The source-path-goal image schema in gestures for thinking and teaching

2019 ◽  
Vol 17 (2) ◽  
pp. 411-437
Author(s):  
Robert F. Williams
Keyword(s):  
Distributed Cognition ◽  
Cultural Practices ◽  
Cognitive Model ◽  
Cognitive Models ◽  
Counting Problems ◽  
Conceptual Content ◽  
Proper Understanding ◽  
Image Schemas ◽  
Image Schema ◽  
Path Structure

Abstract This article examines source-path-goal image-schematic structure in gestures used to solve counting problems (gesture for thinking) and to teach children how to read a clock (gesture for teaching). The analyses illustrate how path schemas inherent in idealized cognitive models are exhibited in gesture forms and in gesture sequences and combinations, manifesting conceptual content beyond that articulated in speech. While at times the path structure is incidental, enacting part of a cognitive model that is not the focus of discourse, at other times the path structure is essential, in that listeners must perceive the source-path-goal structure in the gesture in order to construct the proper understanding. The examples support the view that image schemas at the heart of cognitive models partly motivate and structure gestures for cognitive and communicative purposes, and that listener attunement to this structure contributes to intersubjective understanding and the perpetuation of cultural practices for distributed cognition.

scholarly journals The Container Image Schema as the Conceptual Basis of English Adjectives’ Semantics

2020 ◽  
Vol 6 (1) ◽  
pp. 8-17
Author(s):  
Marina Antonova
Keyword(s):  
Cognitive Model ◽  
Cognitive Models ◽  
Research Needs ◽  
Conceptual Basis ◽  
Human Beings ◽  
Novel Approach ◽  
Image Schema ◽  
The Moment

This paper focuses on the cognitive foundation of the semantics of English adjectives that denote mental and moral characteristics of human beings. Research into these adjectives seems a challenging task because they denote abstract qualities that cannot be perceived through vision, hearing, or touch; and here a question arises: How are abstract qualities interpreted in English encoded through adjectives? To answer it, this study follows the idea of two-level semantics, i.e. word semantics is treated as a two-level phenomenon that comprises the semantic (external) level and the conceptual (deep) one. This study is the first to address adjectival semantics from this perspective. Here a novel approach to revealing the cognitive foundation of adjectives is introduced: given that adjectives originated from old syncretic items and a word cognitive model forms at the moment of word creation, cognitive models underlying adjectives' semantics are unearthed via analysis of their etymological data. Our contribution is two-fold. First, the approach has revealed that the image schema CONTAINER guides semantics of an array of various adjectives independent of their morphemic structure or date of origin. The examples demonstrate that abstract human qualities are interpreted via the following container features: boundary, container substance, size, hardness/softness of a container shell, etc. The semantics of affixed or compound adjectives appear to stem from the integration of concepts represented by an affix and a root or two roots, respectively. Second, the findings show that the value given to every container feature appears to predetermine the evaluation conveyed by an adjective. Container features tend to possess ambivalent value, realizing the positive or negative one due to the interaction with a frame in which the CONTAINER is incorporated, therefore the same polysemantic adjective may develop both positive and negative meanings. To reveal the whole inventory of cognitive models that govern adjectival semantics in English, further research needs to be conducted.  

Levels of metaphor

2017 ◽  
Vol 28 (2) ◽  
pp. 321-347 ◽  
Author(s):  
Zoltán Kövecses
Keyword(s):  
Cognitive Model ◽  
Conceptual Structure ◽  
Conceptual Metaphors ◽  
Image Schemas ◽  
Conceptual Structures ◽  
Common Term ◽  
Multi Level ◽  
Image Schema ◽  
Four Levels ◽  
Level Of Analysis

AbstractWhat is the appropriate conceptual structure involved in conceptual metaphors? Various authors offer a large number of terms to discuss the issue. While domain is the most common term, many others are also used, including frame, image schema, cognitive model, idealized cognitive model, scene, schema, scenario, etc. The problem is compounded by the fact that the terms mean different things to different researchers. The main goal of the paper is to create some clarity in this terminological and theoretical confusion. I propose that conceptual metaphors simultaneously involve conceptual structures, or units, on four levels of schematicity: the level of image schemas, the level of domains, the level of frames, and the level of mental spaces. I call the resulting framework the “multi-level view of conceptual metaphor.” The multi-level view of metaphor can provide us with insights into a number of problems that have been raised and debated in the CMT literature. I show that the study of metaphor within such a framework can legitimately be pursued on the four levels of schematicity and that no level can be singled out as the only appropriate level of analysis.

Agent Mediated Code Comprehension: A Cognitive Challenge

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Ram Gopal Gupta ◽  
Bireshwar Dass Mazumdar ◽  
Kuldeep Yadav
Keyword(s):  
Information Systems ◽  
Software Design ◽  
Business Processes ◽  
Software Agents ◽  
Cognitive Model ◽  
Cognitive Models ◽  
Software Market ◽  
Computing Paradigm ◽  
Cognitive Challenge ◽  
Software Code

The rapidly changing needs and opportunities of today’s global software market require unprecedented levels of code comprehension to integrate diverse information systems to share knowledge and collaborate among organizations. The combination of code comprehension with software agents not only provides a promising computing paradigm for efficient agent mediated code comprehension service for selection and integration of inter-organizational business processes but this combination also raises certain cognitive issues that need to be addressed. We will review some of the key cognitive models and theories of code comprehension that have emerged in software code comprehension. This paper will propose a cognitive model which will bring forth cognitive challenges, if handled properly by the organization would help in leveraging software design and dependencies.

scholarly journals Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

2021 ◽  
Vol 291 ◽  
pp. 05026
Author(s):  
O.M. Chorosova ◽  
G.S. Solomonova ◽  
N.Yu. Tulasynova ◽  
A.Z. Alekseeva ◽  
M.V. Ivanov
Keyword(s):  
Professional Development ◽  
General Education ◽  
Personal Development ◽  
Structural Model ◽  
Cognitive Model ◽  
Basic Research ◽  
Intermediate Stage ◽  
Cognitive Models ◽  
Digital Competence ◽  
Digital Competencies

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

scholarly journals All models are wrong, some are useful, but are they reproducible? Commentary on Lee et al. (2019)

2019 ◽  
Author(s):  
Michael David Wilson ◽  
Russell Boag ◽  
Luke Joseph Gough Strickland
Keyword(s):  
Gold Standard ◽  
Cognitive Modeling ◽  
Best Practice ◽  
Cognitive Model ◽  
Cognitive Models ◽  
Reproducible Research ◽  
Minimum Information ◽  
Starting Point ◽  
Bare Minimum ◽  
Practical Recommendations

Lee et al. (2019) make several practical recommendations for replicable and useful cognitive modeling. They also point out that the ultimate test of the usefulness of a cognitive model is its ability to solve practical problems. Solution-oriented modeling requires engaging practitioners who understand the relevant applied domain but may lack extensive modeling expertise. In this commentary, we argue that for cognitive modeling to reach practitioners there is a pressing need to move beyond providing the bare minimum information required for reproducibility, and instead aim for an improved standard of transparency and reproducibility in cognitive modeling research. We discuss several mechanisms by which reproducible research can foster engagement with applied practitioners. Notably, reproducible materials provide a starting point for practitioners to experiment with cognitive models and evaluate whether they are suitable for their domain of expertise. This is essential because solving complex problems requires exploring a range of modeling approaches, and there may not be time to implement each possible approach from the ground up. Several specific recommendations for best practice are provided, including the application of containerization technologies. We also note the broader benefits of adopting gold standard reproducible practices within the field.

scholarly journals The Path to Neutralization: Image Schemas and Prefixed Motion Verbs

2007 ◽  
Vol 10 ◽  
pp. 61 ◽  
Author(s):  
Tore Nesset
Keyword(s):  
Motion Verbs ◽  
Image Schemas ◽  
Principled Explanation ◽  
Image Schema

This paper investigates the path image schema in Russian motion verbs. It is argued that this image schema provides a principled explanation why Russian has a contrast between unidirectional and non-directional unprefixed motion verbs, but no such contrast for prefixed verbs.

Semantic and Formal Representation of Cognitive Models for the Metacognitive Architecture CARINA

2021 ◽  
pp. 54-72
Author(s):  
Alba J. Jerónimo ◽  
María P. Barrera ◽  
Manuel F. Caro ◽  
Adán A. Gómez
Keyword(s):  
Knowledge Representation ◽  
Semantic Memory ◽  
Cognitive Model ◽  
Semantic Knowledge ◽  
Cognitive Models ◽  
Formal Representation ◽  
Object Properties ◽  
Internal Information ◽  
Processing Mechanisms ◽  
The Brain

A cognitive model is a computational model of internal information processing mechanisms of the brain for the purposes of comprehension and prediction. CARINA metacognitive architecture runs cognitive models. However, CARINA does not currently have mechanisms to store and learn from cognitive models executed in the past. Semantic knowledge representation is a field of study which concentrates on using formal symbols to a collection of propositions, objects, object properties, and relations among objects. In CARINA Beliefs are a form of represent the semantic knowledge. The aim of this chapter is to formally describe a CARINA-based cognitive model through of denotational mathematics and to represent these models using a technique of semantic knowledge representation called beliefs. All the knowledge received by CARINA is stored in the semantic memory in the form of beliefs. Thus, a cognitive model represented through beliefs will be ready to be stored in semantic memory of the metacognitive architecture CARINA. Finally, an illustrative example is presented.

scholarly journals What is an image schema? Looking for an answer in Latvian and Mandarin Chinese

2020 ◽  
Vol 11 ◽  
pp. 142-158
Author(s):  
Marija Nikolajeva ◽  
Keyword(s):  
Mandarin Chinese ◽  
Cognitive Processes ◽  
Language Use ◽  
Concept Image ◽  
Image Schemas ◽  
Concept Location ◽  
Semantic Frames ◽  
Image Schema ◽  
Functional Units ◽  
The Relationship

Image schema is one of the key notions in the discussions of the semantics of spatial adpositions. The diversity of related topics and the abundance of literature on these conceptual primitives makes the concept image schema difficult to grasp. The aim of this article is to clarify this notion by explicating on some important aspects of the schematization and representation of spatial scenes using the CONTAINMENT schema as an example. The article also demonstrates that the cross-linguistic comparison of an image schema is an effective method employed to better understand the universal cognitive processes underlying language use. The article contains a comparison of the spatial functional units that express the CONTAINMENT schema in Latvian and Mandarin Chinese, a discussion of the blurriness of the boundary between the concepts containment and support and their relation to the concept location. The relationship between image schemas and semantic frames, the factors that influence schematization and the phenomenon of parallel usage of locative units are discussed too. Image schema transformations are characterized as the mechanism of extending the meanings of spatial phrases.

scholarly journals On Application of Metonymy in Advertisements

2019 ◽  
Vol 3 (2) ◽  
pp. 127
Author(s):  
Jing Sun ◽  
Yuewu Lin
Keyword(s):  
Cognitive Model ◽  
Cultural Background ◽  
Cognitive Models ◽  
Human Beings ◽  
Target Domain ◽  
Source Domain ◽  
Final Destination ◽  
The Media ◽  
Abstract Ideas

<em>Metonymy, as a thinking way, on the basis of contiguity, uses one object to replace another object to activate the association for them in the same Idealized Cognitive Model (ICM). In other words, metonymy stresses on the mentally transformed process from the source domain to the target domain in the same Idealized Cognitive Model (ICM). Idealized cognitive models are those structures which help conceptualizing some certain entities, events and even abstract ideas in his mind in a specific cultural background. There are some main characteristics of idealized cognitive models. The most principal and prime point is that ICMs are idealized and cultural-based. What’s more important, ICMs are embodied because of the interaction between human beings and the outside world. Last but not least, ICMs are a kind of complex gestalt structure due to the compositions of many cognitive models. Later, as the media and Internet have developed dramatically, the merchants want to use a brief way to promote their products so that there appears the advertisement. Gradually, the advertisement gets into our life and then it is a part of our life. The characteristics of advertisement are brief and clear to attract most of the consumers. It is universally known that there is an AIDA principle in advertisements. “A” means attention. “I’ is interesting. “D” shows desire. “A” refers to action. In the end, not only can we draw the conclusions that the application of metonymy in advertisement can help highlight the features of advertisements so that it makes the advertisement more vivid and interesting, but also that the advertisements containing metonymy can give the customers great impressions as well as they can attach to the final destination to help the boss sell more products.</em>

scholarly journals Image Schema-Based Instruction in English Grammar

2016 ◽  
Vol 2015 (1) ◽  
pp. 285
Author(s):  
Mayu Shintani
Keyword(s):  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Private University ◽  
Schema Theory ◽  
Grammar Teaching ◽  
English Grammar ◽  
Image Schemas ◽  
Image Schema ◽  
Based Instruction

Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We also present data collected from experiments conducted with more than 400 native Japanese-speaking students at one national and one private university that support the effectiveness of this method. 認知言語学は産声をあげてここ数十年の間，人間の言語の真の姿を明らかにすることに専心してきた。この学問分野がつまびらかにしてきた数々の言語現象のうち，最も有益な成果のひとつにイメージ図式理論の構築があげられる。イメージ図式とは文法および語彙構造のひな形となるものである。本論文は認知言語学のイメージ図式理論を応用した英文法教材の学習効果を一国立大学と一私立大学に学ぶ400人以上の日本人学部生を対象に行った実験結果をもとに実証的な知見から論じている。

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