Variation as a cognitive device

Terminology ◽  
2014 ◽  
Vol 20 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Mojca Pecman
Keyword(s):  
Scientific Discourse ◽  
Formation Processes ◽  
Lexical Resources ◽  
Scientific Texts ◽  
New Information ◽  
New Concepts ◽  
Term Variation ◽  
Referential Function ◽  
Sequential Behaviour ◽  
Linguistic Process

In Languages for Specific Purposes (LSPs), variation and term formation are often seen as related phenomena, variation being interpreted as a sign of neology. In scientific discourse though, variation can play specific roles, thereby giving a different dimension to neology as a linguistic process than generally implied in terminological studies. The well-known referential function, consisting of creating new designations for naming new concepts, can be set aside in scientific texts to create space for what we define as the cognitive function: a situation where a scientist purposefully employs term variation as a means for theorising and better explaining a given concept. We argue that Halliday’s “grammatical metaphor” and “given-new” information theory provide an interesting background for understanding scientific term formation processes, and the ensuing issue of terminological variation. Consequently, in this article, we try to place the phenomenon of neology and of terminological variation within the framework of discourse analysis, by devising a method for probing sequential behaviour of terminological variants across text sections. Additionally, this study aims to improve building lexical resources within the ARTES terminological and phraseological multilingual database project, which serves as a support for developing lexicographical and translational skills in students in specialised translation.

Types of research texts in Russian historiography on the example of studying the history of entrepreneurship of pre-revolutionary Siberia

2021 ◽  
pp. 257-268
Author(s):  
Olga G. Klimova
Keyword(s):  
Scientific Literature ◽  
Scientific Discourse ◽  
Scientific Texts ◽  
Historical Discourse ◽  
Business People ◽  
Compositional Structure ◽  
Research Activities ◽  
History Of ◽  
Doctoral Dissertations ◽  
And Behavior

The study is devoted to the analysis of research texts of the historiographic development of the history of entrepreneurship in pre-revolutionary Siberia. Modern historiography has accumulated a great deal of factual material. Historians have published monographs, thematic collections, articles, abstracts, reviews, reports, bibliographic indexes, encyclopedias and reference pub-lications, the councils defend candidate and doctoral dissertations on various problems in this area. The genre variety of scientific literature about business people reflects a broad professional and public interest in trade and other business activities and contributes to the coordination of research activities. Domestic historiography of the history of merchants and entrepreneurship in Siberia is represented by a significant number of works by historians of the region. The purpose of the study is to analyze the research text as a form of organizing speech material in the scientific discourse of studying the history of entrepreneurship in Siberia in the second half of the 19th – early 20th centuries. We use the methods of historical research, based on the analysis and generalization of research by other researchers, with the application of the principle of historicism, which made it possible to apply the historical-logical, historical-systemic methods. The region-oriented approach made it possible to study more fully the features of scientific texts in the historiography of the history of entrepreneurship in Siberia. The research results are as follows: scientific historical discourse is characterized by a certain set of norms, stereotypes of thinking and behavior; scientific communication plays a significant role in the life of society; genres act as a means of organizing and formalizing interaction in the scientific community; text as a form of organizing speech material in scientific discourse is characterized by the originality and recognizability of style, compositional structure.

Going beyond motion events typology: The case of Basque as a verb-framed language

2015 ◽  
Vol 49 (2) ◽  
Author(s):  
Iraide Ibarretxe-Antuñano
Keyword(s):  
Motion Verbs ◽  
High Tolerance ◽  
Motion Events ◽  
Lexical Resources ◽  
Language Typology ◽  
Written Narratives ◽  
Motion Event ◽  
New Information ◽  
Different Types

AbstractThe concept of motion is present in all the world’s languages. However, the ways in which speakers of different languages codify motion do not seem to be so universal. Languages offer different types of structures to express motion, and speakers pay attention to different elements within the motion event. The goal of this paper is to examine in great detail how motion events are described and expressed in Basque oral and written narratives. This study focuses on three main areas: motion verbs, elaboration of Manner and elaboration of Path. Although Basque can be classified in Talmy’s terms as a verb-framed language, it is argued that it is not a prototypical example of this group with respect to the lexicalisation of Path. Unlike other verb-framed languages, the description of Path in Basque motion events is very frequent and detailed, not only in situations when it adds new information, but also in pleonastic cases. This characteristic seems to be related to Basque’s rich lexical resources for motion and space, as well as to its high tolerance for verb omission. On the basis of these data, the scope of Talmy’s binary typology is questioned. It is suggested that the verb- and satellite-framed language typology should be revised in order to account for these intra-typological differences.

scholarly journals Cognitive implications of nominalizations in the advancement of scientific discourse

2016 ◽  
Vol 16 (2) ◽  
pp. 1 ◽  
Author(s):  
Iria Bello
Keyword(s):  
Scientific Discourse ◽  
Scientific Writing ◽  
Scientific Texts ◽  
Cognitive Dimension

<p>Nominalizations are well-known features of scientific writing. Scholars have been intrigued by their form and by their functions. While these features have been widely studied, the cognitive side of nominalizations in scientific texts still needs further attention. Nominalizations contribute to the advancement of discourse and at the same time add abstraction to the processes they convey and make them become more reified in the eyes of the reader. They are not mere verbal transformations as they change completely the cognitive configuration of the process they express. With examples retrieved from the astronomy subcorpus (CETA, 2012) of the Coruña Corpus the aim is to study nominalizations in the interface between cognition and language. The ultimate goal is to complement all the theoretical-descriptive studies on the topic by approaching the cognitive dimension and build a bridge for studies on the production and understanding of English scientific register.</p>

Jokes of Nature and Jokes of Knowledge: The Playfulness of Scientific Discourse in Early Modern Europe*

1990 ◽  
Vol 43 (2) ◽  
pp. 292-331 ◽  
Author(s):  
Paula Findlen
Keyword(s):  
Natural History ◽  
Early Modern ◽  
Scientific Discourse ◽  
Early Modern Europe ◽  
Scientific Texts ◽  
Modern Europe ◽  
The Way

During The Sixteenth And Seventeenth centuries natural history, and to a certain extent science in general, rediscovered its capacity for playfulness in the form of the scientific joke. By scientific joke, I mean thelusus naturae, or joke of nature, and the lusus scientiae, or joke of knowledge, that populated the museums and scientific texts of the period. The relation between the natural paradox of lusus and the scientific demonstrations and experiments that were also lusus points to the way in which the dynamic between art and nature and between collector and audience unfolded in the spectacle of science.

scholarly journals Modelagem Matemática e Aprendizagem Significativa: uma Relação Subjacente

2021 ◽  
Vol 14 (2) ◽  
pp. 241-247
Author(s):  
Jerson Sandro Santos de Souza
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Teachers ◽  
Interaction Process ◽  
Teaching Methodology ◽  
Previous Knowledge ◽  
Scientific Texts ◽  
New Information ◽  
Learning Mathematics ◽  
Cognitive Interaction

ResumoO presente artigo propõe-se a apresentar algumas reflexões, embasadas em uma pesquisa bibliográfica, sobre a modelagem matemática como metodologia de ensino. Discutem-se os pressupostos, as características, as etapas e as possibilidades de organização curricular de atividades que são pautadas nessa alternativa metodológica. Destaca-se o papel da teoria da aprendizagem significativa na fundamentação e na defesa da modelagem matemática como proposta de ensino. Efetua-se um confronto das várias perspectivas oriundas dos textos científicos selecionados para estudo e análise, de modo a buscar convergências que evidenciem o potencial da modelagem matemática para: (1) favorecer a utilização pedagógica dos conhecimentos prévios dos aprendizes e (2) instigar o comprometimento deles com as situações de aprendizagem. Conclui-se o trabalho apresentando argumentos que caracterizam essa metodologia de ensino como favorecedora da aprendizagem significativa de conteúdos matemáticos, com o intuito de disponibilizar aos professores de matemática subsídios teóricos que os auxiliem na tomada de consciência do processo de interação cognitiva, entre as novas informações e os conhecimentos prévios do educando, subjacente às atividades de modelagem matemática. Palavras-chave: Modelagem Matemática. Aprendizagem Significativa. Educação Matemática. AbstractThis article presents some reflections based on a bibliographic research on mathematical modeling as a teaching methodology. The assumptions, characteristics, stages, and possibilities of curricular organization of activities based on this methodological alternative are discussed. The role of significant learning theory in the foundation and defense of mathematical modeling as a teaching proposal is highlighted. A comparison of the various perspectives from the scientific texts selected for study and analysis is made to find convergences that highlight the potential of mathematical modeling to: (1) favor the pedagogical use of the students' prior knowledge and (2) instigate their commitment to learning situations. The work is concluded with arguments that characterize this teaching methodology as fostering significant learning of mathematical content, to provide mathematics teachers with theoretical subsidies that help them to become aware of the cognitive interaction process, among the new information and the students' previous knowledge that underlies the mathematical modeling activities. Keywords: Mathematical Modeling. Meaningful Learning. Mathematics Education.

Denying to the Grave

2016 ◽  
Author(s):  
Sara E. Gorman ◽  
Jack M. Gorman
Keyword(s):  
Scientific Evidence ◽  
Health Science ◽  
Test Cases ◽  
The Public ◽  
Brain Responses ◽  
New Information ◽  
New Concepts ◽  
Neuroscience Research ◽  
Health Related ◽  
Significant Health

Why do some parents refuse to vaccinate their children? Why do some people keep guns at home, despite scientific evidence of risk to their family members? And why do people use antibiotics for illnesses they cannot possibly alleviate? When it comes to health, many people insist that science is wrong, that the evidence is incomplete, and that unidentified hazards lurk everywhere. In Denying to the Grave, Gorman and Gorman, a father-daughter team, explore the psychology of health science denial. Using several examples of such denial as test cases, they propose six key principles that may lead individuals to reject "accepted" health-related wisdom: the charismatic leader; fear of complexity; confirmation bias and the internet; fear of corporate and government conspiracies; causality and filling the ignorance gap; and the nature of risk prediction. The authors argue that the health sciences are especially vulnerable to our innate resistance to integrate new concepts with pre-existing beliefs. This psychological difficulty of incorporating new information is on the cutting edge of neuroscience research, as scientists continue to identify brain responses to new information that reveal deep-seated, innate discomfort with changing our minds. Denying to the Grave explores risk theory and how people make decisions about what is best for them and their loved ones, in an effort to better understand how people think when faced with significant health decisions. This book points the way to a new and important understanding of how science should be conveyed to the public in order to save lives with existing knowledge and technology.

Implicit Analogies in Learning: Supporting Transfer by Warming Up

2019 ◽  
Vol 28 (6) ◽  
pp. 619-625 ◽  
Author(s):  
Pooja G. Sidney ◽  
Clarissa A. Thompson
Keyword(s):  
Teaching And Learning ◽  
Analogical Reasoning ◽  
Analogical Transfer ◽  
Warm Up ◽  
New Information ◽  
New Concepts ◽  
Initial Learning ◽  
New Learning ◽  
Spontaneous Transfer ◽  
Learning Guide

Analogies between old and new concepts are common during classroom instruction. Previous transfer studies focused on how features of initial learning guide later, spontaneous transfer to new problem solving. We argue for a shift in the focus of analogical-transfer research toward understanding how to best support analogical transfer from previous learning when children are engaged in new learning episodes. Such research may have important implications for teaching and learning in mathematics, which relies heavily on analogies between old and new information. Some existing research promotes supporting explicit connections across old and new information within an analogy. Alternatively, we argue that teachers can invite implicit analogical reasoning through warm-up activities designed to activate relevant prior knowledge. Warm-up activities close the transfer space between old and new learning without additional direct instruction.

Rhetoric of Science

2021 ◽  
Vol 58 (2) ◽  
pp. 132-150
Author(s):  
Irina N. Griftsova ◽  
Natalia Yu. Kozlova ◽  
Keyword(s):  
Negative Attitude ◽  
Theoretical Models ◽  
Scientific Discourse ◽  
Rhetoric Of Science ◽  
Informal Logic ◽  
Professional Communication ◽  
Scientific Texts ◽  
The Status ◽  
Principal Tool ◽  
Sophistic Rhetoric

This contribution examines the status of the rhetoric of science in two contexts. The first one is the effect that the changing interpretation of logic (the changing 'image of logic') has had on the status of the rhetoric of science. The second is the role that imagery has in scientific discourse. It is argued that the very possibility of a rhetorical interpretation of science depends on how the logic of science is understood. Informal logic, which acts here as a variant of argumentation theory or a logic of argumentation, is proposed as such a logic. This leads to a revision of the nature of justification in science in general, the substitution of apodictic logic for a logic of argumentation as a principal tool, and the consideration of strict formal ways of material implication-based justification as mere individual cases of a logic of argumentation. The role of imagery in scientific discourse is analysed. It is demonstrated that the situation of rhetoric and perception of imagery is paradoxical: although using rhetorical mechanisms in scientific communication is unavoidable, rhetoric has been criticised for many centuries. It is shown that the negative attitude to using rhetorical elements in scientific texts has long historical roots going back to ancient philosophical thought, namely, Socrates's criticism of eloquence and sophistic rhetoric. Analysis of the functions of imagery in scientific discourse suggests that imagery is an inalienable mechanism of both professional communication and the creation of theoretical models of knowledge.

scholarly journals TEXTUAL EQUIVALENCE IN THE TRANSLATION OF ENGLISH TEXTS INTO INDONESIAN

2017 ◽  
Vol 3 (1) ◽  
pp. 77-83
Author(s):  
Herlyn Triastika
Keyword(s):  
Information Structure ◽  
Qualitative Approach ◽  
Analysis Method ◽  
Thematic Structure ◽  
Source Text ◽  
Scientific Texts ◽  
Cohesive Devices ◽  
New Information ◽  
Content Analysis Method ◽  
The Impact

This research aims to determine textual equivalence in the translation of scientific texts in English into Indonesian in depth. This study used a qualitative approach using the content analysis method. The data to the analysis performed in this study based on the six-step qualitative research developed by Myring. The findings in this study indicate that: (1) The equivalence of thematic structure contained in the translation of textbooks Approaches to Discourse into Indonesian is the equivalence on the pattern/ thematic arrangement of the unmarked theme and a simple theme/topical theme, (2) the information structure equivalence Between source text (ST) and target text (TT) is the equivalence in the form of organization of given and new information. (3) Equivalence in the cohesive devices translation is found in the use of grammatical cohesive devices, (4) The translation method used is the literal translation, (5) The discovered distortion was fully related to the aspects of semantics and linguistic equivalents, (6) The factors causing distortion are the translators’ skills and competencies, (7) The impact inflicted by the various distortion in the target text (TT) is that the translation readersgetdifferent messages from the message of source text (ST).

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