COGNITIVE MECHANISMS OF THE QUANTITATIVE MEANING CONSTRUCTION

2020 ◽  
pp. 5-14
Author(s):  
N.N. Boldyrev ◽  
◽  
E.V. Fedyaeva ◽  
Keyword(s):  
Analogical Reasoning ◽  
Real Life ◽  
Human Mind ◽  
Meaning Construction ◽  
Quantitative Aspect ◽  
Cognitive Mechanisms ◽  
Qualitative Properties ◽  
Conceptual Structures ◽  
Life Phenomena

The article considers the cognitive and language mechanisms of quantitative meaning construction. Being a necessary tool in the research into mind and language interaction, cognitive and language mechanisms expose correlations between the conceptual structures and language units’ meanings. The purpose of this article is to show the significant role of quantity in secondary representation of knowledge about the world. The article shows that the activity of mind in understanding the quantitative characteristics of the real life phenomena and facts implies actualization of various mechanisms. The authors argue that the configuration of knowledge about the quantitative aspect of being is based on a variety of cognitive mechanisms, such as reification, analogical reasoning, portion-excerpting, abstraction, multiplexing, comparison, conceptual metaphor, focusing, defocusing, symbolization. Both individually and jointly, these mechanisms form the basis for the process of quantitative interpretation of the reality qualitative properties. Analyzing the effect of various cognitive mechanisms on the evidence derived from Russian, English and French, the authors focus on the variability of means representing quantity in language, which is a natural consequence of the human mind flexibility and ability to creatively interpret various characteristics of objects and events.

The role of echoing in meaning construction and interpretation

2020 ◽  
Vol 18 (1) ◽  
pp. 19-41
Author(s):  
Alicia Galera Masegosa
Keyword(s):  
Meaning Construction ◽  
Theoretic Approach ◽  
Cognitive Mechanisms ◽  
Cognitive Operation ◽  
The Relationship

Abstract Echoic mention was initially proposed as part of the relevance-theoretic approach to irony (Sperber & Wilson, 1986). The aim of this article is to present an account of echoing as a cognitive operation that goes beyond (and yet includes) the interpretation of ironic remarks. For this purpose, we explore the cognitive mechanisms that underlie the production and interpretation of echoic uses of both ironic and non-ironic language. In the light of the examples under scrutiny, we claim that echoic mentions afford metonymic access to the echoed scenario, which is then contrasted with the observable scenario. The relationship between the two scenarios, which ranges from identity to contrast, passing through type-token similarity and metaphorical resemblance, determines the communicative purpose of the speaker, which may convey different kind of attitudes.

scholarly journals A REVIEW ON THE ROLE OF ‘FEAR’ EMOTIONS ON ATTENTIONAL BIAS

2021 ◽  
Vol 9 (21) ◽  
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Attentional Bias ◽  
Real Life ◽  
Three Dimensions ◽  
Cognitive Mechanisms ◽  
Epidemic Disease ◽  
Attentional Processes ◽  
Bomb Explosion

The purpose of this review is to evaulate how attentional processes that are vital cognitive mechanisms for survival are affected due to threat-related stimuli by investigating studies which address the emotion of fear and attentional bias. Individuals experience three dimensions of emotions: bodily excitations (arousal), expressive behaviors caused by bodily excitations and awareness of emotions. The increase of arousal level accompanying emotions may affect the range/variety of cues which organisms pay attention to. In this review, beside the evolutionarily relevant threats (snake, spider, etc.), modern threats (gun, knife, etc.) and fears based on learning were investigated. At the same time, the role of threat-related stimuli encountered during situations involving attentional blindness and in real life (pain, epidemic disease, bomb explosion, etc.) was included. By analysing studies focusing on individual differences, it was investigated how attentional bias to threat-related stimuli may be affected by factors like age, sex, culture, emotinal intelligence, personality traits, loneliness, and anxiety level. Results from the investigated studies has shown that attentional bias is stronger for threat-related stimuli compared to neutral stimuli. Keywords Fear, attentional bias, threat-related stimuli, emotions and attention

scholarly journals LIGHT and DARK

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (2) ◽  
pp. 279-302
Author(s):  
Svitlana Martinek
Keyword(s):  
Cognitive Linguistics ◽  
Empirical Investigation ◽  
Human Mind ◽  
Human Consciousness ◽  
Cognitive Mechanisms ◽  
Binary Opposition ◽  
Conceptual Structures ◽  
Time Period ◽  
Binary Oppositions ◽  
Precise Study

Cognitive Linguistics, which primarily deals with the conceptual structures of human mind via their language manifestation, opens new prospects in studying binary oppositions. Despite numerous researches of this phenomenon, lots of questions raised here do not have exhaustive answers. What we need is not only inquiry oriented toward ascertainment of the universality (or the degree of universality) of some binary oppositions, but studies of their system in a certain linguaculture within a given time period. The precise study of interrelations among various symbolic domains in this sphere is another important problem. Furthermore, binary oppositions should not be seen as stable and unchangeable structures presented within human consciousness but they must be regarded as the external manifestation of specific cognitive mechanisms. This paper presents an empirical investigation of the binary opposition light-dark based on the method of an associative experiment. The analysis of the responses clearly reveals binary oppositions which are deep-rooted in the speakers’ consciousness and which closely interact. These oppositions build a rich background for the metaphorical interchange between corresponding domains which create a whole system where the correlating parts are used for the metaphoric designation of each other. The main focus of this study is the interaction of cognitive mechanisms of contradistinction with conceptual metaphor and further analysis of the result of this process in a language.

scholarly journals The role of cognitive mechanism in making inferences

1999 ◽  
Vol 1 ◽  
pp. 237 ◽  
Author(s):  
Francisco José Ruiz de Mendoza Ibáñez
Keyword(s):  
Cognitive Linguistics ◽  
Relevance Theory ◽  
Cognitive Mechanisms ◽  
Language Understanding ◽  
Cognitive Mechanism ◽  
Common Concern ◽  
Conceptual Structures ◽  
Metaphor And Metonymy ◽  
The Way

Discovering the nature and role of inferential mechanisms in language understanding is a distinctly common concern in work carried out both within Cognitive Linguistics and Relevance Theory. Cognitive linguists increasingly tend to see language-related inferences as a matter of the activation of relevant conceptual structures. This is generally accepted by relevance theorists; however, they tend to play down the importance of such structures in favour of pragmatic principles. This is evident in their treatment of phenomena like metaphor and metonymy, which are explained by them as a question of deriving strong and weak implicatures. In this paper we revise this treatment and argue in favour of dealing with metaphor and metonymy as cognitive mechanisms which provide us with explicit meaning or, as relevance theorists would put it, with sets of "explicatures". This allows us to reformulate the implicature/explicature distinction and to reconsider the way it works in relation to other phenomena which are also of concern to relevance theorists, like disambiguation in conjoined utterances.

The Features of B. Shergin’s Cognitive Style (On the Example of the Conceptualization of the Image of the Sea)

2020 ◽  
Vol 81 (1) ◽  
pp. 73-81
Author(s):  
T. A. Sidorova
Keyword(s):  
Cognitive Style ◽  
World View ◽  
Literary Text ◽  
Central Position ◽  
Special Role ◽  
Cognitive Mechanisms ◽  
Cognitive Poetics ◽  
Conceptual Structures ◽  
The People ◽  
Artistic Image

The main aim of this research was to identify the features of B. V. Shergin’s cognitive style through comprehension of the artistic image of the sea in the works of this writer. An analysis of this image was conducted from the standpoint of cognitive poetic. Cognitive poetic is considered as the main method of linguopoetic interpretation of a literary text, whose basic principles include analysis of conceptual structures reflected in the text. In the process of research, the concept of “cognitive style” in correlation with the literary text was clarified, The components of cognitive style, objectified by the image of the sea were specified. Since the literary text was interpreted from the position of cognitive poetics, the main attention was paid not only to linguistic, but also to mental structures. Furthermore, the article explores the wellknown structures of knowledge: presuppositions, concepts, motives, ideas, etc., along with semantic dominants and semantic constructs as strong meaning formations, which are determined by the author’s needs, values, world view and world perception. Therefore, the process of text interpretation takes into account the specificity of linguistic and artistic consciousness of the author, including features of the socio-cultural consciousness of Pomors (members of a subculture). The study showed that each component of B. V. Shergin’s cognitive style has its specific characteristics. The manner of presenting information in the text is characterized by a special emotional tension: understandable and close to the people daily life gets an ontological understanding. Among the cognitive mechanisms, the secondary conceptualization of the concepts of Russian Northern culture plays a special role: many of them acquire a sign of spirituality. It is shown that the specifics of the author’s cognitive style is determined by the features of his consciousness; therefore, the knowledge as sententias, semantic dominants, semantic constructs, stereotypes, values and oppositions holds the central position.

scholarly journals Calibrating the CreditRisk+ Model at Different Time Scales and in Presence of Temporal Autocorrelation †

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1679
Author(s):  
Jacopo Giacomelli ◽  
Luca Passalacqua
Keyword(s):  
Time Series ◽  
Default Risk ◽  
Real Life ◽  
Statistical Error ◽  
Real Data ◽  
Sampling Period ◽  
Calibration Procedure ◽  
Industry Standards ◽  
Default Rate

The CreditRisk+ model is one of the industry standards for the valuation of default risk in credit loans portfolios. The calibration of CreditRisk+ requires, inter alia, the specification of the parameters describing the structure of dependence among default events. This work addresses the calibration of these parameters. In particular, we study the dependence of the calibration procedure on the sampling period of the default rate time series, that might be different from the time horizon onto which the model is used for forecasting, as it is often the case in real life applications. The case of autocorrelated time series and the role of the statistical error as a function of the time series period are also discussed. The findings of the proposed calibration technique are illustrated with the support of an application to real data.

scholarly journals Calculators as Facilitators of Understanding Computational and Mathematical Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 177-183
Author(s):  
Jan Guncaga ◽  
Lilla Korenova ◽  
Jozef Hvorecky
Keyword(s):  
Soft Skills ◽  
Real Life ◽  
Theoretical Background ◽  
Learning Processes ◽  
Complex Phenomenon ◽  
Learning To Learn ◽  
Life Problems ◽  
The Subject ◽  
The Relationship

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.

Rembrandt’s nature

2019 ◽  
Vol 68 (1) ◽  
pp. 322-347
Author(s):  
Joost Keizer
Keyword(s):  
Seventeenth Century ◽  
Real Life ◽  
Live Model ◽  
Life Itself ◽  
Artistic Training

In seventeenth-century Holland, the role of the live model in the making of art and, importantly, as a vehicle for artistic training had become a topic of contention. No other aspect of artists’ education had received more criticism than the use of real-life models. Artists ran the risk of drawing too much attention to the live model, leaving the model’s features visible in their works. These works would look too much like life itself. This essay argues that seventeenth-century theorists devised an intricate concept of style in order to keep life in an artwork at bay. To train artists was to discipline them in style.

When “Real” Seems Mediated: Inverse Presence

2005 ◽  
Vol 14 (4) ◽  
pp. 492-500 ◽  
Author(s):  
Lydia Reeves Timmins ◽  
Matthew Lombard
Keyword(s):  
21St Century ◽  
Online Survey ◽  
Real Life ◽  
September 11 ◽  
News Reports ◽  
Comprehensive Theory ◽  
Natural Beauty ◽  
Antecedents And Consequences

As our lives become increasingly dominated by mediated experiences, presence scholars have noted that an increasing number of these mediated experiences evoke (tele)-presence, perceptions that ignore or misconstrue the role of the medium in the experience. In this paper we explore an interesting countertrend that seems to be occurring as well. In a variety of contexts, people are experiencing not an illusion that a mediated experience is in fact nonmediated, but the illusion that a nonmediated “real” experience is mediated. Drawing on news reports and an online survey, we identify 3 categories of this “illusion of mediation”: positive (when people perceive natural beauty as mediated), negative (when people perceive a disaster, crime, or other tragedy such as the events of September 11, 2001, as mediated), and unusual (when close connections between people's “real life” activities and mediated experiences lead them to confuse the former with the latter). We label this phenomenon inverse presence and consider its place and value in a comprehensive theory of presence, its possible antecedents and consequences, and what it suggests about the nature of our lives in the 21st century.

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