Concept in Light of Development and Ontogeny of Speech

SHS Web of Conferences ◽

10.1051/shsconf/20185001058 ◽

2018 ◽

Vol 50 ◽

pp. 01058

Author(s):

Olga Gnevek ◽

Mariya Musijchuk

Keyword(s):

Cognitive Process ◽

Mental Images ◽

Conceptual Approach ◽

Specific Nature ◽

Development Level

The study contains analysis of the notion “concept” in the context of L.S.Vygotsky’s theory on interrelated development of thinking and speech, as well as the identified prospects of studying the types and kinds of concepts regarding their relation to the development level of the speech and thinking mechanism. The inadvisability to abandon the conceptual approach to concept studies is justified, as this approach ensures identifying the main ways and conditions to develop the higher, theoretical type of thinking and the content-related generalization of the accumulated experience related to it that is expressed in the language. The concept as presented herein is a cognitive instrument, a means to form a cognitive worldview in general and a sphere of concepts in particular. As mental images and projections ascend to notions, the affective part of the cognitive process is not lost but is “hidden” in the means of constructing notions that is revealed within the cognitive process. Concepts can be studied along from concepts-images to notions and from notions (including scientific categories) to mental images and projections. In our opinion, particular value here belongs to insights that uncover the specific nature of formation and development of the cognitive worldview.

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The problem of modern corporate education humanization

Профессиональное образование в современном мире ◽

10.20913/2618-7515-2020-4-07 ◽

2021 ◽

Vol 10 (4) ◽

pp. 4235-4242

Author(s):

T. A. Rubantsova

Keyword(s):

Cognitive Process ◽

Development Process ◽

Social Philosophy ◽

Philosophical Analysis ◽

Corporate Education ◽

Philosophical Approach ◽

Development Level ◽

Production Development ◽

Information And Communication ◽

Research Analysis

There is not enough systematic philosophical research in the scientific works that fully consider the problems of the corporate education forming and peculiarities of its functioning. The article presents the socio-philosophical approach to analyze the problems of the corporate education humanization in the modern information society. To understand the corporate education as a socio-philosophical phenomenon, it is necessary to find out the prerequisites for its emergence, conditions of its formation and development process. To do this, a systematic philosophical approach should be used based on the research analysis both in social philosophy, and related fields. The study of this problem is a complex cognitive process necessary for the cor porate education philosophical analysis. The article considers the basic categories for the socio-philosophical analysis of this phenomenon, such as, «social reality», «education», «continuing education», «corporate education» etc. The authors conclude that there is a steady trend of institutionalization and humanization of this social phenomenon as a result of the corporate education actively developing problem in the context of the information and communication society. An analysis of modern foreign and domestic scientific literature allows concluding that each country has a certain specificity of the corporate education, which is due to cultural characteristics, mentality, economy and the technology and production development level.

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The English Possessive Marker in a Framework of Relevance

HERMES - Journal of Language and Communication in Business ◽

10.7146/hjlcb.v22i43.96877 ◽

2017 ◽

Vol 22 (43) ◽

pp. 119

Author(s):

Martin Aitken

Keyword(s):

Cognitive Process ◽

Relevance Theory ◽

Specific Nature ◽

Procedural Semantics ◽

Semantics And Pragmatics ◽

Context Of Utterance

English nominals constructed with the morpheme {-s} as a so-called possessive marker may be assigned an indeﬁnitely large number of interpretations depending on the context of utterance. This raises interesting questions concerning the interface between semantics and pragmatics, most obviously concerning the more speciﬁc nature of the contextually invariable encoded content of the morpheme as well as the contribution made by that content to the process of comprehension. This article aims brieﬂy to suggest one solution to these problems by proposing an underdetermined procedural semantics feeding into a principled cognitive process of inference as proposed within the framework of relevance theory.

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On Comprehending Comics, or Little Nemo in the Land of (Meta)narratology

Tekstualia ◽

10.5604/01.3001.0013.4244 ◽

2015 ◽

Vol 4 (43) ◽

pp. 37-56

Author(s):

Michał Jutkiewicz

Keyword(s):

Cognitive Process ◽

The Other ◽

Mental Images ◽

Text And Image ◽

Other Hand ◽

Comics Studies ◽

Critical Approaches ◽

The Creation ◽

Postclassical Narratology ◽

Cognitive Construct

The paper proposes a model of reading comics that combines the perspectives of postclassical narratology and comics studies. A few prominent narratology scholars, such as David Herman, have used comics as a basis for revisions of their theories of narration as a cognitive construct. However, they tend to overlook the formal and medium- -specifi c aspect of graphical narration. On the other hand, comics studies scholars tend to focus on the formal elements of comics systems and overlook the infl uence of those elements on storytelling. The article tries to connect these perspectives through a reference to Kari Kukkonen’s and Charles Hatfi eld’s critical approaches to comics. Hatfi eld’s description of the reading of comics as an interplay of tensions on different semantic levels of the medium leads to Kukkonen’s observation that constructing narration in comics is based on the cognitive process of inference and the creation of hypotheses that are constantly verifi ed by readers who then construct mental images of the storyworlds. The model proposed in the article describes the act of reading comics as a constant oscillation between medium-specifi c formal elements, such as juxtapositions of images, construction of panels, tensions between text and image, and narration as such. Illustrations of the thesis come primarily from Little Nemo in Slumberland by Windsor McCay

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On Comprehending Comics, or Little Nemo in the Land of (Meta)Narratology

Tekstualia ◽

10.5604/01.3001.0013.5927 ◽

2017 ◽

Vol 1 (3) ◽

pp. 17-32

Author(s):

Michal Jutkiewicz

Keyword(s):

Cognitive Process ◽

The Other ◽

Mental Images ◽

Text And Image ◽

Other Hand ◽

Comics Studies ◽

Critical Approaches ◽

The Creation ◽

Postclassical Narratology ◽

Cognitive Construct

The paper proposes a model of reading comics that combines the perspectives of postclassical narratology and comics studies. A few prominent narratology scholars, such as David Herman, have used comics as a basis for revisions of their theories of narration as a cognitive construct. However, they tend to overlook the formal and medium-speciﬁ c aspect of graphical narration. On the other hand, comics studies scholars tend to focus on the formal elements of comics systems and overlook the inﬂ uence of those elements on storytelling. The article tries to connect these perspectives through a reference to Kari Kukkonen’s and Charles Hatﬁ eld’s critical approaches to comics. Hatﬁ eld’s description of the reading of comics as an interplay of tensions on different semantic levels of the medium leads to Kukkonen’s observation that constructing narration in comics is based on the cognitive process of inference and the creation of hypotheses that are constantly veriﬁ ed by readers who then construct mental images of the storyworlds. The model proposed in the article describes the act of reading comics as a constant oscillation between medium-speciﬁ c formal elements, such as juxtapositions of images, construction of panels, tensions between text and image, and narration as such. Illustrations of the thesis come primarily from Little Nemo in Slumberland by Windsor McCay.

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