The role of culture in language and cognition

2018 ◽  
Vol 12 (11) ◽  
pp. e12304
Author(s):  
Daniel L. Everett
Author(s):  
Nikolas Gisborne ◽  
Andrew Hippisley

The notion of default and override can serve linguistic analysis in different ways. In the lexicon defaults are used for the resolution of rule competition, to capture lexical blocking, to select the right stem where there are choices, and when used in inheritance systems to provide for instances that do not meet every characteristic of their class allowing exceptionality to be expressed as semi-regularity. Defaults in syntax and semantics play a more organizational, ontological role, expressing markedness in lists of features and their possible values and resolving conflicts that may arise when two sub-systems intersect. The chapters discuss how defaults and overrides can address specific linguistic phenomena, suggest an architecture of the grammar, and assess the role of morphology in language and cognition.


2015 ◽  
Vol 6 (1) ◽  
pp. 22-35
Author(s):  
Diane Oatley

Abstract In The Meaning of the Body, philosopher Mark Johnson makes a case for the significance of movement in terms of the body processes he holds as essential to the generation of meaning and knowledge acquisition in physical interaction with the world–equally essential as language and cognition. The article employs this theory in interpreting the experiences of women learning flamenco dance in Spain. The investigation of the perceptions of women studying flamenco dance, a dance tradition often defined as “gypsy,” indicates that exposure to flamenco dance and culture leads to revision of stereotypes regarding embodiment and difference, but respondents did not relate this revision to bodily engagement, or physical processes particular to dancing flamenco. Although Johnson’s failure to properly account for the role of the unconscious proved to be a serious shortcoming in the theory, and one which had implications for the findings, application of the theory disclosed the parameters of a discourse on the body in flamenco. The theory thus represents a radical gesture in redefining embodiment in its own right in a manner that precludes dualism with the consequent opening of a range of alternative perspectives on the articulation of embodied knowledge.


Author(s):  
Maya Hickmann ◽  
Dominique Bassano

This chapter aims to provide a large overview of research focusing on the development of modality and mood during first language acquisition. This overview synthesizes results concerning both early and later phases of development, within and across a large number of languages, and including some more peripheral categories, such as evidentials and tense–aspect markings. Results recurrently show the earlier acquisition of agent-oriented modality as compared to epistemic modality. However, cross-linguistic variation has raised some questions about this acquisition sequence, suggesting that language-specific properties may partially impact timing during acquisition. In addition, findings about later phases show a long developmental process whereby children gradually come to master complex semantic and pragmatic modal distinctions. The discussion highlights the contribution of these conclusions to current theoretical debates, such as the role of input factors and the relation between language and cognition during ontogenesis.


2004 ◽  
Vol 7 (2) ◽  
pp. 91-93 ◽  
Author(s):  
BARBARA E. BULLOCK ◽  
ALMEIDA JACQUELINE TORIBIO

In introducing this special issue of Bilingualism: Language and Cognition, we feel it is critical to clarify what we understand ‘linguistic convergence’ to mean in the context of bilingualism, since ‘convergence’ is a technical term more readily associated with the field of language contact than with the field of bilingualism (for recent discussions of the role of convergence in contact see Thomason and Kaufman, 1988; Thomason, 2001; Myers-Scotton, 2002; Clyne, 2003; Winford, 2003). Within the language contact literature, the term invites a variety of uses. Some researchers adopt a definition of convergence that requires that all languages in a contact situation change, sometimes to the extent that the source of a given linguistic feature cannot be determined (see April McMahon's commentary in this issue). For others, convergence may be more broadly defined to also apply to situations in which one language has undergone structural incursions of various sorts from contact with another.


2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Francisco Javier Fuentes Farias

ABSTRACTIf we don't explain the role of language in the construction of places to live, their study will be incomplete; therefore the built space poses the challenge of defining a method of analysis that takes into account the emergence of cognitive processes in human being, of which perception and categorization of objects in space seems to be the most difficult to explain. And here is where the focus on language, from the point of view of the studies of complexity, admits to interpret and explain the evolution of the human capacity of build. In this sense, it is necessary to review the problem of in witch sense it can be said that language is innate or learned, and if the mind is a blank paper at birth, or has a genetic basis and how would be like. We observed the acquisition of language and cognition, and the construction of places to live, as the product of a cultural-genetic legacy. It is necessary to offer a point of view about the relationship between culture-nature, taking built places as a superior order and self-organizing subsystem: the built spaceRESUMENMientras no se exponga el papel del lenguaje en la construcción de lugares para vivir, su estudio estará incompleto; por ello, el espacio construido plantea el reto de definir un método de análisis que tome en cuenta el surgimiento de procesos cognitivos en la especie humana, de los cuales la percepción y categorización de los objetos en el espacio parece ser el más difícil de explicar. Y es aquí donde el enfoque en el lenguaje, desde el punto de vista de los estudios de la complejidad, permite interpretar y explicar la evolución de la capacidad constructiva del ser humano. En tal sentido, es necesario revisar el problema de en qué medida puede afirmarse que el lenguaje es innato o aprendido, y si la mente es un papel en blanco al nacer, o tiene una base genética y cómo sería ello. Se examina la adquisición del lenguaje y la cognición, y la construcción de lugares para vivir, como producto de una herencia genético-cultual. Se ofrece un punto de vista necesario acerca de la relación cultura-naturaleza, considerando los lugares construidos como subsistemas de un orden superior y auto-organizado: el espacio construido.


2016 ◽  
pp. 230-255 ◽  
Author(s):  
Constantina Theofanopoulou ◽  
Cedric Boeckx

2020 ◽  
Vol 11 ◽  
Author(s):  
Holger Diessel ◽  
Kenny R. Coventry

This paper offers a review of research on demonstratives from an interdisciplinary perspective. In particular, we consider the role of demonstratives in current research on language universals, language evolution, language acquisition, multimodal communication, signed language, language and perception, language in interaction, spatial imagery, and discourse processing. Traditionally, demonstratives are analyzed as a particular class of spatial deictics. Yet, a number of recent studies have argued that space is largely irrelevant to deixis and that demonstratives are primarily used for social and interactive purposes. Synthesizing findings in the literature, we conclude that demonstratives are a very special class of linguistic items that are foundational to both spatial and social aspects of language and cognition.


Babel ◽  
2005 ◽  
Vol 51 (4) ◽  
pp. 308-322
Author(s):  
Jae Jung Song

Abstract Linguistic typologists (e.g. Ramat 1987, Seiler 1995) tend to assume that there is a close connection between translatability and language universals (research) but this assumption has recently been called into question by Comrie (1986, 1989, 1998), who claims that such a connection should be ignored in the practical enterprise of doing linguistics or will have a debilitating effect on the progress of linguistics as a discipline. This paper will demonstrate that translation is not only possible in principle but also has much relevance to language universals (research). First, to argue that translation is, in principle, not possible is to deny the basic relation between cognitive-conceptual content and language, mediated by translation. Moreover, the question of translatability is no longer looked upon as something either possible or impossible but translation is recognized as a process in which optimal solutions to translation are sought. Comrie’s argument for the impossibility of translation is based on formal equivalence, a concept which is highly debatable, particularly within Translation Studies. Second, translation has much relevance to language universals (research), because universal constraints (for example, on relative clause formation) are formulated or defined in terms of grammatical context, which will only come to light through translation. This does not come as a surprise because the mediation between language and cognition is also done through translation. The role of translation in language universals (research) is, pace Comrie (1986, 1989, 1998), much more than a mere heuristic. Translation is crucial to language universals (research), as recognized by Ramat (1987) and Seiler (1995). Résumé Les typologistes linguistiques (par exemple Ramat 1987, Seiler 1995) ont tendance à supposer qu’il y a un rapport étroit entre la traduisibilité et les universaux de la langue (recherche), mais cette supposition a été récemment remise en question par Comrie (1986, 1989, 1998). Celui-ci prétend qu’un tel rapport doit être ignoré quand on s’engage concrétement dans la pratique de la linguistique ou qu’il aura un effet débilitant sur le progrés de la linguistique en tant que discipline. Cet article démontrera que la traduction est non seulement possible en principe, mais qu’elle présente aussi beaucoup d’intérêt pour la recherche des universaux de la langue. Primo, prétendre que la traduction est en principe impossible revient à rejeter la relation fondamentale entre le contenu cognitif et conceptuel et la langue, « modérée » par la traduction. En outre, on ne considère plus la question de la traduisibilité comme quelque chose de possible ou d’impossible, mais on admet que la traduction est un processus dans lequel on cherche des solutions de traduction optimales. L’argument de Comrie en faveur de l’impossibilité de la traduction repose sur une équivalence formelle, un concept qui est hautement discutable, en particulier en traductologie. Secundo, la traduction présente beaucoup d’intérêt pour la recherche des universaux de la langue, parce que des contraintes universelles (par exemple, sur la formation des propositions relatives) sont formulées ou définies en termes de contexte grammatical, qui ne sera mis en lumière que par la traduction. Cela n’a rien de surprenant, parce que la médiation entre la langue et la connaissance se fait aussi par la traduction. Le rôle de la traduction dans la recherche des universaux de la langue est, pace Comrie (1986, 1989, 1998), bien plus qu’une simple heuristique. La traduction est cruciale pour la recherche des universaux de la langue, comme le reconnaissent Ramat (1987) et Seiler (1995).


2015 ◽  
Vol 9 (1) ◽  
pp. 121-155
Author(s):  
ZOLTÁN KÖVECSES

abstractMy goal in the paper is to examine the significance of a root morpheme in language and cognition in three interconnected areas; in the creation of words; in meaning making; and in conceptual structure. I use the Hungarian rootes-, meaning ‘fall’, for demonstration – a root that occurs in over 100 Hungarian words. First, I examine the issue of the conceptual–semantic relationship between the various word meanings in which this root can be found. Second, I explore the potential cognitive status of the root in Hungarian, and possibly in other languages (such as English). Third, I compare the meanings in whiches-occurs in Hungarian to the nearest counterparts of these words in English. Fourth, I investigate the potential role of the rootes-in organizing conceptual structure.


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