate immigrants 14 Keiko Imura Emergence of utterance schemas in young learners’ foreign language development: a longitudinal study of Japanese learners of English............................ -
Image Schema of the Verb “Sè” in Igbo Semantics B.M
Research on Humanities and Social Sciences www.iiste.org ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online) Vol 2, No.7, 2012 Image Schema of the Verb “Sè” in Igbo Semantics B.M. Mbah and P.N. Edeoga Department of Linguistics, Igbo and other Nigerian Languages, University of Nigeria, Nsukka [email protected] Abstract The study of conceptual interaction has attracted the attention of many scholars. Analyses have been done on different areas of this field of study in English. Hardly has any work been done on cognitive semantics in the Igbo language. This study therefore looks at the semantics of the verb se $. Using a descriptive method, the meanings of the verb are analysed in the light of image schemas. The findings reveal that the meanings of the verb follow three image schemas: the containment, path and force schemas. It also reveals that the verb root is not an empty dummy as some writers contend. 1. Introduction Cognitive semantics is generating a lot of interest in linguistics. There are indepth studies on the subject in some languages especially European languages. In Igbo, there is hardly any studies to attest its application to the Igbo language. The need arises to find out how the Igbo verb can be described using the approach. This study, against the view of some scholars that the Igbo verb root is a semantic dummy, examines how imaging and analogical mapping, two principles of cognitive semantics, may be used to analyse the Igbo verb. In the study, the tone of every verb marked. 2.