TWO SEMANTIC TYPES OF VERB VOCABULARY WITH THE MEANING OF ATTENTION IN THE KHAKASS LANGUAGE

2020 ◽  
Vol 20 (2) ◽  
pp. 114-122
Author(s):  
Maria Chertykova ◽  
◽  
Andrey Kaksin ◽  
Keyword(s):  
Cognitive Process ◽  
The Subject ◽  
The Senses ◽  
Semantic Types ◽  
Mental Verbs

The article is devoted to the identification and description of one of the subgroups of mental verbs - verb vocabulary with the meaning of attention in the Khakass language, combined according to the general categorical semen "to focus your attention on a certain object when distracting from others." By the nature of the contextual implementation, we distinguish their two types of semantic types: 1) verb units expressing attention, as a cognitive process that ensures that the subject receives and processes information from the surrounding reality. In the position of the subject under these verbs, only a person speaks; 2) verb units expressing attention as a psychophysiological process in which the subject (man and other living beings) consciously or unconsciously select certain information coming through the senses, ignoring the rest.

The Changing Perception of the Five Senses

2020 ◽  
pp. 103-122
Author(s):  
Sara Benninga
Keyword(s):  
Material Culture ◽  
Lived Experience ◽  
17Th Century ◽  
Scientific Instruments ◽  
Peter Paul Rubens ◽  
Courtly Culture ◽  
Southern Netherlands ◽  
The Subject ◽  
Five Senses ◽  
The Senses

This article examines the changing approach towards the representation of the senses in 17th-century Flemish painting. These changes are related to the cultural politics and courtly culture of the Spanish sovereigns of the Southern Netherlands, the Archdukes Albert and Isabella. The 1617–18 painting-series of the Five Senses by Jan Brueghel the Elder and Peter Paul Rubens as well as the pendant paintings on the subject are analyzed in relation to the iconography of the five senses, and in regard to Flemish genre themes. In this context, the excess of objects, paintings, scientific instruments, animals, and plants in the Five Senses are read as an expansion of the iconography of the senses as well as a reference to the courtly material culture of the Archdukes. Framing the senses as part of a cultural web of artifacts, Brueghel and Rubens refer both to elite lived experience and traditional iconography. The article examines the continuity between the iconography of the senses from 1600 onwards, as developed by Georg Pencz, Frans Floris, and Maerten de Vos, and the representation of the senses in the series. In addition, the article shows how certain elements in the paintings are influenced by genre paintings of the courtly company and collector’s cabinet, by Frans Francken, Lucas van Valckenborch and Louis de Caullery. Through the synthesis of these two traditions the subject of the five senses is reinvented in a courtly context

Social Constructionism and the Role of the Unconscious in Hypnotic Responding: A Single Case Experiment

2011 ◽  
Vol 28 (3) ◽  
pp. 156-163
Author(s):  
David P. Fourie
Keyword(s):  
Social Constructionism ◽  
Cognitive Process ◽  
Single Case ◽  
Alternative View ◽  
The Unconscious ◽  
Socially Constructed ◽  
Wide Acceptance ◽  
The Subject ◽  
Unconscious Mind

AbstractThere seems to be wide acceptance by both professionals and lay people that hypnotic and especially hypnotherapeutic responding is based on the long-standing but still hypothetical dichotomy between the conscious and unconscious minds. In this simplistic view, hypnotic suggestions are considered to bypass consciousness to reach the unconscious mind, there to have the intended effect. This article reports on a single-case experiment investigating the involvement of the unconscious in hypnotherapeutic responding. In this case the subject responded positively to suggestions that could not have reached the unconscious, indicating that the unconscious was not involved in such responding. An alternative view is proposed, namely that hypnotherapeutic responding involves a cognitive process in which a socially constructed new understanding of the problem behaviour and of hypnosis, based on the client's existing attribution of meaning, is followed by action considered appropriate to the new understanding and which then confirms this understanding, leading to behaviour change.

Méthode D'analyse des Connecteurs du Français en Vue D'un Traitement Automatique

1996 ◽  
Vol 20 (2) ◽  
pp. 365-380
Author(s):  
Renata Kozlowska-Heuchin
Keyword(s):  
Automatic Processing ◽  
Semantic Features ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Semantic Type ◽  
Starting Point ◽  
The Subject ◽  
Semantic Types ◽  
Semantic Typology ◽  
Semantic Properties

The subject of this article is the analysis of clauses of aim, cause, consequence and condition in French in view to the automatic processing. Our theoretical framework is that of lexicon-grammar. This study differs from the usual grammatical analyses. Here, the complex sentence is studied on the model of the simple sentence, defined as an operator accompanied by its arguments. The conjunctive phrase is our starting point for this study, and it is then shown that the noun around which it is formed, is of predicative type and has the main clause and the subordinate as arguments. This is a predicate «of second order». Automatic processing requires extremely accurate notation of syntactic and semantic properties if ambiguity and polysemy are to be correctly handled. Those descriptions based on syntactico-semantic features are insufficient, which is why the concept of « class of objects » is brought in. There are as many types of relations as there are semantic types of predicate. This is the reason why a semantic typology of predicates is sketched out, integrating lexical, syntactic and semantic components. It is shown that each semantic type can have its own appropriate lexical means of expression and specific syntactic behaviour.

scholarly journals Zmysły i edukacja. O roli doświadczenia, wiedzy oraz selekcji (refleksja filozoficzna w edukacji)

1970 ◽  
pp. 67-75
Author(s):  
Sławomir Futyma
Keyword(s):  
Cognitive Process ◽  
Da Vinci ◽  
Leonardo Da Vinci ◽  
Human Being ◽  
Human Race ◽  
Complex Process ◽  
The World ◽  
The Senses ◽  
The One

Sensory experience leads to the initiation of a complex process of thinking about the world. The result of this process are the images of what surrounds us. We definethis action as education. Because looking at the world from the perspective of sensual experience is the potential ability of every human being (Hannah Arendt), education becomes a tool enabling the simulation of the existing world and the one that may appear in the future. About who we are and where we are, who we will decide, the quality of the senses. The quality of the senses translates into the value of the cognitive process. The consequence of the quality of the cognitive process is the collection of information and knowledge. This sensual logic inscribes the action that classifiesus people according to predisposition or ava-ilable information that results from the quality of sensual functioning. As Leonardo da Vinci saw it: “Experience, the intermediary between creative nature and the human race, teaches what nature uses among mortals, that before the necessity of necessity one cannot act differently than reason, his teaching works.”

scholarly journals Active teaching methods as a component of innovation in geography teaching

2019 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Cognitive Process ◽  
Educational Process ◽  
Internet Technology ◽  
Educational Activity ◽  
Main Task ◽  
Active Teaching ◽  
Geography Teaching ◽  
The Subject

Introduction. In times of rapid informatization of society and change of technology, the main task of the modern educational process should be to expanse and deepen intellectual abilities of an individual, to motivate and prepare a person for independent work with information fl ows, to develop critical thinking and creative skills. The usage of active teaching methods helps to achieve such goals. The methods of active teaching and learning have attracted the interest of teachers and other professionals in the fi eld of education. A large number of literary sources demonstrate the benefi ts of an active approach that engages students in the learning process and requires from them action more than observations; provides a deeper and more complete understanding of the subject. The purpose of this article is to analyze the usage of active teaching methods as a component of innovation in the educational process of geography teaching in general educational institutions. The main material. One of the fi rst commonly used and detailed methods of active teaching was the method of business games. Mary Birshtein was the author of the world’s fi rst business game. Active methods of teaching are ways to enhance the educational and cognitive activity of pupils, which encourage them to actively engage into intellectual and practical activity in the process of mastering the subject. Not only the teacher is active, but pupils are active as well. There are such special features of active teaching: – a purposeful activation of schoolchildren’s thinking; – enough time to engage pupils into the learning process, their activity must be sustainable and long-lasting; – an independent creative decision-making process, high degree of motivation and emotionality of schoolchildren; – a constant interaction of subjects of educational activity with the help of direct and feedback links, free exchange of thoughts on the ways of solving some problem. There are different approaches to the classification of active teaching methods. A. Smolkin conducted a classification based on the nature of educational and cognitive and gaming activities, due to which methods of active teaching are divided into imitation and non-imitation. There are also group and individual methods. There are various methods and forms of active teaching organization: – lectures (problem lectures, lectures-visualizations, lectures with pre-planned mistakes, lectures in form of press conferences, lectures-conversation, lectures-discussion, lectures with the analysis of specific situations); – different techniques of group work organization (training that targets students to the exchange of information such as brain attack); – different methods (discussion, game simulation, etc.). In the new educational process functions and roles of teachers and pupils during classes are changing. Many researchers distinguish the following roles of a teacher: the head; the facilitator; the mentor; the adviser; the organizer; the full participant of the cognitive process. Roles of a pupil are: the researcher; the pupil who is actively involved in the cognitive process along with the teacher. With the development of modern technology, it becomes easier for teachers of geography to diversify the teaching process through various computer programs that develop spatial thinking, the ability to analyze and compare. Internet technology makes it possible to get information from almost anywhere in the world. Active teaching methods help to learn the management of the current information flow, its analysis and effective communication with each other, which is important in the modern world. There are plenty of active teaching methods, and creation of the new ones is regulated only by the imagination of teachers. In this article have been proposed some active teaching methods to be used in school, namely, 22 methods. Their classification due to the usage at some stage of the lesson (actualization of knowledge, study of the new material, discussion, generalization and repetition) has been suggested. Conclusions. There is a broad methodological base, a lot of recommendations and tips for conducting lessons using active teaching methods. In general, the literature review has shown that the issues of activation of education are relevant nowadays and more and more teachers become interested in it. Therefore it is possible to assume that in future the usage of active teaching methods will turn from modern tendencies and innovations to the obligatory condition for the educational process. The schemes of possible interactions of selected active teaching methods in the lesson of geography, at different stages of the lesson have been proposed. The two presented schemes allow teachers to devote more time and attention to the discussion during the lesson, which is a great approach for senior schoolchildren, since in high school students are most often focused on active and demonstrative language activities. And the following two schemes are focused on studying a new topic in the class. Such a set and such a sequence of methods provide a comfortable and interesting lesson for pupils of general education institutions.

scholarly journals Of empty thoughts and blind intuitions Kant's answer to McDowell

2010 ◽  
Vol 33 (1) ◽  
pp. 65-96 ◽  
Author(s):  
Günter Zöller
Keyword(s):  
Pure Reason ◽  
Critique Of Pure Reason ◽  
The Real ◽  
Myth Of The Given ◽  
Passive Data ◽  
The Subject ◽  
The Senses ◽  
The Given ◽  
Theoretical Philosophy

This paper examines the relation between intuition and concept in Kant in light of John McDowell's neo-Kantian position that intuitions are concept-laden.2 The focus is on Kant's twofold pronouncement that thoughts without content are empty and that intuitions without concepts are blind. I show that intuitions as singular representations are not instances of passive data intake but the result of synthetic unification of the given manifold of the senses by the power of the imagination under the guidance of the understanding. Against McDowell I argue that the amenability of intuitions to conceptual determination is not due some pre-existing, absolute conceptuality of the real but to the "work of the subject."3 On a more programmatic level, this paper seeks to demonstrate the limitations of a selective appropriation of Kant and the philosophical potential of a more comprehensive and thorough consideration of his work. Section 1 addresses the unique balance in Kant's philosophy between the work on particular problems and the orientation toward a systematic whole. Section 2 outlines McDowell's take on the Kantian distinction between intuition and concept in the context of the Kant readings by Sellars and Strawson. Section 3 exposes McDowell's relapse into the Myth of the Given. Section 4 proposes a reading of Kant's theoretical philosophy as an epistemology of metaphysical cognition. Section 5 details Kant's original account of sensible intuition in the Inaugural-Dissertation of 1770. Section 6 presents the transition from the manifold of the senses to the synthesis in the imagination and the unification through the categories in the Critique of pure reason (1781 and 1787). Section 7 addresses Kant's formalism in epistemology and metaphysics.

scholarly journals Semantic Types of Subjects and Objects of the Verb LIE in American Corpus (COCA)

TEKNOSASTIK ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 1
Author(s):  
Elvi Citraresmana
Keyword(s):  
Social Group ◽  
Corpus Linguistics ◽  
Human Action ◽  
Empirical Method ◽  
Human Group ◽  
Department Of State ◽  
The Subject ◽  
Low Levels ◽  
Phrasal Verb ◽  
Semantic Types

This research discusses semantic types of subjects and objects of the verb lie and the phenomena of the usage of verb in American Corpus (COCA) from 1990 to 2012. This research describes the subjects who told lies frequently and the objects who received the lies from the subjects and what topics American usually had when they lied. The verb lie has two meanings, they are ‘not telling the truth’ and ‘to recline or lie down’. In this research, the verb lie refers to the meaning of ‘not telling the truth’. The corpus does not divide between those two meanings, so the writer collected and divided them manually. After that, the prospective ones were categorized based on frequency (F) in the highest, moderate, and low levels to be analyzed using descriptive-empirical method which is based on the speakers’ experiences. This was done to analyze and formulate the semantic types of the subjects of the verb ‘lie’ and the semantic types of the objects of the phrasal verb ‘lie to’ and ‘lie about’ during the period of 1990 until 2012. The theories are based on the corpus linguistics theory suggested by Firth (1957), Jones and Sinclair (1974), Sinclair et al. (2004), Cowie (1981, 1994) and Cowie et al. (1993), Stubbs (2002), Nesselhauf (2004),  McEnery and Hardie (2001, 2012). For the semantic types, this research refers to the theory of Sinclair (1991), Stubbs (2001), Dixon (2005), McEnery and Hardie (2012), and Hanks (1987, 2013). Lindquist (2009) inspired by Palmer (1933) proposes the adjacent collocation. The book published by Bureau of International Information Programs. U.S. Department of State (2005) was used in order to analyze the correlation between the phenomena of telling lies in America. The results of analysis show that the semantic types of the subjects are the subject as human, human group, human institution, and social group. The semantic types of the objects of phrasal verb of ‘lie to’ are institution, social group, and social human, human, human group. The semantic types of the objects of phrasal verb ‘lie about’ are social event, human action, human activity, and various things.Keywords: Adjacent collocation, corpus linguistics, frequency, semantic type

scholarly journals Realism in Education Perspective

2020 ◽  
Vol 5 (1) ◽  
pp. 43-52
Author(s):  
Ermawati ZNuroh
Keyword(s):  
Teaching Materials ◽  
Natural Laws ◽  
Epistemological Perspective ◽  
Teacher’S Role ◽  
The Subject ◽  
Teacher's Role ◽  
The Senses ◽  
Basic Ideas

The sense of realism is that the object of the senses is real and alone without relying on other knowledge or mindfulness. In the epistemological perspective, the flow of realism is to declare that the understanding of the subject is determined or influenced by the object. Realism tends to perceive, reason as one of the few objects being entirely called nature and also the emphasis that the outside world stands alone and does not depend on the subject. The flow of realism states that one's knowledge is gained through sensation and abstraction. In regard to value, the view of realism states that values are absolute, timeless, but still follows applicable natural laws. Education is actually meant to be a study or study of scholarly discipline through which we get definitions and classifications. Demonstration in the laboratory is also plural as a method of learning that is considered very effective in transferring knowledge to students. The teacher's role is as a facilitator, giving a set of basic ideas, and then giving students the opportunity to practice the subject or teaching materials that are being performed.

scholarly journals Africa and the Awakening of the Senses in “L’Africain” by J. M. G. Le Clézio

2020 ◽  
Vol 44 (4) ◽  
pp. 17
Author(s):  
Natalia Nielipowicz
Keyword(s):  
Central Africa ◽  
Empirical Knowledge ◽  
The Awakening ◽  
The World ◽  
The Subject ◽  
The Senses ◽  
The Impact

<p>This article focuses on issues concerning Central Africa as depicted in the essay by Le Clézio <em>L’Africain</em> (2004)<em>. </em>The geocritical approach to the story told in the piece, will allow us to consider the polisensorism present in the scriptural, and, at times, in the pictorial language by Le Clézio, as all the senses are important and present in his perception of the African landscape. We strive to study the impact of such understanding of space on the development of the subject and its relationship with the world. We also investigate whether this empirical knowledge shapes, to some extent,  his ecological attitudes.</p>

Russian explanatory sentence as a semantic type

2021 ◽  
pp. 272-286
Author(s):  
Tatiana I. Steksova ◽  
◽  
Tatyana V. Shmeleva ◽  
Keyword(s):  
Semantic Features ◽  
Semantic Type ◽  
Complex Sentences ◽  
The Subject ◽  
Semantic Types ◽  
First Time

The paper interprets the Russian explanatory sentence as a semantic type. It is noted that descriptions of the semantic types of monopropositional sentences have already been carried out in the linguistic literature. For the first time, it is proposed to consider polypropositional semantic structures as a semantic type. The semantic nature of an explanatory sentence is defined as an expression of reflection on the events and phenomena of reality, with the position of the object-event accompanied by an indication of the reflection nature expressed by the governing predicate. General characteristics of this semantic type are given, as well as a number of semantic features serving as the basis for revealing the patterns of compatibility of various types of modus and dictum and the ways of their connection. It is proved that the previously existing qualification of relevance/factuality is based on overestimating the role of the brace and underestimating the predicative expression of deliberative. Several techniques are proposed to distinguish between thematic and factual utterances. Among sentence elements, the concept of the subject is the most significant for the typology of explanatory sentences, proposed to be divided into mono-subject and poly-subject ones. We note the poly-paradigmatic nature of the explanatory sentence and the presence of a number of its transformations used in the texts. The range of explanatory sentences with such an interpretation expands significantly without taking into account the boundaries of simple and complex sentences and some other constructive differences.

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