LOGIC AND POETRY: THE CONTIGUITY OF THE CREATIVE WORLDS OF N. A. VASILIEV IN THE BACKGROUND OF LIFE CIRCUMSTANCES

The complexity of the structure and the varieties of the shades of the theme of the relationship between scientific and artistic creativity presented by us in the article the amazing “destiny of ideas” within the framework of modern – non-classical (non-aristotelian) logic. Nikolai Alexandrovich Vasiliev (1880-1940) was a versatile personality, but two aspects of his work deserve special attention – the poetry in the style of symbolism, which he was engaged in his youth, and the logical studies that allow him to be considered one of the founders of non-classical logic. Despite the difference in the degree of significance of the N. Vasiliev’s poetic and logical heritage, it is easy to see that it is in the poetry that the future logical ideas are first formed. The otherworld, the imaginary worlds are a characteristic feature of the poetry of symbolism. The creative collision of N. Vasiliev lies in the fact that in his case the poet anticipates logician. In the article “Logic and Metalogic” he declares that the classical (aristotelian) logic is not the only one, that the types of reasoning and argumentation, that is, the logical systems depend on the different preconditions. These preconditions are associated with those diverse worlds, with those different realities on which the reasoning is superimposed. The cognitive construct playing the role of “reality” loses its the status of the invariant for various logics, it can vary, which does not mean the loss of the unity of the foundations of rationality, on the contrary, it is the acquisition of the arsenal of the intellectual tools with rich possibilities for constructing a variety of rational interpretations. The life of N. Vasiliev turned out to be full of the unfinished projects, the troubles, because of its inconsistency, it looks tragic. But it was the logical ideas ahead of their time, among which the idea of the possibility strictly logically, and therefore non-contradictory to think contradictory worlds, gave N. Vasiliev the “registrate in eternity”.

Paleospecies as cognitive construct: The meme of “Homo floresiensis”

Creation and subsequent abandonment of a number of earlier species considered human ancestors: Eoanthropus dawsoni, Hesperopithecus haroldcooki, Homo gardarensis and Ramapithecus punjabicus is presented using cases from the history of science. This review indicates that the fossil evidence for these species has been questionable from the beginning but that mental images – memes – they invoked were attractive to students of human evolution and as such persisted even if not confirmed by further finds, with new research still being disputed. Against this background the status of the recent construction of the hominin species “Homo floresiensis” is discussed showing that despite dubious interpretations of the objective data and a relatively long time of non-confirmation due to paucity of newly discovered skeletal remains, the “species” still exists in minds of scholars and in the scientific literature extending into textbooks.

Receptor expectations and interlingual translation reception

The fundamental question that this paper addresses is to what extent an individual’s judgment of incoming linguistic stimuli – in the form of a translation product – can be thought of as static and objective, as opposed to dynamic and subjectively constructed. By extension, this article proposes that rather than being viewed (solely) as displaying a set of stable features, the target text can be construed as a cognitive construct that is dynamically shaped. This proposition is tested against the cognitive mechanisms of expectations. I discuss two empirical studies examining how expectations about the authorship of translation, and therefore its characteristics like quality, can influence the audience’s perception of the translation product. The question is examined for written translation (Study 1) and subtitling (Study 2). While in both cases, the central subject of inquiry are linguistic stimuli, in the latter case, these are embedded multimodally. The hypothesis is that generating certain product expectations through the use of linguistic cues will lead the audience to assess the product differently than in a condition where identical material is assessed without cuing or where opposite receptor expectations are generated. It is relevant to note that both experiments were conducted with students whose background included linguistics and translation. Such a participant profile could be associated with a more rigorously principled – and therefore stable – assessment of linguistic stimuli in both monosemiotic and polysemiotic contexts. This, in turn, would make our participants less susceptible to the effects of anticipatory cognition than would be the case with participants without formal training in the relevant fields

Synthetic Intensification Devices in Old English

Even though degree adverbs (e.g., swiþe) represent the most common intensification strategy in Old English, morphological devices are also very frequent, as expected in a predominantly synthetic language. This article studies synthetic intensification strategies in Old English with a focus on degree modification of adjectives and adverbs by means of spatial formatives (e.g., þurh- in þurhbitter ‘very bitter’ and for- in foreaþe ‘very easily’), paying attention both to the features of the intensifying formative and to the characteristics of the intensified base. Using the cognitive construct of the “Image Schema,” I show that the original spatial meaning of the formatives can help explain their combinatorial preferences in terms of boundedness. Of all the items studied, for- stands out as the most grammaticalized Old English spatial intensifying formative: it is semantically opaque, is very productive with both adjectives and adverbs, and has a very wide collocational profile.

The Language of Fear in Children’s Literature: A Case Study of Ted Hughes’s Poems for Children

The article tackles the issue of the language of fear exploited in children’s literature, taking Ted Hughes’s Nature poems for young readers as the object of analysis. It presents a perspective of linguistic stylistics and literary semantics and as such is not meant to be a critical literary evaluation of Hughes’s poetry. Rather, it focuses on linguistic instruments of creating the aura of fear in children’s poetry and their cognitive import. The author has chosen a neuroscientific paradigm for the two closely related emotions – fear and anxiety – as propagated by American researcher Joseph LeDoux, most prominently in his work “Anxious” (2015). LeDoux maintains that the feeling of fear is not inborn but rather a cognitive construct emergent from the use of one’s native language practiced within a particular socio-cultural context. The unique atmosphere of Hughes’s poetry has been achieved by a rich lexicon of fear-related notions and a skillfully applied figuration (anthropomorphisms, similes). His poetic imagery powerfully complements the vocabulary and troping in calling to life fictional worlds, often uncanny and menacing, remote from the young readers’ experience. The author of this article perceives in the lexicon, figuration and multimodal imagery (both verbal and visual, the latter realized as illustrations in picture-books) an important didactic device that teaches children how to manage fearsome experiences. This capability will also prepare children to face anxiety, an emotion typical of adult life and related mostly to existential problems.

Cognitive Constructs of Teacher Candidates on Ideal Qualifications of Academicians

The aim of the study is to analyze the cognitive construct of teacher candidates on ideal qualifications of academicians. Since the study has both quantitative and qualitative dimensions, it has been conducted in accordance with the exploratory sequential design which is a kind of mixed method. The study included twenty-four teacher candidates who were studying at different departments, at Kazım Karabekir Faculty of Education, Atatürk University during 2019-2020 spring semester. Since the cognitive constructs of teacher candidates on ideal qualifications of academicians were questioned, the repertory grid method was used for data collection. Data obtained in the study were analyzedwith quantitative and qualitative data analysis techniques. In conclusion, many cognitive constructs regarding academicians were obtained. The frequency of referring to cognitive constructs showed that teacher candidates expect academicians to have the values such as respect, justice, democracy, and impartiality, to be sympathetic, sincere, tolerant, humanist, and reliable in their relations, to attach importance to several features such as being disciplined, well-informed, being effective instructors, researchers, and being up-to-date while fulfilling their duties.

Effort-Based Decision-Making and Gross Motor Performance: Are They Linked?

The purpose of this study was to investigate the relationship between effort-based decision making and gross motor performance. Effort-based decision making was measured using a modified version of the Effort Expenditure for Rewards Task (EEfRT), in which participants pressed a button on a keyboard to fill a bar on a screen for monetary reward. Participants received monetary rewards that were commensurate with the level of effort that they were willing to expend. Gross motor performance was measured with a walking task, in which participants matched their steps to the beat of an audio metronome; they walked to metronome beats that were slower and also faster than their normal walking pace. We hypothesized that increased effort during the effort-based decision making task would be paired with an increase in steps taken per minute during the gross motor task. However, the results of this study indicated a lack of a statistically significant relationship between the effort-based decision making task and the gross motor task. Planning rather than decision-making may have been the cognitive construct that governed our gross motor task. These findings can be beneficial when thinking about potential interventions for populations who experience deficits in motor performance and cognition as well as for understanding the relationship between both cognitive and motor performance in healthy adults.

Use of visualization in mitigating professional stresses of middle-ranking managers

The problem of mitigating stress in the companies gains more relevance, since the amount of complex, problematic situations, changes in external environment significantly increases and impacts performance of the employees and competitiveness of the company. Middle-ranking managers experience severe stress. The complexity of mitigating stress is substantiated by the need for individual approach, which is would change the overall attitude towards a stressful situation. It is also a resource-consuming process from the perspective of time and finances. The optimal method in this regards is the visualization technique, which allows each participant to work through “their personal stress” even in a group format. Examination of visualization as a form of working with the cognitive construct “stress” has proven its effectiveness: the respondents began experiencing less stress, and thus les frustration, anxiety, aggressiveness, and more mental activation, interest, and comfort. The overall attitude towards stress has also changed: it ceased to cause fear, anxiety and negative emotions. It has also become easier for the respondents to handle stress that cannot be omitted. Visualization of the cognitive construct “stress” allowed inscribing in into the internal worldview as a safer one. All of the above resulted in improvement of the work performance, optimization of relations between management and employees. The novelty consists in proving the efficiency of visualization technique for working through negative cognitive constructs in the context of personnel training.

Lyrical I in Poetic Discourse of Carl Sandburg: A Linguo-Cognitive Approach

The article deals with the linguo-cognitive analysis of the expression of the lyrical I in the poetic discourse of the prominent representative of the epoch of American modernism—Carl Sandburg. The lyrical I is understood as a poet’s imagery in which the image of a lyrical hero and the image of the author are united in a syncretic way and which represents a three-fold linguo-cognitive construct that incorporates a conceptual, pragmatic and verbal embodiments. Based on the analysis made in the research, the authors arrived at the conclusion that Carl Sandburg’s lyrical I describes a man of labor, depicts a difficult life of a man in an industrial city, shows the author’s appeal in support of a man’s fighting for his rights, for peace and freedom. In the poetic discourse of Carl Sandburg, the lyrical I is represented with the help of an urban figurativeness, a newspaper style of the language, a perfect skill of use of a blank verse resembling a song folklore, and a wide use of local expressions and dialectal words, colloquial language and prosaisms.

The Affective Self: Perseverance of Self-Sentiments in Late-Life Dementia

The self has long been construed as a rational, cognitive construct; the cognitive decline of dementia has therefore been largely viewed as the loss of self. Through qualitative interviews, we find that persons with dementia strive to maintain a coherent self despite their increasing disability. Using the theories of affect control theory (ACT) and ACT-Self, we illustrate their shift from using denotative (cognitive) meanings to reliance on connotative (affective) meanings in defining the situation and choosing identities to enact. As persons with dementia lose the cognitive ability to access shared definitions and reflected appraisals, their connection to the social world narrows to affective meanings of established sentiments and emotional reactions from others. Our findings underscore the creative agency of self and the limitations of the rationalistic bias of sociology by recognizing an affective self that stands in complement to the generally acknowledged cognitive self.