Context-dependent vantage points in literary narratives: A functional cognitive approach

Semiotica ◽  
2015 ◽  
Vol 2015 (203) ◽  
Author(s):  
Szilárd Tátrai

AbstractThis paper offers a model for the interpretation of stories as referential scenes in narrative discourses as joint attentional scenes (see Tomasello 1999). It is proposed that narrative interpretation crucially builds on the context-dependent processing of the physical, social, and mental worlds presented by the narrative, pertaining to spatio-temporal relations, interpersonal relations, and the mental states of participants, respectively (see Tátrai 2010a; cf. Verschueren 1999). Set against the background of social cognitive linguistics (cf. Sinha 1999; Croft 2009), the model has a strong pragmatic orientation with its focus on the role of two context-dependent vantage points in the generation of a discourse universe (see Sanders and Spooren 1997). The first is the referential center that forms the basis of the situative grounding of the narrative's spatio-temporal and interpersonal relations. Second, the subject of consciousness plays a fundamental role in providing access to the mental processes of participants. The paper demonstrates the model's applicability by a pragmatic analysis of “That Will Be Fine” by William Faulkner.

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.


Author(s):  
Lauren Kuykendall ◽  
Lydia Craig ◽  
Melissa Stiksma ◽  
Katie Guarino

2019 ◽  
Author(s):  
saber lahbacha

From polysemy to meaning change: lexical cognitive perspectivesSaber Lahbacha By:PhD. Arabic language and Literature, University of Manouba, Member of association of Arabic lexicology in TunisAbstract:Many essays to find a model to study polysemy in most words emerged in several semantic, lexical, cognitive and pragmatic perspectives. Diverse dimensions of this phenomenon are activated according to the requirements of each discipline. If the lexical treatment gives priority to distinguish between polysemy (one entry) and homonymy (many entries), the pragmatic approach includes the contextual non-linguistic operators in building polysemy. The cognitive approach considers that lexical concepts are sets of semantic complicated nuances built on polysemy. This cognitive approach considers that there is no way to distinguish between meanings and the boundaries between them are ambiguous.Key words: Semantics – Polysemy – cognitive linguistics – lexicology – homonymy. ملخصلم تنقطع محاولات إيجاد منوال لمقاربة الاشتراك الدلالي (تعدّد المعاني) في معظم الكلمات عن البروز ضمن منظورات دلالية ومعجمية وعرفانية وتداولية متعددة. وبحسب مقتضيات كلّ فرع لساني، يجري تنشيط الأبعاد المختلفة للظاهرة ويتم التركيز على مناحٍ دون أخرى. فإذا كانت المعالجة المعجمية تضع أولوية اهتمامها في توضيح التمييز بين الاشتراك الدلالي (مدخل واحد) والاشتراك اللفظي (مداخل متعددة)، فإن المقاربة التداولية تؤصل مشاركة العوامل السياقية غير اللغوية في تأسيس الاشتراك الدلالي. أما المقاربة العرفانية فترى أن المفاهيم المعجمية هي مجموعات من الفروق الدلالية المتراكبة التي تقوم على الاشتراك الدلالي ولا ترى أن التمييز بين المعاني ممكن بل إن الحدود بين المفاهيم المعجمية ضبابية.الكلمات المفاتيح: علم الدلالة - الاشتراك الدلالي – اللسانيات العرفانية – المعجمية - الاشتراك اللفظي.


2020 ◽  
Author(s):  
Abdulaziz Abubshait ◽  
Patrick P. Weis ◽  
Eva Wiese

Social signals, such as changes in gaze direction, are essential cues to predict others’ mental states and behaviors (i.e., mentalizing). Studies show that humans can mentalize with non-human agents when they perceive a mind in them (i.e., mind perception). Robots that physically and/or behaviorally resemble humans likely trigger mind perception, which enhances the relevance of social cues and improves social-cognitive performance. The current ex-periments examine whether the effect of physical and behavioral influencers of mind perception on social-cognitive processing is modulated by the lifelikeness of a social interaction. Participants interacted with robots of varying degrees of physical (humanlike vs. robot-like) and behavioral (reliable vs. random) human-likeness while the lifelikeness of a social attention task was manipulated across five experiments. The first four experiments manipulated lifelikeness via the physical realism of the robot images (Study 1 and 2), the biological plausibility of the social signals (Study 3), and the plausibility of the social con-text (Study 4). They showed that humanlike behavior affected social attention whereas appearance affected mind perception ratings. However, when the lifelikeness of the interaction was increased by using videos of a human and a robot sending the social cues in a realistic environment (Study 5), social attention mechanisms were affected both by physical appearance and behavioral features, while mind perception ratings were mainly affected by physical appearance. This indicates that in order to understand the effect of physical and behavioral features on social cognition, paradigms should be used that adequately simulate the lifelikeness of social interactions.


2020 ◽  
pp. 089124242097375
Author(s):  
Brandon Ofem ◽  
Samuel J. Polizzi ◽  
Gregory T. Rushton ◽  
Michael Beeth ◽  
Brock Couch ◽  
...  

There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than 5 years of teaching experience. In this article, the authors investigate one piece of the puzzle. The authors model a social cognitive approach to understanding self-efficacy, a key precursor to job performance and retention. Their interactionist approach accounts for both demographic (i.e., gender and age) and relational variables (i.e., social networks). The authors test their ideas on a sample of 159 STEM teachers across five geographic regions in the United States. Their analysis reveals patterned differences in self-efficacy across gender that are contingent on the communities of practice in which the teachers are embedded. Together, their theory and findings highlight the value of taking a holistic, interactionist view in explaining STEM teacher self-efficacy.


2021 ◽  
Vol 13 (1) ◽  
pp. 32
Author(s):  
Indah Nurmahanani

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.


2021 ◽  
Vol 14 (1(14)/2020) ◽  
pp. 143-149
Author(s):  
Natalia Grushina

The aim of this paper is to study different time representations in language and text. Time is an abstract category firmly connected to human life, it can be considered to be the fourth dimension of reality, used to describe events in three-dimensional space. Time has been studied from different points of view and in different aspects. The perception of time can vary depending on the social and cultural environment. That is why it is so important to pay special attention to a variety of time representations when studying a foreign language. In this article I consider different time markers represented in language (English and Russian) and contextual time markers we can find in texts for reading comprehension activities at advanced levels when studying Russian as a foreign language. I compare language and contextual time markers using a cognitive approach to text units. As an example, I take time markers from the texts published in a popular Russian literary magazine Novy mir at the turn of the 21 century. Novy mir is a very famous in Russia for its liberal position and history within the dissident movement during Soviet epoch Keywords: concept of time, time markers, text and discourse, cognitive linguistics


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