A cognitive analysis of metrical irregularities in the ‘Ὥσπερ ξένοι’ book epigrams

Julie Boeten; Mark Janse

doi:10.1017/byz.2017.18

A cognitive analysis of metrical irregularities in the ‘Ὥσπερ ξένοι’ book epigrams

Byzantine and Modern Greek Studies ◽

10.1017/byz.2017.18 ◽

2018 ◽

Vol 42 (1) ◽

pp. 79-91

Author(s):

Julie Boeten ◽

Mark Janse

Keyword(s):

Canonical Form ◽

Cognitive Analysis ◽

Cognitive Linguistic ◽

Metrical Pattern ◽

Intonation Units

This article considers the variation in the metres of the ‘ὥσπερ ξένοι’ epigrams, collected in the Database of Byzantine Book Epigrams (DBBE). In its canonical form, these epigrams follow a dodecasyllabic metrical pattern. The seemingly unmetrical decasyllabic and decatetrasyllabic variants are explained from a cognitive-linguistic perspective as the pairing of different cola – 5+5 and 7+7 instead of the usual 7+5 or 5+7. From this perspective, cola can be equated with the cognitive ‘idea’ or ‘intonation units’ (IUs) used in ordinary speech.

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Przyczynek do prototypowej kategoryzacji przestępstw i wykroczeń. Wybrane aspekty analizy kognitywnej polskiego języka prawnego na przykładzie Kodeksu karnego i Kodeksu wykroczeń Słowa

10.24917/9788380846258.14 ◽

2021 ◽

pp. 184-193

Author(s):

Anna Falana-Jafra ◽

Keyword(s):

Penal Code ◽

Legal Tradition ◽

Legal Language ◽

Cognitive Analysis ◽

Human Actions ◽

Research Hypothesis ◽

Linguistic Research ◽

Cognitive Linguistic ◽

Legal Concepts ◽

Theoretical Analyses

Contribution to the prototype categorisation of offences. Selected aspects of cognitive analysis of the Polish legal language on the example of the Penal Code and the Code of Offences Summary The aim of the article is to establish a research hypothesis, according to which statutory definitions of crimes and offences are linguistic and mental categories, while assigning to them specific human actions and omissions is based on the separation of prototype copies, and moreover, it is subject to the phenomenon of the so-called “collection fuzziness”. The theses contained in the article will be verified in the course of further research on the structure of Polish jurisprudence, and perhaps – which would make it possible to emphasise the influence of culture on the categorisation of legal concepts and expressions – also foreign. Preliminary, theoretical analyses are based on a methodology derived from the cognitive linguistic current and may be of significant importance not only for linguistic research but also for the practice of justice in Poland and other countries conditioned by continental legal tradition.

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On the Harmony Between the Cognitive Linguistic and Lexical-Stylistic Components in Literary Translation (a Case Study of J. D. Salinger’s “The Catcher in the Rye”)

Vestnik NSU Series Linguistics and Intercultural Communication ◽

10.25205/1818-7935-2020-18-1-132-143 ◽

2020 ◽

Vol 18 (1) ◽

pp. 132-143

Author(s):

Anna S. Izvolenskaya

Keyword(s):

Comparative Study ◽

Linguistic Analysis ◽

Literary Translation ◽

Cognitive Analysis ◽

Single Issue ◽

Public Response ◽

Cognitive Linguistic ◽

Magnum Opus ◽

The Comparative Study

In this paper we shall focus on the two most well-known Russian versions of J. D. Salinger’s 1951 “The Catcher in the Rye”, produced by Rita Rait-Kovaleva and Maxim Nemtsov. Although Salinger’s magnum opus was rendered into Russian four times within only 12 years (1998–2010), it is in its old, yet still relevant Rait-Kovaleva’s version that Holden Caulfield’s voice resonates with the Russian reader. Moreover, none of the new translations has received enthusiastic reviews from interpreters or critics thus far. Nor has any of those updated and upgraded renditions won recognition of philologists. While Rait-Kovaleva’s “Over the Abyss in Rye” (back-translated) is by default considered more adequate, the comparative linguistic analysis tends to revolve around the single issue of the novel’s stylistically marked language. New versions often draw criticism due to the crude manner in which the outdated teenage slang is conveyed in them. That is especially true for Nemtsov’s version, which provoked furious public response when it came out, which is why we have opted for it to be compared against Rait-Kovaleva’s. No less significant, but more neglected is the question of the novel’s moral and philosophical value and the role it should be assigned in translation. The cognitive analysis of both texts, conducted with due regard to the original’s “stratum of schematized aspects” (R. Ingarden), has revealed conformity of Rait-Kovaleva’s text to the essential messages in Salinger’s novel. This proves she had succeeded in capturing the novel’s unfading merit. This assertion is substantiated by the comparative study of the two renditions, Rait-Kovaleva’s and Nemtsov’s. More importantly, the research has demonstrated the rightful priority the text’s moral and philosophical value should be assigned in translating a classic, which Salinger’s novel definitely is.

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A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0801.23 ◽

1977 ◽

Vol 8 (1) ◽

pp. 23-32

Author(s):

Gerald E. Chappell

Keyword(s):

Basic Concept ◽

Concept Formation ◽

Intervention Program ◽

Cognitive Linguistic ◽

Basic Concepts ◽

Linguistic Skills ◽

Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

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Responses of Language-Disordered Children to Wh-Questions

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1702.95 ◽

1986 ◽

Vol 17 (2) ◽

pp. 95-106 ◽

Cited By ~ 2

Author(s):

Martha M. Parnell ◽

James D. Amerman ◽

Roger D. Harting

Keyword(s):

Relative Difficulty ◽

Normal Children ◽

Cognitive Linguistic ◽

Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

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