MODELS OF THE CONCEPTUAL METAPHORS OF THE ETHICAL CONCEPT OF EVILNESS IN RUSSIAN PHRASEOLOGY

Objective of this article is to describe models of conceptual metaphors of ethical concept “evilness” displayed and recorded in Russian phraseology, through the prism of national-cultural specificity of ethical fragment of Russian language picture of the world. Methods. We used the method of traditional linguistic analysis, lexical-semantic analysis and conceptual analysis. Results. The paper has shown that, on the one hand, among the diverse folk concepts, the concept “evilness” is determined as a basic-level concept, because it meets all the criteria for determining the basic-level concepts and acts as a reference point in the moral and value scale. On the other hand, in Russian phraseological units, the abstract ethical concept “evilness” can be represented as a materialized object (essence, substance, thing), including a specific object with specified features (functions, characteristics, attributes): liquid substance (water), spoiled food (spoiled apple) and goods, as a three-dimensional container and even as a mythological image (character): Baba-Yaga, the Devil and the Satan. Conclusions. The results obtained in this article allow us to say that these models are conceptual and metaphorical representation of evilness, largely shows not only ethnically related cultural characteristics of the ethical fragment of Russian language picture of the world, displayed in Russian phraseology, but also the cognitive specificity of Russian people.

Cognitive linguopoetics of lyric prose texts

The article examines the cognitive specificity of lyric prose texts as a product of discursive activity. The semantic space of lyric prose texts decodes images of cultural memory as an interpretive category of cognitive linguopoetics. The meaning-generating mechanisms of lyric prose texts are focused on reflecting the ego-perception of reality, which explicates the cultural and value attitudes of the author. In cognitive linguopoetics, architectonics represents the semantic essence and integrity of the lyric prose text, since it is a discursive and pragmatic manifestation of its semantic continuum. Through the prism of the architectonics of the text, the associative-figurative tonality of the semantic content of the artistic text is decoded. That is why the concept of architectonics integrates two principles: a) the creative-discursive potential of text generation and b) a multi-vector palette of discursive consciousness, which is motivated by the experience of lyrical speech thinking. The essence of lyric prose texts is determined by the lyrical architectonics of sensory-emotional and aesthetic integrity, which is motivated by poetic reflexems, representing a discursively conditioned scan of reality, passed through the prism of expressive-figurative perception of the egotope.

On Linguistic and Cognitive Mechanisms of Author’s Identity Representation in Poetic Discourse

The purpose of the article is to justify the linguistic-and-cognitive basis of an author's identity in poetic discourse. The analysis of linguistic-and-cognitive mechanisms of artistic idiosyncrasy individuality representation is carried out on the basis of Arseny Tarkovsky's works. The hermeneutic analysis of poetics in the works by Tarkovsky allowed confirming the assumption about a Gestalt-type cognitive structure that might generate meanings erasing in image-bearing systems and depict them as the system of interpenetrating motifs. The specificity of the above named structure is in its ad hock production, which does not allow to represent it as a pattern of a syntactic type that consists of some elements. This structure has the status of a fundamental (world-forming) cognitive model, which seems immanent to a prior structure of the poet's subjectivity and acquires the highest value rank in its axiological universe. Its status of immanent mediation between powerful faceless meanings circling in the sphere of the unconscious, and the manifest (created) aspect of the artistic world, that is, its sophianic, substantive (text-forming) nature, is confirmed in the article. The semiotic and cognitive specificity of Arseny Tarkovsky's idiosyncrasy is predetermined by the fact that the metaphysical source of his texts is introspection, immanent to insight, in which the "intelligent face" of the world is revealed, that determines the gnostic character of the conceptually defining motives of his poetics.

THE TEXT – THE READER – THE LITERARY WRITING: A COGNITIVE AND NARRATOLOGICAL PARADIGM

The article presents the study of some aspects in the specificity of the dialogue between the artistic text and the consciousness of the addressee. This issue is quite actively discussed in the modern literary criticism – both in theoretical approaches to analysis and in applied poetics studies. To a large extent, the methodological and terminological apparatus for examining the cognitive specificity of literature has been formed in classical narratological studies and refined in the latest developments. The article focuses on clarifying the essence of the reader as an important element of representing the consciousness, present in the artistic narrative. The specificity of the reader's presence is determined not only by its mediation status, but also by active participation in the creation and coexistence of several worlds: the intentional modus, its fiction embodiment, as well as the individual personal experience of their synthesis. Possible forms of the addressee’s presence in the space of the literary world are modelled in accordance with narrative coordinates. The specificity of each form of reader’s presence is determined by the conventional status, the narrative contour of the text, the objective intentional premises, as well as the ways of permeating into the artistic world, the ways of discovering the meaning, due to which the reading takes place as a holistic phenomenon. From the standpoint of cognitive narratology, every reader's projection has its own peculiarities that influence its place in the process of literary communication. It has been shown that the receptive significance of the literary work consists in the possibility of multiplying the meanings, implementation of the harmonious reader's understanding, corresponding to the original sense. With the increase of interval between the author and the reader, the content of the work is proportionally schematized, and with refinement of the scheme, every single interpretation acquires reliability.

Individual Differences in Face Recognition: A Decade of Discovery

Given the vital role face recognition plays in human social interaction, variations in this ability hold inherent interest and potential consequence. Yet the science of such differences has long lagged behind that of differences in other cognitive domains. In particular, although scattered case reports of catastrophic face-recognition deficits due to brain damage date back more than a century, for many decades, virtually no attention was paid to naturally occurring individual differences in face recognition. This past decade, in contrast, has seen a remarkable acceleration of research into these naturally occurring differences, spurred by the creation and validation of high-quality measures, open sharing of these measures, new options for remote testing, and a concerted move toward larger and more multivariate investigations. In this article, I recount six fundamental insights gained during the past decade about individual differences in face recognition—concerning their broad range, cognitive specificity, strong heritability, resilience to change, life-span trajectory, and practical relevance. Insights like these support a richer understanding of individual social experience and could enable more informed individual and institutional decision making.

Socratic Questions With Children: Recommendations and Cautionary Tales

This clinically focused article offers cognitive behavior therapists recommendations and cautionary tales for using the Socratic method when working with children. The importance of the therapeutic relationship in combination with developmental considerations is discussed. The use of Socratic method in various cognitive behavioral modules is illustrated by means of case examples. Dialogues provide examples of how the cognitive specificity hypothesis and downward arrow technique can be used to support young clients in eliciting negative automatic thoughts. The importance of pacing, the mixing of closed and open-ended questions, and behavioral experiments to aid cognitive restructuring are also highlighted through extracts from clinical conversations. Finally, the article emphasizes that the purpose of the Socratic method is to broaden thinking and to access new knowledge rather than just giving young clients new thoughts and problem solving strategies.

Three Types of Ethno-Specificity in Phraseology: Ethno-Linguistic, Ethno-Cultural, and Ethno-Cognitive Specificity

The ethno-specific phraseology – the phraseology which manifests interlanguage differences – is contemplated in the paper considering the phraseology corpora of the Russian and English languages. The popular opinion that ethno-specificity in phraseology is predetermined solely by unique features of the national culture is questioned. The three types of phraseological ethno-specificity are differentiated: ethno-linguistic (ensured by distinctive features of the national language), ethno-cultural (connected with the originality of the national culture), and ethno-cognitive (ordained by the uniqueness of the national worldview). The characteristics of the phraseological units that belong to each of the three types of ethno-specificity are enumerated, and the circles of questions on the ethno-specific phraseology to be studied within traditional linguistics, cultural linguistics, and cognitive linguistics are outlined. The possibility of coexistence of several types of ethno-specificity in one phraseological unit is shown. It is noted that in order to comprehend ethno-specific phraseological units of the three types a different degree of immersion in the foreign linguistic-cultural-cognitive space is required.