scholarly journals Adjective Similes as Lexical Universals

2019 ◽  
Vol 16 (2) ◽  
pp. 180-189
Author(s):  
Irina A. Muzheika
Keyword(s):  
Human Knowledge ◽  
Cognitive Analysis ◽  
Cognitive Approach ◽  
Continuous Sampling ◽  
Analysis Methods ◽  
Fixed Expressions ◽  
Development Of Language ◽  
And Linguistics

The article deals with adjective similes of some Slavonic, Baltic and German languages from the position of typology and linguistics of universals and is aimed at revealing common fixed expressions. This approach corresponds to modern tendency in phraseological researches being set at the end of the last century. Nowadays one of the main tasks of lexical typology is to study the plan of expression rather than the plan of content. The cognitive approach appears to be helpful in achieving this task as its application in typology is recognized as rather productive way of searching for content universals and for the analysis of human knowledge that effects the development of language itself. Our research covers similes of eight languages and this fact verifies conclusions about universals existence. Continuous sampling, descriptive, comparative and cognitive analysis methods are applied in the study. The main results of the study lie in the proof of lexical universals existence among adjective similes of eight languages.

Cognitive analysis methods for control of multiple robots: Robotics on $5 a day

2004 ◽  
Author(s):  
Roger A. Chadwick ◽  
Douglas J. Gillan ◽  
Dominic Simon ◽  
Skye Pazuchanics
Keyword(s):  
Multiple Robots ◽  
Cognitive Analysis ◽  
Analysis Methods

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

Cognitive Approach to the Study of Perceptually Oriented Actions

2020 ◽  
pp. 107-116
Author(s):  
Ekaterina Kholdeyeva ◽  
Keyword(s):  
Cognitive Analysis ◽  
Cognitive Approach ◽  
Cognitive Characteristics ◽  
Cognitive Levels ◽  
Different Types ◽  
Analytical Tools

The article presents a cognitive analysis of situations described by the predicate ‘exhibit’. Its semantics requires the presence of the perceiving subject. This predicate categorizes perceptually oriented actions of the Agent who causes the Observer to perceive a displayed object. The article considers different types of perceptually oriented actions described by statements with some lexico-semantic variants of ‘exhibit.’ At the same time, the author identifies the cognitive characteristics of situations represented by the predicate ‘exhibit,’ and characterizes the Observer participating in these situations. The Observer demonstrates complex cognitive levels of perception. The article also focuses on the peculiarities of the Observed which functions as a differentiating factor for dividing constructions with ‘exhibit’ into subgroups. The author proves that the use of metacategories ‘the Observer’ and ‘the Observed’ as analytical tools significantly increases the possibilities of studying various linguistic phenomena.

scholarly journals The Polysemy of Khilal: A Cognitive Approach

2018 ◽  
Vol 8 (3) ◽  
pp. 141
Author(s):  
Sameerah T. Saeed
Keyword(s):  
Semantic Networks ◽  
Contrastive Analysis ◽  
Cognitive Analysis ◽  
Modern Standard Arabic ◽  
Cognitive Approach ◽  
Standard Arabic ◽  
Restricted Use ◽  
Modern Standard

This paper presents a cognitive analysis of the Arabic preposition khilāl “through” on the basis of Tyler & Evans’ (2001, 2003) model of Principled Polysemy. The study includes developing a semantic or polysemous network of khilāl through applying the criteria of this model, identifying its primary sense and distinct senses. The study also includes a contrastive analysis of the semantic networks of khilāl and the equivalent English preposition through in terms of their proto-scenes and the distinct senses associated with each. Analyses showed that both khilāl and through share the same proto-scene of a Trajector Traversing a bounded Landmark. Moreover, khilāl seems to have very limited uses comparing to through and this, as I assume, might be due to its restricted use in Modern Standard Arabic, decreasing as a result its pragmatic strengthening possibilities. 

scholarly journals EXERIENCES WITH CONGINTIVE MECHANISMS IN TEACHING FOREING LANGUAGE

2017 ◽  
pp. 108-112
Author(s):  
A. T. Anisimova
Keyword(s):  
Information Processing ◽  
Foreign Language ◽  
Learning Styles ◽  
Foreign Languages ◽  
Cognitive Mechanisms ◽  
Cognitive Approach ◽  
Language Competence ◽  
Approach To Teaching ◽  
Development Of Language ◽  
Linguistic Approach

The article describes the experiences of applying cognitive linguistic approach to development of learners foreign language competence. It is suggested that the introduction of new language material should be based on conceptual representations (senses) of language forms rather than on comparability of native and foreign languages. Behind the cognitive approach to teaching foreign language there is a proposition that language is connected with reality or one of the possible realities through interpreting activity of an individual. The author discusses such issues of cognitive science as knowledge representation, information processing, development of language consciousness and individual learning styles in relation to teaching Russian learners a foreign language. The article describes the experiences of using cognitive mechanisms in development of effective tools in teaching a foreign language, in particular such topics as the system of the English article, teaching learners new foreign language vocabulary, usage of polysemantic words. The enhancement of language didactics paradigm with cognitive issues appears to be beneficial not only in learning a foreign language but also in development the learners general discursive competence.

scholarly journals PECULIARITIES OF A VERBAL REPRESENTATION OF A CONCEPTUAL LANGUAGE IMAGE “NIGHT” IN THE POETIC TEXTS OF AFANASY AFANASYEVICH FET

2019 ◽  
Vol 7 (6) ◽  
pp. 481-485
Author(s):  
Ilvira R. Galiulina ◽  
Alexandr V. Spiridonov ◽  
Iana A. Byiyk
Keyword(s):  
Russian Language ◽  
Cognitive Approach ◽  
Discursive Space ◽  
Continuous Sampling ◽  
Verbal Representation ◽  
The World ◽  
Poetic Texts ◽  
The Individual ◽  
Conceptual Language ◽  
The Russian Language

Purpose: This study was conducted in the framework of the anthropocentric direction with elements of the cognitive approach. Based on the concept of Yuriy M. Lotman, who asserts that a literary text is a model of reality, it verbally represents real components that structure the real world and ideal components. The purpose of this article is to identify the characteristics of the representation of the linguistic image of the concept “night” in the poetry of Afanasy A. Feta as a fragment of the Russian language picture of the world. Methodology: For this purpose, the extralinguistic conditions of the formation of the discursive space of Afanasy A. Fet's poetic texts are analyzed. The theoretical literature on the picture of the world and the poetic text are studied. The peculiarities of the linguistic concept image as a complex and multidimensional education are revealed. The paper also reveals the method of continuous sampling on the material of collections of poems by Afanasy A. Fet compiled a card index of poems about the night (187 poetic texts). Result: The rating of the frequency of language units is determined: night, moon, star, dawn; the ways of representing the linguistic image-concept “night” through the prism of the author purely individual consciousness have been revealed. The peculiarities of the verbalization of the linguistic image of the concept “night” in the composition of graphic-expressive means are determined. The study made it possible to conclude the picture of the world of the poet Afanasy A. Fet is a unique version of the individual picture of the world that has enriched the “concept-sphere” of the Russian language. The individual picture of the world of the lyrics is presented in his poetic texts, the complexity of the study of which lies in the fact that they are pointed out such features as emotionality, fragmentation, phatic imagery. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Peculiarities of a Verbal Representation of a Conceptual Language Image “Night” in the Poetic Texts of Afanasy Afanasyevich Fet is presented in a comprehensive and complete manner.

scholarly journals Linguacognitive and Linguoculturological Features of the Opposition Concept Good and Bad in Different Structural Languages (In English and Uzbek)

2021 ◽  
Vol 9 (12) ◽  
pp. 1243-1247
Author(s):  
Hasanov Elyorjon Odiljonovich
Keyword(s):  
Language Learning ◽  
Cognitive Linguistics ◽  
Point Of View ◽  
Human Knowledge ◽  
Cognitive Approach ◽  
Mental Processes ◽  
Linguistic Units

Annotation: The relevance of this study is due to its connection with the modern direction of language learning - cognitive linguistics, which makes it possible to identify the specifics of the representation of human knowledge, including evaluative ones, in the semantics of linguistic units. The prospect of the cognitive approach in studying the processes of evaluative conceptualization and evaluative categorization is explained by the fact that it makes it possible to assess the role of a person in the perception and evaluation of the surrounding reality and the formation of evaluative values, taking into account the interaction of cognitive and linguistic factors. Accordingly, the evaluative categories "good" and "bad" in this study are considered from the point of view of the mental processes of evaluative conceptualization and evaluative categorization and their refraction in linguistic meanings. Keywords: concept, language, linguacultural study, linguacultural concept "bad", linguacultural concept "good", linguistic materialization of a concept, linguacultural research.

A COGNITIVE ANALYSIS OF THE MAINTENANCE OF AUDITORY HALLUCINATIONS: ARE VOICES TO SCHIZOPHRENIA WHAT BODILY SENSATIONS ARE TO PANIC?

1998 ◽  
Vol 26 (4) ◽  
pp. 289-302 ◽  
Author(s):  
Anthony P Morrison
Keyword(s):  
Auditory Hallucinations ◽  
Clinical Implications ◽  
Cognitive Analysis ◽  
Cognitive Approach ◽  
Bodily Sensations

A cognitive approach to auditory hallucinations that is based on the models of panic and anxiety developed by Clark (1986), Beck (1976) and Salkovskis (1991) is outlined. It is suggested that auditory hallucinations are normal phenomena, and that it is the misinterpretation of such phenomena that cause the distress and disability that are commonly seen in patients experiencing hallucinations with a diagnosis of schizophrenia. It is also proposed that these interpretations of auditory hallucinations are maintained by safety seeking behaviours (including hypervigilance). The existing literature is reviewed in relation to these hypotheses and found to be largely consistent. The clinical implications of such a model are briefly discussed and a number of testable predictions are made.

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