Modulation of the N400 potential during auditory phonological/semantic interaction

2003 ◽  
Vol 17 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Fabien Perrin ◽  
Luis Garcı́a-Larrea
Keyword(s):  
Semantic Interaction

Semantic Interaction: Coupling Cognition and Computation through Usable Interactive Analytics

2015 ◽  
Vol 35 (4) ◽  
pp. 94-99 ◽  
Author(s):  
Alex Endert ◽  
Remco Chang ◽  
Chris North ◽  
Michelle Zhou
Keyword(s):  
Semantic Interaction

IMPLICIT CONTENT OF A DIALOGIC UTTERANCE IN THE LIGHT OF THINKING SEMANTIC FORMS

2021 ◽  
Vol 79 (3) ◽  
pp. 116-119
Author(s):  
KUDRYASHOV IGOR A. ◽  
Keyword(s):  
Dialogic Discourse ◽  
Semantic Interaction

The article analyzes the implicit content, the carrier of which is a stimulating or reacting statement. This content belongs to the dialogic discourse as a whole, since the pragmatic condition for its existence is the use of an utterance in the context of a spontaneous dialogue. The implicitness of the utterance is characteristic of the dialogue, and the logical connections between the replicas of the dialogue are often not explicated, the meaning of the sounding utterance is the result of its semantic interaction with one of the subsequent or previous utterances.

scholarly journals ПРОЯВИ ОСОБИСТІСНИХ СМИСЛІВ У МОВЛЕННЄВІЙ КОМУНІКАЦІЇ ПІДЛІТКІВ

2020 ◽  
Vol 15 ◽  
pp. 116-121
Author(s):  
Tetiana Kyrychenko
Keyword(s):  
Personality Traits ◽  
Personal Meaning ◽  
Speech Communication ◽  
Categorical Analysis ◽  
Lexical Semantic ◽  
Speech Activity ◽  
Factors Influencing ◽  
Individual Personality ◽  
Semantic Interaction

According to the results of the study, it is pointed out that individual personality traits are manifested in the speech expression as a product of speech activity in the following characteristics: (1) proper linguistic (linguistic, speech and semantic); (2) psychological (motivational, cognitive, emotional, productive and resultative). The scientific and categorical analysis of the understanding the concept of personal meaning and the factors influencing its formation has been made. The article considers interpersonal speech communication of adolescents as a semantic interaction of its subjects, which involves the presence of such speech abilities as speaking and listening, the functional communicative unit of which is the statement (message) that is inextricably linked with the lexical-semantic and grammatical meanings.

scholarly journals Interaction of comparative struc­tu­res and their elements in modern russian prose

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Natalia A. Nikolina ◽  
Zoya Yu. Petrova ◽  
Natalya A. Fateeva
Keyword(s):  
Semantic Analysis ◽  
Literary Text ◽  
Semantic Field ◽  
Multiple Images ◽  
Semantic Classes ◽  
Different Types ◽  
Comparative Constructions ◽  
Semantic Interaction ◽  
Modern Russian

The article explores the interaction of comparative constructions in modern prose. The main objective of the study is to determine the types of interaction between metaphors and similes in the texts of modern Russian prose. The material of the study is the works of Buida, Vodolazkin, Ivanov, Ilichevsky, Matveeva, Pelevin, Rubina, Slavnikova, Sokolov, Sorokin, and Stepnova. The authors employed the methods of description, comparison and the struc­tural-semantic analysis and also took into account the semantic field organisation of lexical units. The article distinguishes between formal and semantic interaction of metaphors and similes. The most obvious manifestation of the formal interaction is the reversibility of tropes. Semantic interaction is based on the semantic coordination of elements of comparative con­structions based on predicate-actant relations or involves a combination of metaphors and similes in the text based on various relations between elements of the same semantic field. Along with the indicated types of interaction, the article describes cases of multiple images of one depicted object and representation of different objects in a unified figurative way. These cases are characterized as a special type of interaction of comparative tropes. The article high­lights the main source domains of interacting tropes. The most frequent semantic classes of metaphors and similes used in interaction contexts are anthropomorphic, zoomorphic and culinary images. In addition to them, mechanistic (including computer), scientific and theat­rical metaphors and similes have been identified. The article shows that the interaction of tropes can be intertextual in a literary text. It is concluded that modern Russian prose is characterized by the interaction of metaphors and similes of different types. This interaction is often associated with the presence of contrast, contextual synonymy, the ‘genus — species’ relation between images of comparative constructions in a text.

Semantic Teaching Process as a Basis for the Development of Education in Polyfunctional Environment

2018 ◽  
pp. 60-79
Author(s):  
Vladimir Vasilyevich Sokhranov-Preobrazhensky ◽  
Galina Vladimirovna Vishnevskaya
Keyword(s):  
Interaction Design ◽  
Educational Development ◽  
Educational Process ◽  
Conceptual Basis ◽  
Research Competence ◽  
Self Development ◽  
Education Model ◽  
Relationship Of ◽  
The Relationship ◽  
Semantic Interaction

This chapter discusses the conceptual basis of the studied structure and content of the semantic interaction of a teacher and students on the basis of the relationship between the pedagogy of formation and the pedagogy of self-development. The purpose of the chapter is to detect the opportunities of further implementation of the verbal-illustrative education model based on the re-establishment of the participants' interaction design technology of pedagogical process as the semantic technology of the educational process, and the basis of educational development in the polyfunctional environment. The justification of the relationship of the pedagogical process and the semantic control, the designation of the essence and the basic conditions for the effectiveness of meaning reveal the relevance of the question concerning the factors which contribute to the enhancing students' research competence in modern educational contexts.

scholarly journals Regulatory competence as a factor of semantic co-directed interaction of teachers and students of master’s degree

2019 ◽  
Vol 70 ◽  
pp. 01014
Author(s):  
Vladimir Sokhranov-Preobrazhensky
Keyword(s):  
Master's Degree ◽  
Personal Characteristics ◽  
Effective Evaluation ◽  
Self Development ◽  
Teachers And Students ◽  
Master’S Degree ◽  
The University ◽  
Qualitative Characteristics ◽  
Semantic Interaction

the urgency of consideration of the semantic interaction of teachers and students through the development of their readiness for samoregulyatsiya competent regulatory support individual trajectory of professional and didactic actions on the basis of the integrative personal characteristics; the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directed interaction of teachers and students of the master’s degree of the University in the course of teaching the discipline “Acmeological foundations of identity and meaning formation”is considered. Data on the results obtained and criteria for effective evaluation of the results of the process under study are presented. The substantiation of the concept of “educational semantic Elevator” implemented by students as a trajectory of individual and personal self-development in the conditions of psychological and pedagogical support from teachers and psychologists is presented;.semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the course of studying of disciplines of a psychological and pedagogical cycle; qualitative characteristics of the co-directed semantic professionally significant didactic interaction. Abstract: the article deals with the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directional interaction of teachers and students of the master’s degree in the course of teaching the discipline “acmeological basis of identification and meaning formation”. Provides information about the results obtained and the criteria for an effective evaluation of the results of the process under study. The substantiation of semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the process of studying disciplines of psychological and pedagogical cycle is presented.

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