To see the other types of publications on this topic, follow the link: Cognitive grammar.
Dissertations / Theses on the topic 'Cognitive grammar'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Cognitive grammar.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Harrison, Chloe. "Cognitive discourse grammar in contemporary literature." Thesis, University of Nottingham, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659197.
Full textAbstract:
Cognitive poetics has largely drawn so far on psychological models, and only recently have researchers turned their attention to cognitive linguistics. Considering the insights drawn from systemic-functional models over the past few decades and the revolutionary analyses that cognitive linguistics has brought to the fore, several of the difficulties that arise in the stylistic application of Hallidayan, cognitive linguistic and narratological frameworks seem to be resolvable from the perspective of Langacker's Cognitive Grammar (Langacker 1993a, 1993b, 1999a, 1999b, 2001, 2007, 2008, 2009; see also Croft and Cruse 2004; Evans and Green 2006; Taylor 2002). Specifically, Cognitive Grammar offers a means of accounting for experiential organisation, the attenuation of experience and how it is simulated, in a literary reading. In this study I propose an extension of Cognitive Grammar towards a cognitive discourse grammar through the unique environment that literary stylistic application offers. Thus, this research aims to develop, almost from an incipient point, the application of Cognitive Grammar in literary analysis. Through the application of Cognitive Grammar concepts, a verifiable framework and methodological principles will be established, drawing upon points of contact with cognitive-narratological developments as well as upon elements of cognitive linguistics in the process. Such points of contact include but are not limited to similarities with text world theory, cognitive semantics, cognitive narratology, systemic-functional grammar, mindmodelling and structuralist approaches to narrative layering. Rather than suggesting CG as a replacement for these existing frameworks, this analysis instead involves providing a cognitive or CG-extension to their approach. As a data set for this application, I use examples of contemporary fiction, which both exemplify and challenge the central CG concepts.
2
Hamrick, Phillip. "The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.
Full text
3
Kalyan, Siva. "Operationalising Cognitive Grammar : experimental and theoretical approaches." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36128/.
Full textAbstract:
One of the main advantages of cognitive linguistics (and in particular Cognitive Grammar) over other approaches to the study of language structure is the fact that every descriptive construct is defined in psychological terms. This means, ideally, that any cognitive linguistic description of a word or grammatical construction constitutes a hypothesis about the mental representation of that structure. It should thus be possible to verify such descriptions, or to decide between competing analyses of a phenomenon, by experimentally testing the hypotheses that they entail. Such tests have been rare, however, due to the difficulty of operationalising many of the semantic notions used in Cognitive Grammar. The present thesis reports on attempts to operationalise and test (using questionnaires, production tasks, and reaction time measurements) four descriptive claims formulated in the framework of Cognitive Grammar: that finite complementation constructions are headed by the complement-taking predicate; that the first object in a three-argument clause is more “figure-like” than the second object; that impersonal there in an existential clause refers to the locative scene as a whole; and that non-finite clauses encourage the hearer to imagine the described event as a single gestalt, whereas finite clauses encourage them to imagine it unfolding over time. These grammatical analyses crucially involve the notions of “profiling”, “focal prominence”, and “mode of scanning”, which are central to Cognitive Grammar. None of the experiments conducted produced conclusive results, leaving open the question of whether the descriptive constructs used in the analyses are really necessary. Accordingly, the second part of the thesis presents an attempt to reconceptualise Cognitive Grammar using only descriptive constructs that are known to be easily operationalisable; in particular, giving prominence to notions from discourse pragmatics and prosodic phonology.
4
Shi, Enchao. "Second language grammar and secondary predication." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289919.
Full textAbstract:
This study aims to formulate a theory of L2 grammar adequate enough to account for the final L2 state. We argued that L 2 I-language was free of L1 properties, the basis of the CHL2 Uniformity Hypothesis (CUH), and that L1-related performance data were effects of the Relativized Transfer Condition (RTC), constituting the L2 performance systems. The English resultatives (Mary painted the house red), available in Mandarin and depictives (John ate the meat raw), unavailable in Mandarin, were used to examine the hypotheses. Nineteen Mandarin speakers of English and nineteen native speakers of English participated in the study. The L2 subjects had lived in the United States for an average of ten years and 5 months at the time of the experiments. The subjects were tested in four experiments: the Guided Production (GP) test, the Clause-combining (CC) test, the Grammaticality Judgment (GJ) test, and the Interpretation (IT) test. Results were processed through t-tests, one-way ANOVA, and factorial ANOVA procedures. Important findings emerged. First, L 2 subjects showed knowledge of both English resultatives and depictives, indistinct from that of the controls in some, but not all, tests. Second, while their knowledge of the canonical constructions resembled that of the controls, L2 subjects were more reluctant to construct resultatives and depictives than the native counterparts in some tests. We attribute such irregularities to the modality of measurements, which affected the L 2 subjects' performance, but not their grammatical knowledge. This speculation was confirmed in experiments (i.e., the CC, GJ, and IT tests), where L 2 subjects, when specifically directed to produce resultatives and depictives, performed just like the controls. We therefore conclude that the final L 2 state coincides with the final state attained by the native speakers. We further claim that it is logical to speculate that the linguistic and acquisitional mechanisms that led to the final L2 state must constitute exactly the same set as the one employed by the native speakers. Therefore, we conclude that the CUH (CHL2 Uniformity Hypothesis) is true of late L 2 speakers. By the same token, we also conclude that the RTC (Relativized Transfer Condition) consists of adult L2 development.
5
Stepanov, Evgueni A. "Implementing Cognitive Grammar On A Cognitive Architecture: A Case Study With Act-r." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605536/index.pdf.
Full textAbstract:
Cognitive Grammar is a theory within the framework of Cognitive Linguistics that gives an account of human linguistic ability based entirely on general cognitive abilities. Because of the general complexity and open-endedness of the theory, there is not much computational work associated with it. This thesis proposes that ACT-R cognitive architecture can provide the basic primitives for the cognitive abilities required for a better implementation of Cognitive Grammar. Thus, a language model was developed on the ACT-R architecture. The model processes active and passive sentences, constructs their propositional representations, and tests the representation on a sentence verification task of the experiment of Anderson (1974).
6
Nuttall, Louise. "A cognitive grammar of mind style in speculative fiction." Thesis, University of Nottingham, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.735548.
Full text
7
Borchert, Marciele. "Explorando construções superlativas do português brasileiro : um estudo sociocognitivo." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3377.
Full textAbstract:
Este trabalho tem como objetivo explorar construções superlativas sob a ótica da Gramática das Construções (GOLDBERG, 1995, 2003, 2006; MIRANDA; SALOMÃO, 2009), tendo como aporte teórico-metodológico central estudos já realizados sobre superlatividade (SAMPAIO, 2007; MIRANDA, 2008; ALBERGARIA, 2008; COSTA, 2010; SANTOS, 2012; PIRES, 2013; CARRARA, 2010, 2015; MACHADO, 2011, 2015). A fim de averiguar se existem expressões produtivas que sejam candidatas a construções superlativas no uso coloquial do Português Brasileiro regional, investigamos as ocorrências das expressões tri (como prefixo), de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, baita, medo que me pelo, que dói, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu e puta, prioritariamente, no Corpus do Português, recorrendo, também, à pesquisa adicional no Corpus Brasileiro e no Google. Na análise, consultamos definições das expressões ou de palavras que as compõem, nos casos de ausência da expressão nos dicionários, com o objetivo de elucidar a possível origem e motivação para as expressões. Quanto à formalização das expressões, enquadramo-las em padrões propostos nos estudos revisados, com as seguintes proposições: de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, medo que me pelo e que dói como instanciações da Construção Superlativa Causal Nominal (CARRARA, 2010); tri como um caso da Construção Prefixal Modificadora de Grau (CARRARA, 2015); e baita, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu e puta como parte das Construções Superlativas Genéricas (MACHADO, 2011). A análise dos dados possibilitou a proposta de matrizes construcionais, baseadas nas formalizações já propostas, bem como a sugestão de ampliação da rede construcional superlativa do Português Brasileiro.Submitted by Paula Leal (pffleal@ucs.br) on 2017-12-12T15:56:55Z No. of bitstreams: 1 Dissertacao Marciele Borchert.pdf: 2207074 bytes, checksum: 49db6b8b7fb78a2027fdca93b017272e (MD5)
Made available in DSpace on 2017-12-12T15:56:55Z (GMT). No. of bitstreams: 1 Dissertacao Marciele Borchert.pdf: 2207074 bytes, checksum: 49db6b8b7fb78a2027fdca93b017272e (MD5) Previous issue date: 2017
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES.
This work aims at exploring superlative constructions under the lens of Construction Grammar (GOLDBERG, 1995, 2003, 2006; MIRANDA; SALOMÃO, 2009), having as main theoretical and methodological approach completed studies about superlativization (SAMPAIO, 2007; MIRANDA, 2008; ALBERGARIA, 2008; COSTA, 2010; SANTOS, 2012; PIRES, 2013; CARRARA, 2010, 2015; MACHADO, 2011, 2015). In order to verify if there are productive expressions which can be candidates for superlative constructions in the colloquial use of regional Brazilian Portuguese, we have investigated the occurences of the expressions tri (as a prefix), de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, baita, medo que me pelo, que dói, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu and puta, primarily, in Corpus do Português, referring, as well, to additional research in Corpus Brasileiro and on Google. In the analysis, we have looked for definitions of the expressions or of words which are part of them, in the cases which the expression is not defined by the dictionaries, with the objective of eliciting the possible origin and motivation for the expressions. Regarding the formalization of the expressions, we have fitted them into the patterns proposed in the reviewed studies, with the following assumptions: de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, medo que me pelo and que dói as instances of Causal Nominal Superlative Construction (CARRARA, 2010); tri as a case of the Prefixal Degree Modification Construction (CARRARA, 2015); and baita, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu and puta as part of the General Superlative Constructions (MACHADO, 2011). The analysis of the data made possible the proposal of constructional matrices, based on those which have already been formalized, as well as the suggestion of the enlargement of the superlative constructional net of Brazilian Portuguese.
8
Karas, Shane Michael. "Construing the News: A Cognitive Grammar Approach to Online Headlines." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1554305475795068.
Full text
9
Svirko, Elena. "Individual differences in complex grammar acquisition : causes and consequences." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b0b039d2-5025-4f48-8aa5-546b6bd29090.
Full textAbstract:
A longitudinal study lasting 3.5 years was conducted to investigate complex grammar development, focusing on acquisition of the passive and type 3 conditionals, and its relationship with a number of domain-general, domain-specific and environmental factors. 128 children (M = 5 years 10 months) were tested at the beginning and towards the end of each school year starting from Year 1. The administered measures included established tests of fluid intelligence, short-term and working memory, seriation, grammar, vocabulary, literacy and arithmetic, plus newly-developed tests of passive and conditional sentence acquisition, and arithmetic word problem solving. It was demonstrated that grammar acquisition is not complete even when children start Year 4 of primary school (M = 8 years 7 months), when the current study was completed. At that time, 32% of children have not acquired type 3 conditionals and 89% showed no understanding of centre-embedded sentences. However, only 3% showed no passive sentence acquisition. Fluid intelligence, verbal STM and WM, ability to seriate, vocabulary and parental education level were all found to contribute to individual differences in complex grammar acquisition, independently of age differences and, where relevant, independently of non-verbal ability. There were differences between the passives and the conditionals in their relationship to these variables. Complex grammar development was found to be a significant predictor of reading comprehension, spelling and arithmetic performance, independently of age, non-verbal ability, verbal STM and WM. The findings demonstrate the inter-relatedness of higher cognitive functions, particularly domain-general with domain-specific ones. Modularity in its strictest sense (informational encapsulation, functional isolation) is not present in normally developing brains. Educational applications of the results are discussed.
10
Ziem, Alexander. "Frames und sprachliches wissen kognitive aspekte der semantischen kompetenz /." Berlin : de Gruyter, 2008. http://site.ebrary.com/id/10256543.
Full text
11
Appelman, Alyssa Bolls Paul David. "Grammar and cognitive processing of news articles exploring dual-processing theories /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6459.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.
12
Hounhouayenou-Toffa, Adjovi Ernest. "La notion d'irréel et ses avatars terminologiques dans les grammaires françaises et anglophones de l'anglais." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL072.
Full textAbstract:
Cette thèse s’intéresse aux différents paradoxes que suscitent les unités lexicales irréel/unreal en grammaire et en linguistique. Il repose, pour ce faire, sur un large corpus français et anglophone d’ouvrages de terminologie linguistique et de grammaires de l’anglais publiées entre le 16e siècle et le 21e siècle. Si de nombreuses études se sont en effet intéressées à l’expression grammaticale de l’irréel, peu se sont penchées sur les discontinuités qui existent entre le mot de la langue générale et le terme tel qu’il est employé dans ces deux domaines de connaissances. Conventionnelle dans la tradition grammaticale française, mais nébuleuse, voire inappropriée pour certains linguistes, l’unité lexicale irréel semble pâtir d’un caractère protéiforme qui pose la question de son statut conceptuel, de la délimitation de son périmètre sémantique et de son utilité pour les grammaires de l’anglais. Notre travail sur corpus s’attache ainsi à étudier la conceptualisation de la notion d’irréalité, à expliquer et tenter de résoudre le problème posé par le foisonnement de ses avatars terminologiques dans les grammaires françaises et anglophones de l’anglais. Nous démontrons qu’eu égard à la façon dont le terme irréel est conçu dans les ouvrages de notre corpus, il apparaît fallacieux d’appréhender le non-factuel de façon binaire (procès actualisés vs procès non-actualisés). À partir d’une lecture sociocognitive du terme irréel, nous proposons donc une modélisation qui conçoit sa structure en termes de prototypeBased on a vast corpus of grammars and dictionaries of linguistic terminology, all published between the 16th and the 21st centuries in the French and Anglophone traditions, this thesis exposes and unravels the paradoxes raised by the term irréel and its equivalent unreal(ity). If several studies have indeed analysed the linguistic expression of unreality in present-day English, only few have shed light on the discontinuity between the unspecialised use of the term and the specialised one. Notwithstanding that it is a conventional term in the French grammatical tradition, irréel and its equivalent unreal(ity) are often portrayed as referring to nebulous and abstract notions, with polymorphic terminological manifestations, which explains why their adequacy and usefulness are at stake in linguistic descriptions. Our corpus-based approach thus seeks to explain and ultimately solve the problem posed by the complex terminological web that arises out of these notions. A careful perusal of our corpus reveals that, in view of the way unreality is conceptualised in French and Anglophone grammars, non-factuality cannot be conceived as a binary category. In line with the socio-cognitive approach to terminology, we suggest a modelisation of unreality that is articulated around a prototype structure
13
Kapatsinski, Vsevolod M. "The architecture of grammar in artificial grammar learning formal biases in the acquisition of morphophonology and the nature of the learning task /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358981.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2009.Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: David B. Pisoni; Kenneth J. de Jong.
14
Lakey, Holly. "The Grammar of Fear: Morphosyntactic Metaphor in Fear Constructions." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20415.
Full textAbstract:
This analysis explores the reflection of semantic features of emotion verbs that are metaphorized on the morphosyntactic level in constructions that express these emotions. This dissertation shows how the avoidance or distancing response to fear is mirrored in the morphosyntax of fear constructions (FCs) in certain Indo-European languages through the use of non-canonical grammatical markers. This analysis looks at both simple FCs consisting of a single clause and complex FCs, which feature a subordinate clause that acts as a complement to the fear verb in the main clause.
In simple FCs in some highly-inflected Indo-European languages, the complement of the fear verb (which represents the fear source) is case-marked not accusative but genitive (Baltic and Slavic languages, Sanskrit, Anglo-Saxon) or ablative (Armenian, Sanskrit, Old Persian). These two directional case inflections are generally used to represent the notion of movement away from. In simple FCs in these languages, the movement away is the subject/Experiencer’s recoiling or desire to distance him-/herself from the fear Source. In this way the grammar of simple FCs of these languages mirrors, or metaphorizes, the reflexive avoidance behavior of the fear response.
In the subordinate clause of complex FCs in certain Indo-European languages (such as Ancient Greek, Latin, Old English, Baltic and Slavic languages, French, and Catalan), irrealis mood marking on the verb together with a negative particle that does not affect syntactic negation of the verb syntactically mark the potentiality of the feared event or state represented by the subordinate clause (which has not yet occurred and may not occur) and its undesirability for the subject/Experiencer of the fear verb in the main clause. In this way the negative particle + irrealis mood fear clause metaphorizes on the morphosyntactic level the primary semantic features of the emotion of fear: anticipation of a potential undesired event that the Experiencer seeks to negate. The analysis of complex FCs is followed by a case study proposing the evolution of these constructions in Latin from negative purpose clauses.
This dissertation includes previously published material.
15
Gao, Hua. "A cognitive-functional investigation of questions in Chinese." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3473790X.
Full text
16
Kumashiro, Toshiyuki. "The conceptual basis of grammar : a cognitive approach to Japanese clausal structure /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975039.
Full text
17
Nomura, Masuhiro. "The internally-headed relative clause construction in Japanese : a cognitive grammar approach /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9992383.
Full text
18
Kimoto, Yukinori. "A Grammar of Arta: A Philippine Negrito Langage." Kyoto University, 2017. http://hdl.handle.net/2433/226793.
Full text
19
Gao, Hua, and 高華. "A cognitive-functional investigation of questions in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3473790X.
Full text
20
Alexandridou, Dimitra. "Fonctions primaires et filtrage de l’information dans une perspective multilingue." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCD076/document.
Full textAbstract:
Notre thèse propose l’analyse de l’information selon la théorie de la GrammaireCognitive (Langacker 1987, 1991). En fournissant des exemples du français, del ‘anglais et du grec moderne, nous avons recherché les unités pertinentes pour unfiltrage de l’information. Une fonction est définie comme une opération impliquant unmorphème dépendant, p. ex. un verbe ou un suffixe, et un morphème autonome, p. ex.un nom ; certaines fonctions sont primaires, dans le sens qu’elles sontpsychologiquement plus saillantes ; il s’agit des morphèmes dépendants verbaux oudéverbaux, qui profilent différemment une même scène processuelle. Afin d’en arriver àun filtrage automatique de l’information au niveau phrastique, il faut d’abord préparerdes dictionnaires de flexion et de dérivation déverbale. Nous faisons les premiers pas enanalysant exhaustivement la flexion verbale de l’anglais, du français et du grec moderneet en constituant des dictionnaires électroniques de toutes les formes fléchies verbalesOur thesis proposes data mining within the framework of Natural Language Processing(NLP) according to the theory of Cognitive Grammar (Langacker 1987, 1991).Providing examples from French, English and Modern Greek, we investigate theappropriate units for data mining. A function is defined as an operation involving adependent morpheme, for ex. a verb or a suffix, and an autonomous morpheme, for ex.a noun ; certain functions are primary in the sense that they are psychologically moresalient ; these are verbal or deverbal dependent morphemes that profile differently onesame processual scene. In order to get an automatic data mining at the phrastic level, wefirst need to prepare dictionaries of inflection and of deverbal derivation. We are takingthe first steps by analysing exhaustively the verbal inflection of English, French andModern Greek and we build electronic dictionaries of all their inflected forms
21
Meyer, Heather Lynn Boik. "An investigation into the linguistic characteristics and cognitive implications of academic writing at senior secondary level thesis submitted to Auckland University of Technology in partial fulfillment of the degree of Master of Arts in Applied Language Studies, December 2004 /." Full thesis, 2004. http://puka2.aut.ac.nz/ait/theses/MeyerH.pdf.
Full text
22
McKeown, Gary. "Implicit learning : representations and mechanisms in the control of complex systems." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337107.
Full text
23
Pirini, Priscila Lima. "Construções marginais em georgiano: uma análise sob a perspectiva da linguística cognitiva." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-09052016-101942/.
Full textAbstract:
Diferentes agrupamentos de verbos, parte do que chamamos aqui de construções marginais, representam em georgiano um pequeno número de verbos que apresenta peculiaridades estruturais que se desviam, de um modo ou de outro, do padrão dominante representado por classes maiores de verbos. São nessas classes maiores que esses agrupamentos menores tradicionalmente acabam por ser inseridos, estando no limiar, diacrônica e sincronicamente, entre construções morfossintáticas maiores. Argumenta-se que, assim como em relação às classes verbais maiores e mais produtivas, esses grupos menores de verbos também revelam tendências bastante específicas presentes na língua, destacando-se por apresentar diferentes processos de significação. Em vista disso, com base no movimento teórico conhecido pelo amplo termo Linguística Cognitiva, procurou-se compreender e explicar fornecendo as necessárias relações entre construções que apontam para essas tendências menos e mais produtivas e prototípicas de que forma mudanças formais vistas nesses grupos de verbos em particular como mudanças argumentais, aumento ou apagamento de argumentos, mudança na marcação de caso de argumentos etc. codificam e espelham maneiras e processos distintos de significação, e qual seria, consequentemente, a natureza dessas diferentes significações.Different groups of verbs, that we call here marginal constructions, represent in Georgian a limited number of verbs that have structural peculiarities that deviate in one way or another, from the dominant pattern represented by major verb classes in which they are traditionally classified, since they are at the threshold between major morphosyntactic constructions, diachronically and synchronically. It is argued that, compared to the largest and most productive verb classes, these smaller groups of verbs also reveal quite specific tendencies within the language, particularly by showing different meaning processes. Therefore, based on the theoretical framework known by the broad term Cognitive Linguistics, we sought to understand and explain by providing the necessary relations between those constructions that point to less and more productive and prototypical tendencies - how formal changes seen in these verb groups in particular, e.g. changes in argument structure, increase or deletion of arguments, shifting in case marking of arguments etc., reflect and code distinct ways and processes of conceptualization, being able, therefore, to caracterize the nature of these different meanings.
24
Polzenhagen, Frank. "Cultural conceptualisations in West African English : a cognitive-linguistic approach /." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016163259&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.
Full text
25
Warshaw, Mark. "The cognitive challenge to the truth conditional theory of meaning /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3170238.
Full text
26
Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1991.Title from title page screen, viewed January 5, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Sandra Metts, Janice Neuleib, Margaret Steffensen. Includes bibliographical references (leaves 180-190) and abstract. Also available in print.
27
Maloney, Erin M. "Investigating Cognitive Individuation: A Study of Dually-Countable Abstract Nouns." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244571228.
Full text
28
Wright, Cory D. "Truth and cognition." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259624.
Full textAbstract:
Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed June 21, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 273-290).
29
Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.
Full textAbstract:
This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.Ph. D.
30
Draine, Sean C. "Analytic limitations of unconscious language processing /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9143.
Full text
31
Vassiliev, Valeri I. "Towards cognitive aspectology : the subsystems of lexical aspects /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25776.pdf.
Full text
32
Pal, Dayane Cristina. "Descrição e análise de construções seriais em baulê." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-28012011-120319/.
Full textAbstract:
Esta tese tem por objetivo (i) fazer uma análise descritiva de construções seriais em baulê, classificando-as segundo a tipologia elaborada por Aikhenvald & Dixon (2006), que subdivide construções seriais em dois grandes grupos semânticos - construções simétricas e construções assimétricas - de acordo com suas propriedades sintáticas e semânticas, e (ii) analisar a sua organização conceitual, a partir da perspectiva de duas teorias de orientação cognitivista, a saber, a Gramática Cognitiva (Langacker, 1997, 2008, 2010 e a Gramática de Construções (Goldberg, 1995). A análise buscou, ainda, comparar as construções seriais em baulê com construções coordenadas sem conectivo por serem semelhantes na estrutura, enfatizando que, na serialização, ocorre a descrição de um único evento, e, na coordenação, é possível representar dois ou mais eventos, o que as diferencia de forma fundamental. O corpora constitui-se da gravação de narrativas contadas por falantes de baulê e de frases elaboradas em português e francês e traduzidas para o baulê.This thesis has the objective (i) to present a descriptive analysis of serial constructions in Baule, classifying them according to the typology elaborated by Aikhenvald & Dixon (2006), which subdivides serial constructions in two major semantic groups symmetrical and asymmetrical constructions pursuant to their syntactic and semantic properties, and (ii) to analyze its conceptual organization based on the perspective of two theories of cognitivist orientation, namely, Cognitive Grammar (Langacker, 1997, 2008, 2010) and the Grammar of Constructions (Goldberg, 1995). Furthermore, the analyzes sought to compare the serial constructions in Baule to coordinate constructions without connective for being similar in structure, emphasizing that, in serialization, occurs the description of a single event, and, in coordination, it is possible to represent two or more events, what fundamentally differentiates them. The corpora is constituted by the recording of narratives related by native speakers of Baule and by sentences elaborated in Portuguese and French translated to Baule.
33
Zhao, Tinghao. "The Perceptual Basis of Abstract Concepts in Polysemy Networks – An Interdisciplinary Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1511400502977642.
Full text
34
Gustin, Edward Louis. "A semantic analysis of 'get' and its acquisition by students of English in Macau : a cognitive approach." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586626.
Full text
35
Sahin, Nedim T. (Nedim Turan) 1975. "Seeking the neural basis of grammar : English noun and verb morphological processing investigated with rapid event-related fMRI and intracortical electrophysiology." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/28851.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2003.Includes bibliographical references (v. 2, leaves 268-271).
(cont.) the functionality of the fMRI data analysis and visualization tools used at Massachusetts General Hospital. I analyze and interpret an 18-subject fMRI experiment I ran using the new task design and software tools. Finally, I present preliminary findings on linguistic questions as well as the nature of fMRI signal, using direct Electrophysiological data recorded from electrodes implanted in the brains of two Epilepsy patients. These patients had electrodes implanted through or near classical language areas of their brains, as a necessary clinical step in locating and surgically removing the seizure-causing tissue. The main findings of this thesis are: 1.) Morphology alone can activate Broca's area, 2.) Other areas are involved, including BA47, anterior insula, and SMA, 3.) Broca's area and BA47 respond to application of abstract grammatical features, even without phonological manipulations, 4.) Morphophonological manipulation additionally recruits insula and SMA, 5.) While simply accessing nouns versus verbs may involve separable brain regions, inflectional processing of the two categories may be done by the same process, 6.) Regularly and Irregularly inflected verbs show a double dissociation of activation in frontal and medial regions, 7.) Processing of English noun more than verb morphology may rely on some contribution from number processing brain systems ...
Inflectional morphology is the component of language concerned with changing a word's form to reflect context-specific meaning, such as the affixing of"-ed" for English verbs in the past tense, or adding "-s" in order to signal a noun's plural form. Although it is but one part of language, morphology may be useful as a model system for larger issues in language and cognition. Morphological processing touches on: the manipulation of memorized items (the vocabulary of words, and maybe word endings), the application and power of combinatorial rules (to generate correct forms, even of unknown words), and the binding of units of information into meaning. Morphology's relationship with other more traditional facets of language such as syntax (sentence structure) and semantics (meanings of individual words) is debated, as is the objective reality of grammatical categories (e.g. noun/verb) as well as combinatorial rules. Functional Magnetic Resonance Imaging (fMRI) is an exciting technique for peering into the brain and answering questions about its function. However, the technique has limited temporal and spatial resolution, and indexes the brain basis of cognition only indirectly, via blood response to cellular metabolism. In this thesis I propose a task for manipulating morphological production, embedded in a 2*2*3 design simultaneously varying grammatical class (nouns versus verbs), regularity of inflection (e.g. words like "walk" which take the stereotyped or regular ending "-ed", versus those like "bring" and "sing" which have idiosyncratic past tense forms), and three types of morphological task aimed to separate the assignment of grammatical features (e.g. present/past tense) from changes in word sound. I introduce and utilize software to extend
by Nedim T. Sahin.
S.M.
36
Hayashi, Lawrence. "The Relationship Between Visual Event Perception, Dishabituation of Neural Models and Progressive Aspect in English." Thesis, University of Oregon, 1991. http://hdl.handle.net/1794/24567.
Full textAbstract:
130 pagesProgressive aspect has traditionally been linked to notions of speaker viewpoint on conceptual structure - specifically, whether the speaker perceives an event as bounded or unbounded. The following research examines the cognitive structures of the mental representation that might underlay these conceptual notions, recasting viewpoint in cognitive terms. A cognitive model of information processing is presented, explaining processes of information parsing, message formulation and linguistic encoding as carried out by a functional grammar. In particular, we examine how the grammar uses the habituated or dishabituated states of neural models formed from sensory or memorial inputs in determining progressive or non-progressive message encoding. Hypotheses are tested by experiments based upon a paradigm in which speakers describe visual stimuli while simultaneously watching them on a screen. This online paradigm allows us to approximate the speaker's mental representation, providing text-independent measures to compare against linguistic output.
37
Viñes, Gimeno Vicenta. "Grammar learning through strategy training: A classroom study on learning conditionals through metacognitive and cognitive strategy training." Doctoral thesis, Universitat de València, 2002. http://hdl.handle.net/10803/9779.
Full textAbstract:
SUMARYThe main aim of this doctorate research is to design an instructional model- a macro-grammar strategy- which combines grammar and strategy researchers' contributions to help foreign language learners learn an L2 more autonomously. However, this research is specially motivated by our concern about the poor results which Spanish secondary school students achieve in Spanish schools in their written exams, since passing a written exam to get into university is these students' main objective. The reasons for this failure may be due to an excessively communicative approach and too wide a variety of students sharing the same classroom. Therefore, though the purpose of this research is to help all students to learn grammar more autonomously thanks to their acquisition of metacognitive (selective attention, self-monitoring and self-evaluation) and cognitive strategies (elaboration, induction, translation, deduction, repetition and transfer), this study is specially concerned about unsuccessful learners who lack or do not apply the metacognitive and cognitive strategies necessary to learn grammar and transfer their acquired knowledge to the acquisition of new grammatical structures, since this model may enable students to learn on their own and improve their attitude towards foreign language learning. Our research is based on cognitive theory of learning. The theoretical background which supports our research attempts to demonnstrate how cognitive theory of learning manages to explain how learning, an L2, grammar and strategies, are learnt; and how the automatization of grammar and strategies helps students learn an L2. According to this approach the learner becomes an active organizer of incoming information and an L2 acquisition is seen as the acquisition of a complex, cognitive skill in which the learning of grammar plays an important role and LS facilitate its learning (McLaughlin, Rossman, and McLeod, 1983). This cognitive approach also states that grammar and learning strategies (LS) are complex skills; and explains how a skill is learnt so that the learning of an L2, grammar and LS can be understood. Thus, Anderson's (1980) theory of knowledge acquisition, McLaughlin's (1987), Schmidt's (1990), Sharwood-Smith's (1993), Long's (1998), Dekeyser's (1998), and Skehan's (1999) position on grammar learning and Wenden's (1987) and O'Malley et al.'s approach to LS manage to complement each other and offer an appropriate theoretical framework for designing an instructional model in which strategy training enables students to learn a grammatical structure and transfer this knowledge to the learning of other structures. The automatization of grammatical items is believed to take place when formally learned grammatical items have been explicitly noticed, have been structured into working hypotheses and have been proceduralized/automatized through practice in context (e.g. McLaughlin, 1987; Schmidt, 1990; Johnson, 1994; Batstone, 1994). And by using metacognitive strategies- planning, monitoring and evaluating strategies- students can come to understand that they have power over their own learning (Chamot and O'Malley, 1996: 266); and the combination of these metacognitive strategies with cognitive strategies- mental steps which involve interacting with the material- will also facilitate learners to learn grammar on their own. The two main hypothesis of this research are that students, specially fair and poor learners, following the grammar strategy instruction will acquire the 2nd conditional structure better than the students who do not follow this instruction: that is to say, their results in the 1st post-test, 2nd post-test, and final post-test will be better. And that the experimental group students, specially poor and fair learners, will transfer their way of acquiring 2nd conditionals to another grammatical structure, in this case the 3rd conditionals, better than the students who do not follow this instruction. Next, the method to be followed in our empirical work is explained. This research in which 60 subjects- 30 experimental subjects and 30 control subjects- participated has been conducted in "Luis Vives" secondary school in Valencia during the school year 2000-2001. Their textbook, their teacher and the conditions under which they study English are the same and their standard is low-intermadiate. Due to the great range of results which students get in the pre-test and their last year's results participants are ranked into three subgroups- good, fair and poor (Izumi and Bigelow, 2000: 248). Students also fill in three metacognitive questionnaires, which analyse students' characteristics, objectives, difficulties, and strategies used to learn grammar, before instruction takes place so that the homogeneity of both groups can be established. Our instructional model combines the explicit training of metacognitive and cognitive strategies when practising comprehension, consciousness-raising, controlled and spontaneous written grammar activities- filling in the blanks with the right tenses, correcting mistakes, rewriting, translating from Spanish into English and writing- on the learning of 2nd conditional sentences in the foreign language classroom. Since it is acknowledged that neither a forms-based instruction nor meaning-based instruction alone can lead to SLA (Doughty and Williams, 1998: 11), our approach is eclectic and combined. Our strategy training is provided in four sessions in three weeks running in January. The declarative knowledge about the 2nd conditional, their induction, practice in controlled and spontaneous written activities, and immediate feedback is provided in each session, while metacognitive and cognitive strategies are practised. Students' answers in the metacognitive questionnaires and their results in the pre-test and four post-tests are analysed following statistical procedures so that we can be more certain of the reliability of the results. A previous pilot study (Viñes, 2000) was also carried out so that possible deficiencies could be avoided, and results could be compared. The results obtained in the two short-term and long-term post-tests confirm our first hypotheses; our instructional model helped learners, specially unsuccessful learners, to learn the 2nd conditional. And the results of the "Discovering the 3rd conditional" test confirms our 2nd hypothesis; our instructional model helped experimental, specially unsuccessful learners, to transfer the knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditionals. However, the results which students get are not 100% correct in all the different activities, that it is why, it is considered that they are still in the associative stage of learning in relation to their learning of 2nd and 3rd conditional sentences, and metacognitive and cognitive strategies. More spontaneous written activities and more strategy training sessions should have been provided in order to help them get to the autonomous stage of learning. Thus, the results of the four post-tests offer relevant empirical evidence on the effectiveness of our instructional model to help learners, specially unsuccessful learners to improve their inductive ability, acquire declarative knowledge, and transfer the declarative knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditional. Finally, some pedagogical implications, which can be specially useful to help secondary school students learn an L2, are suggested. First of all, encouraging students to work on their own in silence may aid poor learners in performing activities. Secondly, providing strategy training which combines metacognitive and cognitive strategies is essential. Thirdly, adapting the material to student's level, and allowing the L1 to be used in the classroom when needed may encourage students to learn. Fourthly, providing smaller amounts of new information in meaningful contexts, but allowing students to discover it, make it explicit, practise it immediately and get feedback, may allow students to perceive learning grammar as a rewarding game because they can be aware of their success. Moreover, repeating this material applied in different contexts within long intervals of time may help all learners to acquire the new structures since different opportunities for their learning are provided. This doctorate research presents the findings of an empirical study carried out in a Spanish secondary school to test the effectiveness of an instructional model designed to help these secondary school students, specially the unsuccessful ones, learn grammar more autonomously and improve their attitude towards foreign language learning. First, the theoretical background which supports our empirical work is described. Anderson (1980, 1981, 1982, 1983), Anderson and Fincham (1994) and Anderson et al.'s (1997) theory of knowledge acquisition, McLaughlin (1987), Schmidt (1990), Sharwood-Smith (1993), Long (1998), Dekeyser (1998), and Skehan's (1999) position on grammar learning and Wenden (1987) and O'Malley and Chamot's (1990) approach to learning strategies complement each other, and offer an adequate framework for designing an instructional model which combines the explicit training of metacognitive and cognitive strategies when practising controlled and spontaneous written grammar activities on the learning of 2nd conditional sentences in the foreign language classroom. Second, the description of our empirical work follows. The experimental and control subjects' characteristics, the description of our instructional model, its instruction, the short-term and long term post-tests taken, and the statistical tests applied on the students' answers make up this description. Third, relevant empirical evidence on the effectiveness of our instructional model to help learners, specially unsuccessful learners to improve their inductive ability, acquire declarative knowledge, and transfer the declarative knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditional are presented and discussed. Finally, some pedagogical implications, which can be specially useful for secondary school teachers when helping secondary school students learn an L2, are suggested.
38
Farah, David Edson. "Dinâmica de forças como base conceitual para a causalidade: um estudo em gramática cognitiva sobre as conjunções causais do alemão." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-14032019-112338/.
Full textAbstract:
A presente tese de doutorado tem por objetivo (i) Descrever o significado das conjunções causais da língua alemã por meio dos recursos fornecidos pelo Modelo da Dinâmica de Forças no contexto da Gramática Cognitiva; e (ii) explicar a multiplicidade de conjunções causais na língua alema a partir de diferentes arranjos de perspectiva conceitual evocados pelas diferentes conjunções que atendem diferentes necessidades comunicativas dos participantes de uma interação linguística. Para tanto, desenvolve um modelo de análise elaborado a partir dos conceitos teóricos da Gramática Cognitiva (Langacker 1987, 1991, 2008) e do Modelo da Dinâmica de Forças (Talmy 1988) para as conjunções causais da língua alemã contemporânea (da, denn e weil ). A Gramática Cognitiva e a Dinâmica de Forças são abordagens da Linguística Cognitiva para a gramática e compartilham a concepção de que a experiência humana com a realidade fornece o substrato conceitual que molda o significado linguístico. Elas também compartilham a noção de que as interações mediadas por força representam um ponto-chave conceitual para a descrição do significado de classes gramaticais variadas como, por exemplo, verbos modais e causativos, preposições, advérbios e conjunções. A pesquisa aqui apresentada faz um levantamento dos recursos teóricos empregados pela Gramática Cognitiva e elabora a partir de ocorrências extraídas de textos jornalísticos uma descrição do significado das conjunções causais da, denn e weil em que a Dinâmica de Forças figura como base conceitual a partir da qual as chamadas operações de perspectivação conceitual (construal operations) estruturam os conteúdos relevantes para a diferenciação de cada uma das conjunções. Essa diferenciação, segundo sugere este trabalho, está relacionada ao fato de que cada uma das conjunções reside essencialmente no fato de que cada uma acessa a base conceitual (dinâmica de forças) a partir perspectivas diferentes, adequadas a situações comunicativas diversas e visa estabelecer entre falante e ouvinte uma melhor troca de informações acerca daquilo que compartilhando em sua interação linguística.The present doctoral dissertation aims (i) a description of the meaning of the German causal conjunctions in terms of force-dynamic patterns and construal operations; as well as (ii) an explanation for the multiplicity of causal conjunctions based on the notion that construal can impose different conceptual strutuctures to the same conceptual basis, resultuing in different perspectives over causality, perfiled by the conjunctions of a language. In order to fulfill this purpose, I develop an analisys model based on the theoretical concepts of Cognitive Grammar (Langacker 1987, 1991, 2008) and the Force Dynamics Model (Talmy 1988) for the causal conjunctions of the contemporary German language (da, denn and weil). Cognitive Grammar and Force Dynamics are approaches based on the Cognitive Linguistics framework to grammar and share the view that the human experience of reality provides the conceptual substrate that shapes linguistic meaning. They also share the notion that the conception that force-mediated interactions represent a reference point for describing the meaning of several grammatical classes, such as modal and causative verbs, prepositions, adverbs, and conjunctions. This research uses the theoretical resources used by Cognitive Grammar in order to elaborate a description of the meaning of the causal conjunctions da, denn and weil. It is argued that the conceptual basis of these conjunctions consists of a force-dynamic pattern accessed by the so-called construal operations. The construal operations structure the content of the conceptual basis in different ways. It is argued in the the present research that different conceptual structures imposed by construal can be related to the multiplicity of causal conjunctions in contemporary German. Thus, da, denn and weil serve to the conceptualization of diverse communicative situations in which the speaker attempts to convey specific causal information to the listener about the objective scene they are conceptualizing in the linguistic interaction.
39
Rudel, Audrey. "Représentation sémantico-conceptuelle et construction du sens : l'adjectif et sa combinatoire avec d'autres expressions." Thesis, Clermont-Ferrand 2, 2011. http://www.theses.fr/2011CLF20018.
Full textAbstract:
Ce travail a comme source une réflexion sur les problèmes liés à la complexité de lasémantique adjectivale. Puisque l’adjectif constitue le noyau de cette thèse, nous ledéfinissons et faisons ainsi ressortir ses caractéristiques, notamment la souplesse dont il faitpreuve. Nous envisageons la modification du nom par l’adjectif, puis nous considérons laplace de ce dernier vis-à-vis du substantif recteur ainsi que les changements de sens entreantéposition et postposition.Chemin faisant, notre réflexion porte non seulement sur la notion de sens mais aussisur la construction du sens que nous considérons comme un processus dynamique. Nousmettons en avant l’activation de l’information ainsi que les problèmes rencontrés lors de laconstruction du sens d’expressions Adj-N et N-Adj. La polysémie lexicale constitue un despoints sur lesquels nous nous attardons puisque ce phénomène est au centre de la langue.Nos recherches s’intègrent dans le cadre de la Grammaire Cognitive deR.W. Langacker (1987, 1991, 2008). Nous étudions donc l’adjectif de même que lacombinaison Adj-N/N-Adj à la lumière de cette théorie. Notre raisonnement nous amène ànous questionner, entre autres choses, sur la représentation sémantico-conceptuelle associéeaux adjectifs à sens multiples.Nous postulons que toute expression linguistique est associée, dans l’appareil cognitifdes locuteurs-auditeurs, à une structure conceptuelle d’informations organisées. Notreréflexion s’oriente vers la représentation des items lexicaux à sens multiples en GrammaireCognitive. Le modèle des réseaux schématiques (Schematic Network Model) permet de rendrecompte des différents sens d’un lexème ainsi que des liens les unissant. Sur la base destravaux de D. Tuggy (1993), nous proposons de répartir les représentationssémantico-conceptuelles des mots à sens multiples le long d’un continuum allant del’homonymie au vague, en passant par la polysémie et la multi-facialité. Enfin, nousproposons une analyse des adjectifs à sens multiples pauvre, cher et curieux, toujours dans lecadre de la Grammaire Cognitive. Pour chacun d’entre eux, nous établissons unereprésentation sémantico-conceptuelle et nous donnons les régularités sémantiques liées à laconstruction du sens lors leur combinatoire avec un substantifThis work is concerned with the problems which surround the complexity of adjectivalsemantics. As the adjective is at the heart of this thesis, we firstly seek to define it and, in doingso, we bring to light its characteristics, and in particular its flexibility. We consider theadjective when used in noun modification before turning to the place of the adjective withregards to the noun and, finally, considering the changes in meaning between adjectives in theanteposition and postposition.Inevitably, our reflection concerns not only the notion of meaning but also meaningconstruction,which we consider as a dynamic process. We focus upon the activation of theinformation as well as the problems linked to meaning-construction of Adj-N and N-Adjexpressions. We pay particular attention to lexical polysemy; this phenomenon being centralto language.The framework for our research is that of R.W. Langacker’s Cognitive Grammar(1987, 1991, 2008). We, thus, study the adjective as well as the Adj-N/N-Adj combinations inlight of this theory. Our reasoning brings us to question, among other things, the semanticconceptualrepresentation associated with adjectives which offer multiple meanings.We postulate that any linguistic expression is associated, in a speaker-hearer’scognitive device, with an abstract structure of organized information. Our reflection turns tothe representation of lexical items which offer multiple meanings in Cognitive Grammar. TheSchematic Network Model is used to allow us to take into account different meanings of alexeme as well as the links between them. On the basis of D. Tuggy’s works (1993), wesuggest distributing the semantic-conceptual representations of words with multiple meaningsalong a continuum going from homonymy to vagueness, and including polysemy andmultifaciality. Finally, we offer an analysis of the adjectives pauvre, cher and curieux whichhave multiple meanings, once again within the framework of Cognitive Grammar. For each ofthese adjectives, we establish a semantic-conceptual representation and we offer the semanticregularities connected to meaning-construction when these adjectives are combined with anoun
40
Lindes, Peter. "OntoSoar: Using Language to Find Genealogy Facts." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4133.
Full textAbstract:
There is a need to have an automated system that can read family history books or other historical texts and extract as many genealogy facts as possible from them. Embley and others have applied traditional information extraction techniques to this problem in a system called OntoES with a reasonable amount of success. In parallel much linguistic theory has been developed in the past decades, and Lonsdale and others have built computational embodiments of some of these theories using Soar. In this thesis we introduce a system called OntoSoar which combines the Link Grammar Parser using a grammar customized for family history texts with an innovative semantic analyzer inspired by construction grammars to extract genealogical facts from family history books and use them to populate a conceptual model compatible with OntoES with facts derived from the text. The system produces good results on the texts tested so far, and shows promise of being able to do even better with further development.
41
Agoglu, Eser. "Appropriateness Of A Cognitive Approach To Donald Davidson'." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610178/index.pdf.
Full textAbstract:
The purpose of this study is to discuss the appropriateness of a cognitive approach to Donald Davidson's meaning theory. Davidson makes the bold proposal that a truth theory, modified for a natural language, may be treated as a meaning theory for that language. According to Davidson, a meaning theory is an empirical theory. Radical Interpretation is at the center of such an empirical inquiry which places restrictions on the truth theory to make it suitable as a meaning theory without appeal to semantic notions. Davidson&lsquo
s aim in presenting this bold proposal and radical interpretation is to shed light on the concept of meaning, not to define the actual semantic competence of language users. But what Davidson&lsquo
s project does not aim to define is the main thing that a cognitive approach must account for. Whether a truth theory can represent the semantic competence of language users is discussed in this work. It is concluded that, although there is no a priori reason for such a representation claim, the cognitive approach&mdash
with the right assumptions to make the claim testable&mdash
can lead to an empirical research programme.
42
Hillert, Albin. "The Postposed Indefinite Article Noun Phrase from a Construction Grammar Perspective." Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40006.
Full textAbstract:
English noun phrases (NP) which include degree modified adjectives show some interesting variation of the position of the indefinite article. A particularly salient pattern is displayed in This is anticipated to be more common a scenario than fleas spreading bubonic plague (BoE, BU-NX022521). The present paper is based on a study of utterances where this pattern was used even though a canonical word order would have been possible. Such constructs are referred to as the Optional Postposed Indefinite Article Noun Phrase (OPIANP) and have been collected from the British National Corpus (BNC) and Collins Word Banks Online: English Corpus (BoE). The central question is whether there is semantic motivation for this postposition of the indefinite article. The results suggest that there is such motivation, namely that the OPIANP could be an extension of a more frequent construction identified as the Postposed Indefinite Article Noun Phrase (PIANP). Furthermore, it is shown that the pattern’s semantics is unpredictable from the composition of its parts and that its primary function is that it positions already given arguments on an adjectival scale. That is, it foregrounds scalar qualities and backgrounds the noun. These conclusions stem from observations of patterns of unification with other constructions, illustrating how the OPIANP unifies best with the non-referential, descriptive PC-constructions and less well with referential constructions such as the subject and direct object constructions. These findings are remarkable as the idea of an adjective-scalar centred NP-construction challenges the idea of NPs being centred round their head, the noun.
43
Westbury, Joshua R. "Left dislocation in biblical Hebrew : a cognitive linguistic account." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95852.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The present work consists of an investigation into the form and function(s) of the so-called 'Left Dislocation' construction in Biblical Hebrew. As such, this inquiry is part of a larger domain of research that explores the nature and function of word order variation in Biblical Hebrew. As a result of a pilot study conducted by the present author in 2010, as well as recent advances within the feilds of cognitive linguistics, psycholinguistics, and discoursepragmatics— particularly with its sub-discipline known as information structure—a fresh examination of Left Dislocation in Biblical Hebrew is called for. Drawing on research from the aforementioned feilds of study, we propose a cognitive-functional theoretical model that provides a framework for a more comprehensive explanation of Left Dislocation in Biblical Hebrew. Furthermore, this work situates Left Dislocation in Biblical Hebrew against a broader profile of Left Dislocation across langauges. This is accomplished by examining the findings of a range of cross-linguistic studies—with respect to a variety of related and unrelated languages—that are concerned with both the syntactico-semantic and discourse-functional attributes of Left Dislocation. Typological generalizations drawn from these studies are then applied to the identification, classification, and explanation of a data set comprised of over 650 tokens taken from Genesis to 2 Kings. The result of this analysis is twofold. First, a thorough description is provided in terms of the external (i.e. global) and internal syntactico-semantic attributes of tokens comprising the data set. Consistent with typological findings, the data set reflects a taxonomic network of constructional schemas that are classified according to an exemplar model of conceptual categorization. Second, utilizing a cognitive-theoretical model, as well as insights garnered from crosslinguistic studies, the aforementioned syntactico-semantic description is explained in terms of the cognitive-pragmatic motivation for the use of Left Dislocation in BH narrative discourse, as well as the prototypical and non-prototypical discourse function(s) accomplished by the construction therein. Lastly, a developmental framework is proposed that accounts for the form-function variation exhibited by the tokens in our data set. This framework consists of broader developmental processes involving usage-based patterns of language change, as well as a 'panchronic' view of grammar, where synchrony and diachrony are viewed as an integrated whole, and where grammars are always emergent and never completely established.
AFRIKAANSE OPSOMMING: Hierdie werk verteenwoordig 'n ondersoek na die vorm en funksie(s) van die sogenaamde linksverskuiwingkonstruksie in Bybelse Hebreeus. Dit vorm deel van 'n groter navorsingsinisiatief wat gemoeid is met die ondersoek na die aard en funksie van woordorde-variasies in Bybelse Hebreeus. In die lig van 'n loodsstudie wat in 2010 deur die outeur gedoen is, asook die vooruitgang wat gemaak is op die gebiede van kognitiewe taalkunde, psigolinguistiek en tekspragmatiek—veral in die subdissipline, informasiestruktuur—is ‘n herbesinnig oor linksverskuiwingkonstruksies Bybelse Hebreeus nodig. Gebaseer op die voorafgenoemde studievelde word 'n kognitief-funksionele teoretiese model voorgestel wat as raamwerk sal dien vir 'n meer omvattende verduideliking van linksverskuiwingkonstruksies in Bybelse Hebreeus. Hierdie ondersoek oor linksverskuiwing in Bybelse Hebreeus word gedoen teen die agtergrond van die profiel van linksverskuiwing oor tale heen. Dit word vermag deur die bevindings van 'n wye reeks taalkundige studies—op verskeie verwante en onverwante tale— wat gemoeid is met beide die sintakties-semanties en diskoersfunksionele eienskappe van linksverskuiwing, te ondersoek. Uit die ondersoek word tipologiese veralgemenings verkry wat dan gebruik word vir die identifisering, klassifikasie en verduideliking van 'n stel data wat bestaan uit 650 voorbeelde wat verkry is uit Genesis tot 2 Konings. Die resultate van hierdie analise is tweeledig. Eerstens word 'n uitvoerige beskrywing, in terme van die eksterne (of globale) en interne sintakties-semantiese eienskappe van die voorbeelde binne die datastel, verskaf. Die datastel reflekteer, aan die hand van taaltipologiese bevindinge, 'n taksonomiese netwerk van konstruksieskemas wat geklassifiseer is volgens 'n eksemplaarmodel van konsepsionele kategorisering. Tweedens, deur gebruik te maak van 'n kognitief-teoretiese model, tesame met insigte verkry deur studies oor tale heen, word die voorafgenoemde sintakties-semantiese beskrywing verduidelik in terme van die kognitief-pragmatiese motivering vir die gebruik van linksverskuiwing in Bybels-Hebreeuse narratiewe diskoers. Ook die prototipiese en nieprototipiese diskoersfunksie(s) van die konstruksie kom aan die bod. Laastens word 'n raamwerk voorgestel om die vorm-funksies variasies van die voorbeelde in die datastel as ontwikkelingsstadia te verklaar. Die raamwerk berus op ontwikkelingsprosesse wat tipies in gebruiksgebaseerde modelle van taalvariasie-tendense onderskei word. Verder gaan dit ook uit van 'n pankroniese siening van grammatika waarin diakronie en sinkronie as 'n geïntegreerde geheel gesien word en die grammatika van taal as 'n dinamiese entiteit beskou word. Dit stabliseer nooit volledig nie.
44
Pagel, Amber Noelle. ""How Can We Know the Dancer from the Dance?": Cognitive Poetics and the Poetry of William Butler Yeats's." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984126/.
Full textAbstract:
Cognitive poetics, the recently developed field of literary theory which utilizes principles from cognitive science and cognitive linguistics to examine literature, is applied in this study to an exploration of the poetry of William Butler Yeats. The theoretical foundation for this approach is embodiment theory, the concept from cognitive linguistics that language is an embodied phenomenon and that meaning and meaning construction are bodily processes grounded in our sensorimotor experiences. A systematic analysis including conceptual metaphors, image schemas, cognitive mappings, mental spaces, and cognitive grammar is applied here to selected poems of Yeats to discover how these models can inform our readings of these poems. Special attention is devoted to Yeats's interest in the mind's eye, his crafting of syntax in stanzaic development, his atemporalization through grammar, and the antinomies which converge in selected symbols from his poems.
45
Madrid, Rodrigo Lazaresko. "Descrição de aspectos linguísticos em uma narração de futebol transmitida por rádio." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-09122016-140630/.
Full textAbstract:
O objetivo desta dissertação é descrever alguns aspectos linguísticos da narração de futebol transmitida por rádio. Para isso, utilizei a partida que gravei (entre outras) disputada pelas equipes do Corinthians-SP e do Flamengo-RJ realizada em 2013, narrada por Deva Pascovici para a rádio CBN. Dessa gravação, o segundo tempo do jogo foi sincronizado com as imagens da transmissão televisiva emitida pela TV Bandeirantes. Realizei essa sincronização no software ELAN, desenvolvido pelo Instituto Max Planck de Psicolinguística. Nesse mesmo software, transcrevi as falas tanto do narrador como dos comentaristas e repórteres. Também as imagens foram transcritas, por meio de um sistema de trilhas que elaborei para as informações visuais baseado no sistema de transcrição desenvolvido pelo Laboratório Linguagem, Interação, Cognição para línguas sinalizadas e outras semióticas visuais (McCleary & Viotti, 2007; McCleary et al., 2010). Os aspectos linguísticos descritos neste trabalho dizem respeito a elementos dos eventos de fala para além do conteúdo segmental como faceta relevante dos processos de significação da narração. Nesse sentido, descrevo o encadeamento dos enquadramentos de visualização (Langacker, 2001) e a prosódia como unidades linguísticas em uma visão mais ampla da narração e os usos da expressão pra fora e do verbo sair ao aproximar o foco dos processos de construal (Langacker, 2000, 2008; Taylor, 2002). Esta dissertação mostra que a narração de eventos em tempo real para um ouvinte que não os presencia necessita não apenas dos conhecimentos compartilhados entre falante e ouvinte sobre o contexto de produção da narração, mas também de estratégias específicas para convencionalizar unidades linguísticas para além do uso corriqueiro da língua.This dissertation describes some linguistic aspects of football (soccer) radio live commentary. The broadcast of a match between the Corinthians-SP and Flamengo-RJ teams, which occurred in 2013, was recorded live. The main commentator was Deva Pascovic, on CBN radio station. The second half of that match was synchronized with the television shootage, exhibited by TV Bandeirantes. That synchronization was made on the ELAN software, developed by the Max Planck Institute for Psycholinguistics. On the same software, a transcription of the speech from the live commentator as well as from other commentators and reporters was made. The video shootage was also transcribed, through a tiers system developed during this study for visual information on football TV broadcast based on the transcription system under development in the Language, Interaction, Cognition Lab at the University of São Paulo (McCleary & Viotti, 2007; McCleary et al., 2010). Some linguistic aspects described in this study are related to speech events elements beyond the segmental content as relevant facets of the signifying process in football live commentary. The study describes then the sequencing of viewing frames (Langacker, 2001) and prosody as linguistic unities in a broader view of the live commentaries and usage events of the expressions pra fora and sair when the research focus was approximated to the construal (Langacker, 2000, 2008; Taylor, 2002) processes. We show that events live commentary made to a listener who does not experience them in presence needs not only shared knowledge beteween speaker and hearer about the speaking event context, but also specific strategies in order to conventionalize linguistic unities that go beyond the language usage of everyday.
46
Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.
Full text
47
Benom, Carey. "An empirical study of English 'through' : lexical semantics, polysemy, and the correctness fallacy /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404336481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 342-374). Also available for download via the World Wide Web; free to University of Oregon users.
48
Chalozin-Dovrat, Lin. "Les rapports entre le temps et l'espace dans les théories linguistiques." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040013.
Full textAbstract:
Depuis plusieurs décennies, un nombre important de travaux en linguistique et sciences cognitives avancent une thèse selon laquelle l’expression du temps dans la langue dépend de la cognition de l’espace. Cette étude cherche à établir que le discours scientifique sur les rapports temps–espace dans la langue et la cognition est un objet épistémologique qui a sa propre histoire et ses propres motivations disciplinaires. Ainsi, le programme de recherche généralement admis est le produit d’une trame complexe d’intérêts qui ne favorisent pas nécessairement la recherche de l’objet scientifique. Dans une première partie, nous confirmons que les rapports linguistiques entre temps et espace constituent un objet historique et variable, tant dans la langue que dans la pensée sur la langue. Dans une deuxième partie, nous explorons la tendance à la spatialisation du temps dans les écrits des philosophes et grammairiens des Lumières et dans le travail de Gustave Guillaume (1883–1960). Dans une troisième partie, nous examinons le paradigme de la priorité spatiale dans la linguistique cognitive à partir des années 1970 jusqu’à nos jours. Les résultats de cette étude nous amènent à proposer des lignes directrices pour la recherche future des manifestations linguistiques des rapports temps–espaceOver the past few decades, a considerable number of studies in linguistics and the cognitive sciences have put forward the claim that the expression of time in language relies on the cognition of space. This study aims to show that the scientific discourse on time–space relations in language and cognition is an epistemological object, shaped by its history and disciplinary motivations. Thus, the predominant research framework of time–space relations is the product of an intricate network of interests which do not necessarily facilitate the research of the scientific object. In the first part of the study we show that relations between time and space changed through the history of both language and the theory of language. In the second part, we explore the theoretical trend of the spatialization of time in the writings of key philosophers and grammarians of the Enlightenment, and in the oeuvre of the French linguist Gustave Guillaume (1883-1960). In the third part we examine the paradigm of spatial priority in cognitive linguistics from the 1970s until today. The conclusions of the study lead us to put forth some proposals for the future research of time, space and the time–space interface in language
49
Manalo, Paolo Marko. "Part 1, The balance of where we are : a theory of poetic composition in relation to cognitive poetics ; Part 2, The secret uncles : poems." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/2121.
Full textAbstract:
Part 1 of the thesis, ‘The Balance of Where We Are: A Theory of Composition in Relation to Cognitive Poetics’, considers a compositional theory of poetry, with particular attention to the creative process, the poetic line, and trope. Drawing on from the disciplines of creative writing and cognitive poetics, this thesis asserts basic and important considerations for writing poetry. Chapter One seeks a model for the creative process that will aid in sustaining poetic composition but without dictating a specific method of writing. In presenting several theories of creativity it discusses ways of understanding these mental processes in preparation for the actual poem. It suggests an approach to poetry that will keep the writer focussed and aware of his or her limitations. Chapter Two establishes what it means to be writing poetry in an ‘age of cognitive science’ where some literary scholars have made a ‘cognitive turn’, by explaining the field of cognitive poetics. It considers specifically the cognitive poetics of Reuven Tsur as an important theory to enhance poetic composition. It connects some of Tsur’s discussions on poetic elements to enhance the craft-oriented approach to poetry. Chapter Three examines the poetic line as the basic unit of a poem which any compositional theory must consider. It reiterates the neural theory of the line as a ‘carrier wave’ of conceptual information that is both pleasing to the ear and the mind. It then re- evaluates specific poetic experiments concerning the line, and suggests a method of scanning to help the contemporary reader’s awareness of poetic rhythms. Chapter Four examines trope, specifically poetic metaphor in relation to the assumption of conceptual metaphor theory that poetic metaphors are extensions of everyday metaphors. It welcomes an alternative cognitive-literary explanation by re-iterating metaphor theories from Reuven Tsur and Don Paterson. Finally, it argues that the practitioner is always writing the variation of the ‘one’ poem that he or she has discovered. Part 2 of the thesis, ‘The Secret Uncles: Poems’, consists of my own poems.
50
Aparicio, Mera Juan José. "Representación computacional de las perífrasis de fase: de la cognición a la computación." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/392696.
Full textAbstract:
Esta tesis, a partir de la lingüística cognitiva y desde una perspectiva empírica,
aborda el fenómeno de las perífrasis de fase del español. Así, uno de nuestros objetivos
es conocer, clarificar y caracterizar sistemáticamente el estatus semántico-aspectual de
estas perífrasis para poder representarlas computacionalmente. La semántica y el
aspecto de las perífrasis de fase son considerados como mecanismos de composición, en
los que el significado de una unidad compleja se construye a partir del significado de
unidades simples. Asimismo, hemos considerado necesario representar los procesos de
coerción derivados de la composicionalidad del significado. Es decir, el movimiento
entre categorías aspectuales.
En esta propuesta de representación, el foco de atención se sitúa en la
dimensión semántico-conceptual de la construcción perifrástica. Así, el concepto de
“esquema” es un punto clave en el análisis. Esta es la razón por la que, en los procesos
de formación de las perífrasis, aparecen diferentes combinaciones y restricciones. Un
verbo léxico sólo puede participar en aquellas perífrasis que expresen un esquema del
escenario que sea apropiado para la situación denotada.
Esta propuesta de caracterización aspectual de las perífrasis de fase puede
captar tanto las restricciones a que da lugar la interrelación entre el aspecto léxico y el
contexto perifrástico, como la naturaleza gradual del “Aktionsart”. De esta manera, se
ofrecen nuevas vías para ver la relación y los cambios que se dan entre categorías.
Precisamente, algunas categorías aspectuales, en relación a su frecuencia de aparición
en las perífrasis de fase, no presentan una organización interna homogénea, sino
miembros más prototípicos, que cumplen todas las condiciones definitorias de su clase,
y miembros más fronterizos que, a través de procesos de coerción, pueden desplazarse
hacia otras categorías aspectuales. Esto nos ha permitido identificar diferentes subtipos
aspectuales.
Se propone un sistema de representación que no solo está motivado
cognitivamente; sino que, sobre todo, está contrastado empíricamente a partir de las
metodologías que ofrecen la lingüística de corpus y las técnicas estadísticas. Así, esta
tesis amalgama diferentes metodologías empíricas en el estudio de las perífrasis de fase
y su representación.
En este sentido, se ha realizado un estudio de corpus de amplia cobertura que
nos ha permitido, en primer lugar, validar el hecho de que las perífrasis de fase son
2
sensibles al “Aktionsart”; en segundo lugar, identificar y clasificar las diferentes rutas
de coerción aspectual que se dan en este tipo de perífrasis y, por último, demostrar que
en estas perífrasis a mayor expresividad, menos rentabilidad funcional.
Se ha implementado un sistema de análisis de la estructura eventiva que nos ha
permitido elaborar un conjunto inicial de criterios para la anotación de las perífrasis de
fase en un corpus del español.
Finalmente, el modelo de representación propuesto permite acercar cognición y
computación. Los parámetros de la lingüística cognitiva han sido formalizados y han
resultado ser adecuados para su representación computacional.This thesis, based on cognitive linguistics and stemming from an empirical perspective, deals with the phenomenon of Spanish phase periphrases. Thus, one of our goals is to understand, clarify and systematically characterize their semantic-aspectual status in order to represent them from a computational point of view. The semantics and aspect of the phase periphrases are considered as mechanisms of composition, in which the meaning of a complex unit is built from the meaning of simple units. In this proposal of representation, the focus is on the semantic-conceptual dimension of the periphrastic construction. Consequently, the concept of "scheme" is a key point in the analysis. This is why different combinations and restrictions arise in the formation processes of periphrases. A lexical verb can only participate in those periphrases that express an appropriate setting scheme for the denoted situation. This proposal of aspectual characterization of phase periphrases can capture both resulting restrictions from the interrelationship between lexical aspect and periphrastic context, and the gradual nature of the "Aktionsart". Thus, new ways are offered for observing the relationship and the changes that occur between categories. The system of representation that is proposed is motivated not only cognitively; but, above all, it is empirically verified against the methodologies provided by corpus linguistics and statistical techniques. Therefore, this thesis gathers different empirical methodologies in the study of phase periphrases and their representation. In this sense, a study of corpus of broad-coverage has been made, which has allowed us, first, to confirm that the phase periphrases are sensitive to the “Aktionsart”; secondly, to identify and classify the different resulting routes of aspectual coercion in this kind of periphrases, and last, to demonstrate that in these periphrases the greater expression, the lower functional profitability. The system of event structure analysis implemented has allowed us to develop an initial set of criteria for the annotation of the phase periphrases in a corpus of Spanish. Finally, the model of representation proposed allows cognition and computing to be brought near. The parameters of cognitive linguistics have been formalized and have been proved to be suitable for their computational representation.