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Journal articles on the topic 'Cognitive Language'

Author: Grafiati

Published: 18 May 2024

Last updated: 31 July 2025

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1

Ikromovna, Toshpo‘latova Mahbuba, Jurаyevа Muqaddam Abdug’ofur qizi, and Nabijonova Nilufar Mirmuxsin qizi. "LINGUISTIC AND COGNITIVE THEORIES, COMMUNICATION RESEARCH, COGNITIVE NEUROPSYCHOLOGY." American Journal Of Social Sciences And Humanity Research 4, no. 3 (2024): 182–86. http://dx.doi.org/10.37547/ajsshr/volume04issue03-24.

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This article aims to provide an extensive analysis of linguistic and cognitive linguistic theories, communication research, and cognitive neuropsychology. These interrelated fields of study offer valuable insights into the complexities of human language and communication, encompassing language structure, cognitive processes, social interaction, and the impact of neurological disorders on language and cognition. By examining the theories, methodologies, and empirical findings from each discipline, this essay highlights the significance of an integrated perspective in advancing our understanding

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Peters, Arne, and Susan Coetzee-Van Rooy. "Exploring the interplay of language and body in South African youth: A portrait-corpus study." Cognitive Linguistics 31, no. 4 (2020): 579–608. http://dx.doi.org/10.1515/cog-2019-0101.

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AbstractElicitation materials like language portraits are useful to investigate people’s perceptions about the languages that they know. This study uses portraits to analyse the underlying conceptualisations people exhibit when reflecting on their language repertoires. Conceptualisations as manifestations of cultural cognition are the purview of cognitive sociolinguistics. The present study advances portrait methodology as it analyses data from structured language portraits of 105 South African youth as a linguistic corpus from both qualitative and quantitative perspectives. The approach enabl

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Boroday, Sergey. "Language, Conceptualization and Embodied Cognition." Chelovek 33, no. 2 (2022): 46. http://dx.doi.org/10.31857/s023620070019510-8.

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The article presents one of the four research programs of the Center for Philosophy of Consciousness and Cognitive Sciences, which is focused on studying cognitive processes on the basis of linguistic material and in interaction with other cognitive sciences. The program is prepared at the junction of modern cognitive linguistics, cognitive anthropology, and the theory of embodied cognition. It involves an analysis of several “levels” of cognition: pre-conceptual experience, perception and motor cognition, thinking, and philosophical creativity. After a brief outline of the program, one of the

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G. B., Najimova, and Kartbaeva N. "Cognitive Linguistics In Language Learning Process." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.

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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.

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Bobb, Susan C., Noriko Hoshino, and Judith F. Kroll. "The role of language cues in constraining cross-language activity." EUROSLA Yearbook 8 (August 7, 2008): 6–31. http://dx.doi.org/10.1075/eurosla.8.04bob.

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Recent psycholinguistic studies provide compelling evidence for the claim that both languages are active when second language (L2) learners and bilinguals process information in one language alone. The parallel activation of the two languages occurs even when individuals are performing highly practiced tasks such as reading, listening, and speaking, and even when they are highly proficient in both languages. The presence of cross-language activity in the absence of random errors, particularly for those who are highly proficient in the L2, suggests that a mechanism of cognitive control is in pl

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Dascal, Marcelo. "Language as a cognitive technology." International Journal of Cognition and Technology 1, no. 1 (2002): 35–61. http://dx.doi.org/10.1075/ijct.1.1.04das.

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Ever since Descartes singled out the ability to use natural language appropriately in any given circumstance as the proof that humans — unlike animals and machines — have minds, an idea that Turing transformed into his well-known test to determine whether machines have intelligence, the close connection between language and cognition has been widely acknowledged, although it was accounted for in quite different ways. Recent advances in natural language processing, as well as attempts to create “embodied conversational agents” which couple language processing with that of its natural bodily cor

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Kopp, Richard R., and Michael Jay Craw. "Metaphoric language, metaphoric cognition, and cognitive therapy." Psychotherapy: Theory, Research, Practice, Training 35, no. 3 (1998): 306–11. http://dx.doi.org/10.1037/h0087795.

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Bradley, Dianne. "Cognitive science and the language/ cognition distinction." Aphasiology 3, no. 8 (1989): 755–57. http://dx.doi.org/10.1080/02687038908249045.

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Turamuratova, Iroda Ilkhombaevna. "Language and Thought: Interconnectedness in the Cognitive Approach." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 689–93. https://doi.org/10.5281/zenodo.15442621.

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The relationship between language and thought has long been a focal point of linguistic, philosophical, and psychological inquiry. In the cognitive approach, this relationship is viewed as deeply interconnected, with language serving not only as a means of communication but also as a tool for shaping, structuring, and reflecting thought. This article explores the core assumptions of cognitive linguistics regarding the interplay between linguistic structures and cognitive processes. It examines how conceptual metaphors, mental schemas, and linguistic categorization reflect underlying cognitive

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Arakelyan, Rouzanna. "Language and Cognition." Armenian Folia Anglistika 3, no. 2 (4) (2007): 51–55. http://dx.doi.org/10.46991/afa/2007.3.2.051.

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The interrelation between language and cognition can be considered from various perspectives. The role of the language in human mental activity is described by the type of his/her activity when it is also linked with cultural characteristics. The active role of the language in thinking is conditioned by the fact that the existence of a language serves as a precondition for cognitive thinking. Language is also the basis of cognition. Social experience is a means to form individual thinking. Language affects the process of the acquisition of knowledge and organization, and its two functions poss

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qizi, Komilova Malikaxon Nodirjon. "The role of cognitive linguistics in language evolution." European International Journal of Philological Sciences 5, no. 2 (2025): 19–22. https://doi.org/10.55640/eijps-05-02-05.

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Cognitive linguistics plays a crucial role in understanding language evolution by analyzing how human cognition influences linguistic structures, meaning, and change over time. Unlike formal linguistic theories, cognitive linguistics focuses on conceptualization, metaphor, and embodiment as key mechanisms driving language development. This study examines the role of cognitive processes such as metaphorization, categorization, grammaticalization, and conceptual blending in shaping linguistic evolution. The research highlights how metaphorical mappings structure thought, how prototype theory aff

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Doughty, Catherine J. "Cognitive Language Aptitude." Language Learning 69 (September 25, 2018): 101–26. http://dx.doi.org/10.1111/lang.12322.

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Kong, Jiangping. "Active Syllable Average Limit 1,000 (音涯一千)". Language and Linguistics / 語言暨語言學 23, № 1 (2021): 4–19. http://dx.doi.org/10.1075/lali.00097.kon.

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Abstract This paper mainly studies phonemic cognitive ability through the databases of living spoken languages in the Sino-Tibetan languages including 20 Chinese dialects, 6 Tibetan dialects, 5 Miao dialects, Mian, Zhuang, Thai, Li, Dai, Yi, Burmese, Zaiwa, and, Achang. The methods of statistics and information entropy and the concepts of the actual syllabic space, the syllabic theoretical space and redundancy rate are used and proposed in this paper. The results show that: (1) statistical methods can be used in the study of phonemic cognition; (2) the actual syllabic space in spoken Sino-Tibe

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Pinker, Steven. "On Language." Journal of Cognitive Neuroscience 6, no. 1 (1994): 92–98. http://dx.doi.org/10.1162/jocn.1994.6.1.92.

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Steven Pinker is a professor in the Department of Brain and Cognitive Sciences at MIT, and in 1994 will become director of its McDonnell-Pew Center for Cognitive Neuroscience. He received his B.K from McGill University in 1976 and his Ph.D. from Harvard University in 1979, both in experimental psychology, and taught at Harvard and Stanford before joining the faculty of MIT in 1982. He has done research in visual cognition and the psychology of language, and is the author of Language Learnability and Language Development (1984) and Learnability and Cognition (1989) and the editor of Visual Cogn

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Samia Ilhem, NOUADRI. "THE MULTILINGUAL BRAIN: UNVEILING COGNITIVE AND NEURAL DYNAMICS IN LANGUAGE LEARNING." Analele Universității din Craiova, seria Psihologie-Pedagogie/Annals of the University of Craiova, Series Psychology- Pedagogy 46, no. 2 (2024): 148–61. https://doi.org/10.52846/aucpp.2024.2.11.

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In today's world, where multilingualism has become the norm and monolinguals are in the minority, academic research has been slow to adapt to this reality. This phenomenon, which highlights the human brain's ability to master multiple languages whether it be the native language (L1), a second language (L2), or even a third language (L3) calls for a reevaluation of traditional paradigms. This study aims to challenge conventional approaches in cognitive linguistics, particularly those related to language acquisition, language choice, and the underlying cerebral processes. The research questions

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Linnichenko, Svetlana Igorevna. "Intertextuality as a way of artistic-language cognition of postmodernism authors (on the material of the novels “Meeresstille” by N. Lubitsch and “Das Känguru-Manifest” by M.-U. Kling)." Philology. Theory & Practice 17, no. 12 (2024): 4732. https://doi.org/10.30853/phil20240669.

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The article dels with intertextuality as a way of artistic-language cognition. The linguistic means of expressing chronotopical, socio-cultural and language types of intertextuality are analyzed on the material of the German-language novels “Meeresstille” (“Calm Sea”) by N. Lubitsch and “Das Känguru-Manifest” (“Kangaroo Manifesto”) by M.-U. Kling. The purpose of the study is to identify the linguistic specificity of expressing intertextuality as a way of artistic-language cognition of postmodernism. The research novelty consists in the fact that a linguo-cognitive approach to the problem of au

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Chia, Kok Hwee, and Meng Lek Ng. "Cognition, cognitive abilities & cognitive training program." Unlimited Human! 2021, Summer (2025): 4–6. https://doi.org/10.5281/zenodo.15227209.

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Cognition encompasses many aspects of cognitive functions as well as processes that include attention and concentration, the concept formation of knowledge, memory, rational thinking (i.e., judgment and evaluation), reasoning and logic, computation, problem solving and choice/decision making, receptive and expressive language processing that includes different levels of comprehension as well as composition of ideas and thoughts. Cognitive processes use existing knowledge and generate new knowledge. In this paper, the two authors differentiated between abilities and skills, examined the hierarc

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SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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Talmy, Leonard. "Relating Language to Other Cognitive Systems: An Overview." Cognitive Semantics 1, no. 1 (2015): 1–44. http://dx.doi.org/10.1163/23526416-00101001.

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This article proposes how language relates structurally and evolutionarily to cognition. It heuristically divides cognition into cognitive systems and the organizing factors that structure them. The general finding is that cognitive systems share these structural properties to different degrees. This is termed the “overlapping systems model of cognitive organization”. The specific finding is that the cognitive system of language shares many structural properties with the cognitive systems of visual perception, of somatosensory perception and motor control, and of understanding, but shares few

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Simanjuntak, Marudut Bernadtua. "Unraveling the Interplay Between English Language Proficiency, Cognitive Growth, and Education: A Multilingual Examination." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 8, no. 4 (2024): 740–48. http://dx.doi.org/10.31004/obsesi.v8i4.5402.

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This research embarks on a comprehensive exploration of the intricate relationship between English language competency, encompassing both first language (L1) and second language (L2) skills, and cognitive language development within the realm of early childhood education. Employing a blended research methodology that combines descriptive qualitative research with an extensive literature review, this study unveils the profound impact of language proficiency on cognitive growth among young learners. The findings reveal a rich tapestry of language proficiency levels among early childhood educatio

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Furs, L. A. "COGNITION AND COGNITIVE DYNAMICS." Voprosy Kognitivnoy Lingvistiki, no. 3 (2021): 52–58. http://dx.doi.org/10.20916/1812-3228-2021-3-52-58.

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The article considers the principle of cognitive dynamics in the knowledge construction. This principle underlies various modification processes during the processing of knowledge by human consciousness and emphasizes the processuality of his mental activity. The procedural nature of cognitive dynamics is provided by a person’s ability to process knowledge on the basis of associative links and patterns of cause-and-effect relationships. This principle is associated with the procedural function of metamemory and is activated when there is a complication of the structures of static declarative k

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Talmy, Leonard. "Relations across Cognitive Faculties: An Addition to the Taxonomy of Cognitive Semantics." Cognitive Semantics 9, no. 1 (2023): 1–17. http://dx.doi.org/10.1163/23526416-bja10045.

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Abstract Language is often approached as a self-contained system, one with its own specifically linguistic elements of organization, generally independent of other systems in cognition. But by the analysis here, language shares parts of its organization with other systems in cognition and could not function without their participation. For this analysis, cognition is heuristically divided into a number of cognitive faculties, each judged to perform some integrated function. Some faculties, including language, are treated as “cognitive systems” and others as “cognitive organizers”. Language is

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Urunbaevna, Sobirova Firuza. "LANGACKER’S COGNITIVE GRAMMAR." International Journal Of Literature And Languages 03, no. 02 (2023): 1–3. http://dx.doi.org/10.37547/ijll/volume03issue02-01.

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Cognitive linguistics (cognitology) is a branch of linguistics that has been intensively developing in science in recent decades. Being an interdisciplinary field of research, cognitology considers human cognition of the surrounding world in relation to natural language. Cognitive linguistics studies language as a cognitive mechanism that plays a role in the coding and transformation of language. The goal of the cognitive linguistics is to understand how the processes of perception, categorization, classification, and the comprehension of the World, how knowledge is accumulated.

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Аметова, Арзигул. "Red- colour idioms in the karakalpak and English languages." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (2024): 284–86. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp284-286.

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The cognitive approach to the notion of language means the world conceptions, being the product of human consciousness, which are expressed by the forms of language means, but the meanings of these forms are understood as the system of certain knowledge and notions, described by these linguistic signs. During the latest investigations, linguists state that cognitive approach to the linguistic study has been emphasized as a basis of figurative characterization of idioms used with colour terms in the compared languages stands just cognition. Thus, all the idioms are created as a result of cognit

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GARCÍA MAYO, MARÍA DEL PILAR, and JORGE GONZÁLEZ ALONSO. "L3 acquisition: A focus on cognitive approaches." Bilingualism: Language and Cognition 18, no. 2 (2014): 127–29. http://dx.doi.org/10.1017/s136672891400039x.

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Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. From the very beginning, researchers investigating child and adult L3 acquisition have considered the many diverse cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The arti

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Hijazo-Gascón, Alberto, and Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue." International Review of Applied Linguistics in Language Teaching 57, no. 1 (2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.

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Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the

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Qi, Ruiying. "The Cognition of Time Shaped by Linguistic Elements: Alphabetic Language and Ideographic Language." Communications in Humanities Research 18, no. 1 (2023): 130–39. http://dx.doi.org/10.54254/2753-7064/18/20231140.

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This study investigated the impact of language script on spatial cognition by comparing reaction times of native speakers of alphabetic languages and Chinese in response to horizontally and vertically arranged button groups. It is postulated that the linear, one-dimensional nature of alphabetic scripts may shape cognitive processing differently than the complex, two-dimensional Chinese characters. In the experiment, participants from both linguistic backgrounds were tasked with quickly responding to buttons arranged in both horizontal and vertical configurations. Results indicated that speaker

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Beliaevskaya, E. G. "COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 76–83. http://dx.doi.org/10.24833/2071-8160-2013-5-32-76-83.

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The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and l

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Nguyen Hoang*, Phuong. "Cognitive Linguistics and Vietnamese Language Teaching." Noble International Journal of Social Sciences Research, no. 65 (October 20, 2021): 56–60. http://dx.doi.org/10.51550/nijssr.65.56.60.

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Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitiv

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Struys, Esli, Ghazal Mohades, Peggy Bosch, and Maurits van den Noort. "Cognitive Control in Bilingual Children." Swiss Journal of Psychology 74, no. 2 (2015): 65–73. http://dx.doi.org/10.1024/1421-0185/a000152.

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Studies comparing the cognitive control of bilingual and monolingual speakers are inconclusive about the nature and underlying mechanisms of differences in language-related processing. In the present study, in order to disentangle the impact of second-language onset age of acquisition and bilingualism on cognitive control, we compared a group of bilingual Dutch/French children who had started acquisition of both languages at birth (simultaneous bilingual group) to a group of children who had started acquisition of their second language at the age of 3 years (early bilingual group). Both groups

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Cangelosi, Angelo, Vadins Tikhanojff, Jose Fernando Fontanari, and Emmanouil Hourdakis. "Integrating Language and Cognition: A Cognitive Robotics Approach." IEEE Computational Intelligence Magazine 2, no. 3 (2007): 65–70. http://dx.doi.org/10.1109/mci.2007.385366.

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Qin, Yuejin. "Exploring Cognitive Linguistics." Communications in Humanities Research 22, no. 1 (2023): 252–56. http://dx.doi.org/10.54254/2753-7064/22/20231765.

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In recent years, cognitive linguistics has gained significant traction and recognition among researchers and individuals with a vested interest in the fields of linguistics and cognitive science. This paper serves the purpose of shedding light on some of the most current and pioneering research endeavors in this domain, while also assessing their contributions towards unraveling the intricate nuances of cognitive language processing. Cognitive linguistics represents a paradigm shift in the study of language and cognition, departing from the traditional structuralist and generative approaches.

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Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè." Revista Italiano UERJ 12, no. 2 (2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.

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ABSTRACT: L’invecchiamento della popolazione è un dato demografico mondiale che assume carattere rilevante in molti Paesi del cosiddetto “primo mondo”, Il concetto di anzianità oggigiorno non può più basarsi su dati misurabili che stabiliscono quando un individuo, nell’arco della sua vita, entra nella fase della vecchiaia. Si tratta di un concetto molto più ampio e articolato che riguarda dimensioni socio-sanitarie, psico-affettive, cognitive e culturali. È necessario dunque ripensare il ruolo attivo della popolazione anziana in una società complessa e plurilingue. Nell’ottica dell’invecchiame

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qizi, Komilova Malikaxon Nodirjon. "The role of cognitive linguistics in language evolution." American Journal of Philological Sciences 5, no. 2 (2025): 92–94. https://doi.org/10.37547/ajps/volume05issue02-26.

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The conceptualization of time and space is a fundamental aspect of human cognition, deeply embedded in language. Cognitive linguistics provides a framework for understanding how individuals mentally structure these abstract domains through embodied experiences and cultural influences. This study examines how metaphor, image schemas, and conceptual blending shape linguistic representations of time and space. Findings reveal that time is often conceptualized through spatial metaphors, such as the "Moving Time" and "Time as a Path" metaphors, which structure human perception of temporal progressi

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Bazhanov, Valentin. "Is language-type transcendentalism conceivable?" Philosophy Journal 17, no. 4 (2024): 63. https://doi.org/10.21146/2072-0726-2024-17-4-63-78.

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We pursue the goal to give an outline of the problem that lies at the intersection of philosophy of language, linguistics, psychology and such a section of mathematics as topology. The problem consists in the necessity to take into account the interrelation and interaction of ideas related to these disciplines when analyzing the role and status of language in cognitive processes. We proceed from the assumption that since language and its attributes are most directly determined by socio-cultural factors and the dominant activity of the subject, it is reflected in the grammatical features of

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Haykin, Simon. "Cognitive Dynamic Systems." International Journal of Cognitive Informatics and Natural Intelligence 5, no. 4 (2011): 33–43. http://dx.doi.org/10.4018/jcini.2011100103.

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The main topics covered in this paper address the following four issues: 1) Distinction between how adaptation and cognition are viewed with respect to each other, 2) With human cognition viewed as the framework for cognition, the following cognitive processes are identified: the perception-action cycle, memory, attention, intelligence, and language. With language being outside the scope of the paper, detailed accounts of the other four cognitive processes are discussed, 3) Cognitive radar is singled out as an example application of cognitive dynamic systems that “mimics” the visual brain; exp

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Ebzeeva, Yulia N., Marina I. Solnyshkina, and Habibullah Pathan. "Variety and functional diversity of modern discourse in cognitive perspective." Russian Journal of Linguistics 27, no. 4 (2023): 767–96. http://dx.doi.org/10.22363/2687-0088-37185.

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The article offers a concise summary of problems dealing with the multidisciplinary paradigm of modern cognitive linguistics research discussed at VI Firsova Readings “Modern Languages and Cultures: Varieties, Functions, Ideologies in a Cognitive Perspective” (19-21 October, 2023, RUDN University, Moscow). It highlights the most relevant issues which include linguistic means of conceptualization and categorization, critical and positive discourse analysis, environmental thinking, pragmatics of gestures, multimodality, cognitive perspectives of intercultural communication and translation studie

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Bergs, Alexander. "The problem of universalism in (diachronic) cognitive linguistics." Yearbook of the German Cognitive Linguistics Association 9, no. 1 (2021): 177–88. http://dx.doi.org/10.1515/gcla-2021-0009.

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Abstract Modern cognitive science and cognitive linguistics are characterized by a universalist perspective, i.e., they are investigating features and principles of cognition which can be found in all members of the human species. This in turn means that they should not only be relevant for present-day cognizers and language users, but also historically. This theoretical, programmatic paper first explores this notion of universalism in cognitive science and cognitive linguistics and suggests that the notion of cognitive universalism should be supplemented by perspectives from cognitive sociolo

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WANG, YINGXU. "COGNITIVE LINGUISTIC PERSPECTIVES ON THE CHINESE LANGUAGE." New Mathematics and Natural Computation 09, no. 02 (2013): 237–60. http://dx.doi.org/10.1142/s179300571340005x.

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Chinese is one of the oldest and most widely used languages with an ideographic writing system. It is curious to analyze the advantages and disadvantages of Chinese in cognitive linguistics, cognitive informatics, and knowledge science. This paper presents a comparative study on the fundamental theories and formal models of Chinese and other languages. A number of interesting findings on the cognitive and social impacts of the widely used Chinese language are revealed. It is found that, although the idiographic languages are more efficient in language manipulation, the alphabetic languages con

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Li, Xueyan, Tianyi Chen, Hanning Guo, and Huili Wang. "Visualizing Language and Aging From 2013-2022." Chinese Journal of Applied Linguistics 47, no. 4 (2024): 636–58. https://doi.org/10.1515/cjal-2024-0406.

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Abstract Declining cognitive abilities can be a concomitant of advanced age. As language is closely associated with cognitive abilities, changes in language abilities can be an important marker of changes in cognitive abilities. The current study is to review cognitive studies of language and aging by first identifying and exploring the major clusters and pivotal articles and then detecting emerging trends. Data of 3, 266 articles on language and aging from 2013 to 2022 were collected from the Web of Science Core Collection database. Adopting Document Co-citation Analysis, Freeman’s betweennes

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Popov, Sergiy. "Cognitive-evolutionary theory of language: justification." 26, no. 26 (August 31, 2023): 123–39. http://dx.doi.org/10.26565/2218-2926-2023-26-07.

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This article is devoted to substantiating the cognitive-evolutionary theory of language within the framework of cognitive linguistics. The main principle of cognitive linguistics, “explanation,” serves as the foundation for this theory. It is argued that the need for this theory arises from negative trends in modern cognitive linguistics, such as an excessive focus on studying concepts without a common understanding of the term "concept" and the substitution of the object of cognitive linguistic research with the study of thinking facilitated by language, rather than thinking itself. The artic

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Gutierrez-Rexach, Javier, Jens Allwood, and Peter Gardenfors. "Cognitive Semantics: Meaning and Cognition." Language 76, no. 3 (2000): 735. http://dx.doi.org/10.2307/417167.

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Kékesi, Balázs, and Attila Márton Farkas. "A siket jelnyelv jelentősége a kommunikációs kultúra átalakulásának tükrében." Információs Társadalom 18, no. 2 (2018): 7. http://dx.doi.org/10.22503/inftars.xviii.2018.2.1.

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A megtestesült kogníció hipotézisre építő kognitív nyelvészet szemszögéből vizsgálva a siket jelnyelv éppoly komplex és természetes nyelv, mint bármely beszélt nyelv. Ebben a megközelítésben a gesztusnyelv és a szónyelv szemantikáját egyaránt meghatározza az agy-test-környezet interakció. A környezetben történő számtalan cselekvési szituáció kognitív szinten rögzülő konzekvenciái, továbbá az interaktív szituációk szimulatív rekonstrukciója kulcsszerepet játszik a nyelvi kommunikáció és megértés folyamataiban. A tanulmány a megtestesült kogníció kutatásra támaszkodva a testhasználat és a nyelvh

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Hou, Yuefang. "Research on Children’s Cognitive Education Based on Pathological Linguistics." Occupational Therapy International 2022 (August 4, 2022): 1–12. http://dx.doi.org/10.1155/2022/8692238.

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The value of pathological linguistics in children’s cognitive development has attracted more and more experts’ attention. Based on pathological linguistics, this paper establishes an intervention system for children’s cognition-language assessment and cognitive education, guided by a set of fixed procedures, which can quickly collect children’s speech data in a short period of time. Based on this evaluation paradigm, the lab collected a large number of speech data of children aged 2-14 in the process of verbal communication. Based on the six linguistic dimensions of phonology, productivity, fl

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Safari, Saeed. "Language, conceptualization, and cultural linguistics. The role of culture in the formation of cognitive schemas in languages." Bulletin de l'Institut etnographique 72, no. 1 (2024): 79–98. http://dx.doi.org/10.2298/gei2401079s.

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The relationship between language, culture, and cognition is a key aspect within the interdisciplinary feild of cultural linguistics research. It attempts to describe how language reflects and shows cultural norms, values, and beliefs, throught cognitive frameworks like conceptualization, schema, and categorization. Meanwhile, studies in cognitive linguistics also have shown that language is formed based on conceptualizations and schemas directly influenced by culture. This paper, in its theoretical section, reviews the key concepts of cultural linguistics and its background. Additionally, it

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Cole, Kevin N., Truman E. Coggins, and Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome." Language, Speech, and Hearing Services in Schools 30, no. 1 (1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.

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Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills

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Robillard, Manon, and Chantal Mayer-Crittenden. "Cognitive Underpinnings of Language." International Journal of Communication and Linguistic Studies 11, no. 1 (2014): 19–28. http://dx.doi.org/10.18848/2327-7882/cgp/v11i01/43623.

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Brown, Bryan A., Brian Donovan, and Andrew Wild. "Language and cognitive interference: How using complex scientific language limits cognitive performance." Science Education 103, no. 4 (2019): 750–69. http://dx.doi.org/10.1002/sce.21509.

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Bialystok, Ellen, and Gregory J. Poarch. "Language experience changes language and cognitive ability." Zeitschrift für Erziehungswissenschaft 17, no. 3 (2014): 433–46. http://dx.doi.org/10.1007/s11618-014-0491-8.

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Baoussidi, Houda, and Darkaoui Soufi Habib. "Figurative Meaning in Cross-Cultural Contexts: Exploring Moroccan Figurative Language through Conceptual Blending." European Modern Studies Journal 9, no. 2 (2025): 54–59. https://doi.org/10.59573/emsj.9(2).2025.4.

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Figurative language links cultural cognition to linguistic expression by displaying collective knowledge and histories together with social values. The research evaluates figurative meaning in diverse cultural settings through analysis of Moroccan linguistic patterns with Conceptual Blending Theory (CBT). The study investigates the interface between Moroccan Arabic and English languages in figurative words like idioms and proverbs with metaphors and how they create meaning through both cultural and cognitive perspectives. This study uses qualitative research techniques combined with semi-struc

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