Introduction to Cognitive Linguistics Mária Bednáriková Edition Cognitive Studies Introduction to Cognitive Linguistics Mária Bednáriková Edition Cognitive Studies Peer reviewers Table of Contents Doc. Mgr. et Mgr. Andrej Démuth, Ph.D. RNDr. Mgr., Reginald Adrián Slavkovský, Ph.D. Editorial Board Doc. Andrej Démuth ∙ Trnavská univerzita Prof. Josef Dolista ∙ Trnavská univerzita Prof. Silvia Gáliková ∙ Trnavská univerzita Prof. Peter Gärdenfors ∙ Lunds Universitet Dr. Richard Gray ∙ Cardiff University Doc. Marek Petrů ∙ Univerzita Palackého ∙ Olomouc Introduction ......................................... 9 Dr. Adrián Slavkovský ∙ Trnavská univerzita Glossary .............................................. 11 1. Delimiting the Areas and Research Procedures of Cognitive Linguistics ............... 14 1.1 Introduction ......................................... 14 1.2 Subject of Cognitive–linguistic Research . 15 1.3 Research Procedures in Cognitive Linguistics . 19 2. Language as a System ............................... 22 2.1 Introduction .......................................... 22 2.2 Systemic Linguistics ................................. 23 2.3 Language Sign and its Character . 27 3. Language Learning Problem ....................... 30 3.1 Introduction ......................................... 30 The publication of this book is part of the project Innovative Forms of Education in Transform- 3.2 Phases of Development and Crucial Stages ing University Education (code 26110230028) — preparation of a study program Cognitive Stud- in the Language Learning Process . 31 ies, which was supported by the European Union via its European Social Fund and by the Slovak 3.3 Piaget’s Theory of Symbolic Function Ministry of Education within the Operating Program Education. The text was prepared in the Centre of Cognitive Studies at the Department of Philosophy, Faculty of Philosophy in Trnava. Development as a Condition of Language Skill . 36 4. Modular Concepts of Linguistic Knowledge ...... 39 © Mária Bednáriková ∙ 2013 4.1 Introduction ......................................... 39 © Towarzystwo Słowaków w Polsce ∙ Kraków ∙ 2013 4.2 Modular Approach .................................. 39 © Filozofická fakulta Trnavskej univerzity v Trnave ∙ 2013 ISBN 978-83-7490-597-8 5 5. Holistic Concepts of Linguistic Knowledge ....... 44 10.3 The Term “Self” in the Concept 5.1 Introduction ......................................... 44 of L. Wittgenstein and D. Dennett . 79 5.2 Holistic Approach ................................... 44 Bibliograhpy ......................................... 83 6. Symbolic and Connectionist Paradigm of Linguistic Knowledge Modelling ................ 48 6.1 Introduction ......................................... 48 6.2 Symbolic Paradigm ................................. 49 6.3 Connectionist Paradigm ............................ 51 7. Language Skill Development and its Neuronal Correlates ....................... 55 7.1 Introduction ......................................... 55 7.2 Language Skill Development . 56 7.3 Neuronal Correlates of Language Skill . 57 8. Chomsky’s Theory of Generative Grammar ...... 61 8.1 Introduction ......................................... 61 8.2 Chomsky’s Understanding of Cognitive Research and the Nature of Language . 61 8.3 Language Acquisition and Universal Grammar . 64 9. Jerry Fodor’s Representational Computational Theory of Cognitive Architecture of Mind ........ 69 9.1 Introduction ......................................... 69 9.2 Nature of Mental Representations and Hypothesis of Language of Thought . 69 9.3 Computational Nature of Cognitive Processes . 73 10. Philosophical Issues of Cognitive Linguistic ...... 77 10.1 Introduction ......................................... 77 10.2 Meaning as Opinion and Recognition in the Concept of J. Searle .......................... 78 6 7 Introduction The aim of the educational script “Introduction to the Cognitive Linguistics” is to detect and to analyse basic problems and concep- tions that constitute cognitive linguistics as a scientific discipline and as an important part of inter–disciplinary examination of cog- nitive processes of living organisms. In the text, I focused on delimiting the areas and research pro- cedures of cognitive linguistics. Then I aimed at explaining the relationship among cognitive linguistics, theoretical linguistics, psycholinguistics, and neurolinguistics. I also focused on delimit- ing the language from the point of view of its systemic character and also on describing the process of learning the language during childhood and adolescence. The principal themes are basic paradigms of conceptualizing language within the boundaries of CL — modular and holistic. Modular approach characterizes language as an autonomous mod- ule, separated from modules of other cognitive abilities. Holistic approach describes language structures and operations as insepa- rable parts of whole cognitive abilities, categorisation processes, and conceptualization of perceived reality. Another important di- chotomic pair used for explaining the character of language pro- cesses and operations with mental representations are computa- tional and connectionist approaches in CL. Computational model explains language as an algorithmic (syntactic) processing of lan- guage signs; their basic characteristic is their referential and repre- sentative function. Connectionist model explains language on the 9 subsymbolic level, on the principle of units — junctions mutually Glossary interconnected in a network, where information is not processed sequentially (computationally) but in parallel. This model is akin to the neurophysiologic findings about manners how neural network functions. Listed problems and paradigms are handed to the reader in form of philosophical analyses that try to find the subsistence of various approaches to explain such infinitely complex and sophis- ticated phenomenon as language. Cognitive Linguistics — Cognitive linguistics is one of the cogni- tive science disciplines that deals with description and explain- ing of mental structures and processes connected with language knowledge. It acts as integrating scientific discipline that tries to find interconnection among structures of mental representations, their processing, and neural substrate. It examines the possibilities of shaping the process of learning, reception, and production of language, while its fundamental effort is to create complex theory about cohesion of structural and procedural aspects of language knowledge. Language — Language is an abstract system of language units that have sign character and rules of their usage, including norms and patterns (models, figures, schemes). In this sense character of lan- guage is: 1. collective and conventional, 2. abstract, 3. neurobiologi- cal, 4. historically conditioned (it is a product of past development), 5. normative — it is source of patterns for carrying out language communication (paroles), 6. Independent of its physical realization (language is independent of existence of letters). Carrying out the abstract possibilities allowed by language are utterances — paroles. Modularity in CL — System of language knowledge (consisting of elements of phonetics, morphology, syntax, and semantics) is understood as an autonomous module embodied in the human brain that works on the principle of computational processing of 10 11 information from sensory receptors. Modular constitution is dis- string of mental representations. Semantic content is encoded into tinguished by very fast and effective processing that automatically a sequence of symbols of this algorithm. Device, in which this “pro- executes concrete set of operations. Modules work independently gramme” is implemented, is human brain. Algorithm proceeds in and do not have access to information from cognitive operations. It sequential chain of operations, which have to be executed in an is so–called informational encapsulation of module. Module organ- exact order. Next task will not be executed, unless previous task is isation is of neurophysiologic character, which is why it is possible finished (information are processed serially). to create fixed neuronal architecture of entry systems. Connectionism — is the opposite of symbolism, in which think- Holism in CL — Holistic approach explains language competency ing is specified as a computational process with symbols that have as a part of collection of universal principles such as terms generat- representative and semantic attributes. In connectionist paradigm, ing, categorization, recognizing of structures, creation of meaning, thinking is defined as parallel processing of unstructured informa- production of metaphors, and others. These universal principles tion on neuronal level. The basic building unit is neuron and the are by the same degree fundamentals of all mental skills. It rejects basic connectionist model is neural network. Nodes among neu- existence of autonomous language module. The whole cognitive rons have certain weight coefficients that define the intensity of system is the bearer of language competency. Basic postulate of node. Cognitive abilities are determined by distribution of nodes holistic explanation of language: language is meaning and mean- between brain neurons and their weight coefficients. ing is conceptualization (creation of terms). Language of Thinking — Hypothesis about language of thinking is based on mentalist approach in cognitive explanation and it ad- vocates nativist thesis about mental contents.