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Books on the topic 'Cognitive-linguistic domain'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Linguistic relativity: Evidence across languages and cognitive domains. De Gruyter Mouton, 2013.

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2

Patel, Aniruddh D. Music and the brain. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0019.

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This article presents the evidence for links between music and language. The focus is on perceptual processes, and on links between mechanisms involved in the processing of instrumental music and of ordinary, day-to- day language. Music and language may have a number of common processes that act on distinct types of information, e.g. on musical melodies vs. linguistic intonation contours, or on chord progressions vs. sequences of words. Thus, the distinction between the domain specificity of information vs. the generality of processing is an essential conceptual tool for research that examines

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3

Lobina, David J. Putting up barriers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785156.003.0001.

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The study of cognitive phenomena is best approached in an orderly manner. It must begin with an analysis of the function in intension at the heart of any cognitive domain (its knowledge base), then proceed to the manner in which such knowledge is put into use in real-time processing, concluding with a domain’s neural underpinnings, its development in ontogeny, etc. Such an approach to the study of cognition involves the adoption of different levels of explanation/description, as prescribed by David Marr and many others, each level requiring its own methodology and supplying its own data to be

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4

Igl, Natalia. Poetics of Perception. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0009.

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This chapter examines the interrelation of cognitive linguistic principles, specific textual and narrative strategies, and—as a third domain—contemporary poetological positions by means of an analysis of two novels of the German movement “Neue Sachlichkeit.” It sheds light on the strategies of perspectival embedding and points out its relevance for the characterization of modern literary aesthetics. After a first historical outline regarding the key status of perception and perspective in modernist aesthetics, the chapter discusses the cognitive linguistic principle of perspectivization and th

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5

Goldberg, Adele E. Constructionist Approaches. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0002.

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This chapter highlights the fundamental assumptions shared by all constructionist approaches, distinguishing them from mainstream generative grammar. In particular, phrasal constructions, like traditional lexical items, are learned pairings of form and function. Grammar does not involve any transformational or derivational component. Phrasal constructions, words, and partially filled words (aka morphemes) are related in a network in which nodes are related by inheritance links. Languages are acknowledged to vary in wide-ranging ways; the cross-linguistic generalizations that do exist are expla

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6

Vossen, Piek. Ontologies. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0025.

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Ontology refers to the storage of information within a domain, to draw common sense inferences. The expressly linguistic nature of this sort of information would translate it into a lexicon. Traditions dealing with knowledge structuring within ontologies, can be positioned depending on their focus on words/concepts, for different purposes. These are, philosophical tradition, cognitive tradition, artificial intelligence tradition, lexical semantics, lexicography, and information science. Ontologically accumulated knowledge bases can be used to inform structural linguistic analysis, as well as p

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7

Vissers, Constance Th W. M., and Daan Hermans. Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0020.

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The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive fu

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8

Bybee, Joan L. Usage-based Theory and Exemplar Representations of Constructions. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0004.

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This chapter outlines a view of Construction Grammar in which the mental grammar of speakers is shaped by the repeated exposure to specific utterances, and in which domain-general cognitive processes such as categorization and cross-modal association play a crucial role in the entrenchment of constructions. Under this view, all linguistic knowledge is viewed as emergent and constantly changing. The chapter emphasizes that the process of chunking along with categorization leads to the creation of constructions. It also provides semantic/pragmatic and phonetic arguments for exemplar representati

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9

Lidz, Jeffrey L., William Snyder, and Joe Pater. Introduction. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.1.

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This chapter provides an introduction to the topic of Developmental Linguistics, which tries to understand children’s language acquisition in terms of the mental representations that support linguistic behavior. It offers an overview of the chapters in the volume: these examine specific linguistic domains, exploring the cognitive and linguistic supports for learning, patterns of development in children, and the links between cross-linguistic variation and children’s language development.

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10

Huang, Minyao, and Kasia M. Jaszczolt, eds. Expressing the Self. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786658.001.0001.

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This book addresses different linguistic and philosophical aspects of referring to the self in a wide range of languages from different language families, including Amharic, English, French, Japanese, Korean, Mandarin, Newari (Sino-Tibetan), Polish, Tariana (Arawak), and Thai. In the domain of speaking about oneself, languages use a myriad of expressions that cut across grammatical and semantic categories, as well as a wide variety of constructions. Languages of Southeast and East Asia famously employ a great number of terms for first-person reference to signal honorification. The number and m

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11

Ünal, Ercenur, and Anna Papafragou. The relation between language and mental state reasoning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0008.

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This chapter discusses how children’s conceptual representations of the mind make contact with language. It focuses on two domains: the understanding of the conditions that lead to knowledge, and the ability to attribute knowledge to oneself and others. Specifically, it asks whether language provides the representational resources necessary for representing mental states and whether cross-linguistic differences in encoding of mental states influence sensitivity to the features that distinguish the conditions that allow people to gain knowledge. Empirical findings in these domains strongly sugg

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12

Kemmerer, David. Concepts in the Brain. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190682620.001.0001.

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For most native English speakers, the meanings of words like “blue,” “cup,” “stumble,” and “carve” seem quite natural. Research in semantic typology has shown, however, that they are far from universal. Although the roughly 6,500 languages around the world have many similarities in the sorts of concepts they encode, they also vary greatly in how they partition particular conceptual domains, how they map those domains onto syntactic categories, which distinctions they force speakers to habitually track, and how deeply they weave certain notions into the fabric of their grammar. Although these i

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13

Nuyts, Jan, and Johan Van Der Auwera, eds. The Oxford Handbook of Modality and Mood. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199591435.001.0001.

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This handbook offers an in depth and comprehensive state of the art survey of the linguistic domains of modality and mood and examines the full range of methodological and theoretical approaches to the phenomena involved. Following an opening section that provides an introduction and historical background to the topic, the volume is divided into five parts. Parts 1 and 2 present the basic linguistic facts about the systems of modality and mood in the languages of the world, covering the semantics and the expression of different subtypes of modality and mood respectively. The authors also exami

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14

Chilton, Paul, and Monika Kopytowska, eds. Religion, Language, and the Human Mind. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190636647.001.0001.

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The book is divided into three Parts, all preceded by a full introductory chapter by the editors that discusses modern scientific approaches to religion and the application of modern linguistics, particularly cognitive linguistics and pragmatics. Part I surveys the development of modern studies of religious language and the diverse disciplinary strands that have emerged. Beginning with descriptive approaches to religious language, and the problem of describing religious concepts across languages, we introduce the turn to cognition in linguistics and also in theology. In new interdisciplinary r

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15

Proust, Joëlle, and Martin Fortier, eds. Metacognitive Diversity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.001.0001.

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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive

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