Relevant bibliographies by topics / Cognitive Linguistic Study

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive Linguistic Study'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Cognitive Linguistic Study"

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Yan, Li. "A Cognitive Study of the Color Metaphor of Yellow." IRA International Journal of Education and Multidisciplinary Studies 16, no. 2 (2020): 123. http://dx.doi.org/10.21013/jems.v16.n2.p5.

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A metaphor is the substitution of unknown things by familiar or perceptible things. Traditional linguistic theory regards metaphor as a rhetorical device and metaphorical linguistic transformation as an inter-lingual transformation at the rhetorical level. Cognitive linguistic theory holds that metaphor is not only a linguistic phenomenon but also an important cognitive way, which provides a new study of language cognition and transformation. From the perspective of cognitive linguistics, this paper analyses metaphorical phenomena and explores the transformation of metaphorical language to deepen readers' understanding of metaphorical language and broaden the scope of application of metaphorical techniques.
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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 affects word meaning shifts, and how grammaticalization transforms lexical items into functional elements. Conceptual blending, a cognitive mechanism that integrates mental spaces to generate new meanings, further explains linguistic innovation. Findings indicate that language change is not arbitrary but follows systematic cognitive principles, reinforcing the embodied nature of linguistic evolution. By integrating cognitive science, historical linguistics, and psycholinguistics, this study provides a comprehensive framework for analyzing language evolution. Future research should explore the intersection of cognitive linguistics with neurolinguistics and computational modeling to enhance understanding of the cognitive foundations of linguistic change.
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Andrighetto, Giulia. "Universali linguistici e categorie grammaticali." PARADIGMI, no. 2 (July 2009): 113–22. http://dx.doi.org/10.3280/para2009-002010.

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- In this paper I explore the consistency of an idea of language structures as both universal in their nature and empirical in their genesis. To this aim, I assume the theory of the parts of speech as a case study. I proceed from a brief historical reconstruction of 20th-century theories of grammatical categories to an analysis of the semantics of the parts of speech, with particular emphasis on Ronald Langacker's philosophy of grammar. Finally I focus on the theory of prepositions in order to explore the relations between language and perception and the function of perceptual schemas at the basis of linguistic categories.Keywords: Linguistic universals, Parts of speech, Perceptual schemas, Cognitive linguistics, Prepositions, Philosophy of grammar.Parole chiave: Universali linguistici, Parti del discorso, Schemi percettivi, Linguistica cognitiva, Preposizioni, Filosofia della grammatica.
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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. It posits that language is deeply intertwined with human cognitive processes, and therefore, understanding the cognitive aspects of language use is paramount. The contemporary studies explored in this paper have played a pivotal role in advancing this perspective. These studies employ an array of methodologies and approaches, such as neuroimaging, psycholinguistics, and corpus analysis, to investigate how humans conceptualize and process language. One notable study may delve into the neural mechanisms involved in metaphor comprehension, revealing that metaphors are not mere linguistic embellishments but rooted in the perceptual and experiential systems. Another cutting-edge research area might involve examining the influence of linguistic relativity on thought, challenging the idea that language is a neutral medium for thought and instead highlighting how language structures shape the cognitive experiences. These investigations are revolutionizing the understanding of linguistic diversity and the extent to which it influences cognition. In sum, this paper aims to provide a comprehensive overview of recent research endeavors within cognitive linguistics and to underscore their significance in unveiling the intricate processes of cognitive language comprehension. These studies have collectively contributed to the growing body of knowledge surrounding how language and thought are inherently entwined, reshaping the landscape of linguistic and cognitive inquiry.
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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 of language and cognition.
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Zhan, Haiying. "A Study on the Mental Space of Subjunctive Mood." Journal of Contemporary Educational Research 8, no. 11 (2024): 362–67. http://dx.doi.org/10.26689/jcer.v8i11.8801.

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Cognitive linguistics offers a novel approach to studying and elucidating language phenomena, with the theory of mental spaces being particularly adept at interpreting many “non-canonical” linguistic occurrences and providing a fresh cognitive framework. The subjunctive mood, one of the three primary moods in English, is integral to English grammar. Yet, it remains a contentious topic within the field, with a lack of consensus among different linguistic schools regarding this significant grammatical category. The substantial role of human cognition in the construction and interpretation of the subjunctive mood’s meaning has been infrequently explored. This paper, from a cognitive perspective, employs the theory of mental spaces to discuss the English subjunctive mood, addressing the questions of its theoretical foundation, the reasons for its use, and the methods of its application.
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Orazbayeva, F. "The interrelation of neurolinguistics and communicative linguistics: methodological and methodical foundations." Tiltanym 97, no. 1 (2025): 106–24. https://doi.org/10.55491/2411-6076-2025-1-106-124.

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In modern linguistics, the study of cognitive and pragmatic aspects of linguistic activity is a relevant research area. Neurolinguistics examines the role of the brain in shaping speech activity and the impact of cognitive mechanisms on linguistic structures. Communicative linguistics, in turn, considers language as a means of communication, analyzing the pragmatic, discursive, and socio-psychological aspects of speech acts. The integration of these two fields contributes to the development of new methodological and methodical approaches in linguistics. The aim of the study is to identify the interrelation between neurolinguistics and communicative linguistics, compare their theoretical and methodological foundations, and describe the influence of cognitive mechanisms on speech activity. In line with this objective, the research examines the cognitive processing of linguistic structures and the features of neurolinguistic and communicative-pragmatic processes. The theoretical significance of the study lies in the systematization of cognitive and neuropsychological mechanisms of linguistic activity, providing a deeper understanding of the relationship between neurolinguistics and communicative linguistics. The practical significance is in enhancing language teaching methodologies, integrating cognitive and neuropsychological approaches, analyzing the pragmatic structure of speech acts, and optimizing linguistic communication. The research employs theoretical analysis, comparative methods, discourse analysis, cognitive modeling, and content analysis. These methods enabled a comparative examination of linguistic communication across different scientific frameworks, viewing neurolinguistic and communicative factors as a unified system. The results indicate that neurolinguistics and communicative linguistics are complementary research domains. Cognitive mechanisms and pragmatic factors play a crucial role in shaping speech activity. It is demonstrated that linguistic information processing and the structure of speech behavior are regulated by cognitive processes. Furthermore, the cognitive foundations of speech act interpretation and pragmatic meanings have been clarified. This study offers a comprehensive perspective on linguistic communication through the integration of neurolinguistics and communicative linguistics. The findings contribute to the development of new scientific approaches in cognitive linguistics and the refinement of language teaching methodologies. The research findings can be applied in language teaching methodologies, the development of speech skills, and the optimization of linguistic communication. The combination of neurolinguistic and communicative-pragmatic approaches will facilitate the design of effective language acquisition strategies.
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Muratkhodjayeva, Feruzakhon. "Cognitive Linguistics Theory in Anthropocentric Paradigm." International Journal of Industrial Engineering, Technology & Operations Management 2, no. 2 (2024): 63–70. https://doi.org/10.62157/ijietom.v2i2.63.

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This study examines cognitive linguistics within the framework of the anthropocentric paradigm, focusing on the dynamic interplay between language and thought. The study aims to unravel how these two elements mutually shape and influence each other, highlighting the centrality of the anthropocentric perspective in understanding cognitive processes. The research underscores the relevance of this approach in contemporary linguistics, offering valuable insights into the ways in which language not only reflects but also molds our perception of reality. Through a detailed analysis, the study explores how linguistic structures inform cognitive frameworks and how these structures, in turn, guide thought patterns. The findings demonstrate that language is a key determinant in shaping cognitive processes and influencing how individuals conceptualize and engage with the world around them. The author's scientific contribution lies in advancing linguistic theories and offering innovative perspectives on the practical applications of the anthropocentric paradigm, particularly in the domains of education and cognitive science. By focusing on the role of language in cognitive development, the research opens new avenues for future exploration and provides a critical reassessment of existing linguistic models. This work invites further inquiry into the intersection of language, thought, and cognition, contributing to a deeper understanding of the human mind and its connection to language. Ultimately, the study emphasizes the transformative potential of the anthropocentric approach in reshaping linguistic and educational methodologies.
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Romanchuk, Svetlana, Olena Sytko, Mykola Karpik, Iryna Skoreiko-Svirska, and Yelizaveta Isakova. "The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0511. http://dx.doi.org/10.31893/multiscience.2023ss0511.

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The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a student of a philological specialty. The study aims to reveal the role of cognitive linguistics in developing communicative competence and forming a student's linguistic personality. The object of research is cognitive linguistics as a linguistic direction. Research methods. Such research methods as description, analysis and synthesis, generalization, and linguistic analysis were used in the work. The work examines the issue of cognitive linguistics in terms of the development of communicative competence and the formation of students' linguistic personalities. The essence of the concept of "cognitive linguistics," its direction, principles, and principles are revealed. The history of the emergence of cognitive linguistics as a linguistic direction and the current state of research are described. Cognitive linguistics’ impact on forming a student's communicative competence is described. The student's types of thinking are analyzed, in particular, abstract, professional, critical, fast, and systematic. The case method is a key cognitive linguistics method used during educational activities. The proof of the values of the method is implemented, and the stages of the case method are demonstrated with the help of a graphic image. The article provides ways of forming the student's communicative competence through cognitive linguistics. The advantages and disadvantages of each method are described. The construction of the concept is carried out, which contributes to the student's faster perception of the topic and the types of concepts given.
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Petrova, Elena A. "On intentionality of communication in terms of general cognitivity." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 71–77. http://dx.doi.org/10.20323/2499-9679-2021-2-25-71-77.

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The article is devoted to the issues of cognitive linguistics, which studies language as a communication tool. The article postulates that cognitive linguistics is an approach to the analysis of natural language, which has as its main goal the study of language as a tool for organizing, processing and transmitting information. The author puts forward a point of view that it is fundamentally important for cognitive linguistics to analyze the conceptual base of linguistic categories, as well as certain mechanisms of information processing. The subject of the analysis in the article is the characteristic of the ratio of linguistic and cognitive modules. The purpose of the article is to analyze the correlation of linguistic and cognitive modules. The methodological basis of the study includes theoretical works on cognitive linguistics and philosophical theory of cognition, for which the priority is the study of language as a cognitive mechanism that contributes to encoding and transforming information. The emphasis is placed on the fact that language serves cognition, which is understood as both scientific and everyday comprehention of the world, realized in the processes of its conceptualization and categorization. Particular attention is paid to the analysis of verbal and non-verbal communication using the example of mental representations formed in childhood. The results of the analysis underline the ambiguous interpretation of the problem, revealing the mechanism of perception and generation of speech. A conclusion is made that communication can be divided into intentional and non-intentional. Evidence was found that the information transmission can be carried out without intention, i.e., not all information can be intentional.
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Dissertations / Theses on the topic "Cognitive Linguistic Study"

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Xia, Xiaoyan, and 夏晓燕. "Categorization and L2 vocabulary learning: a cognitive linguistic perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46287929.

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Smythe, Ian. "Cognitive factors underlying reading and spelling difficulties : a cross linguistic study." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/739/.

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Nasser, Mohamed. "The Study of the Relationship between Linguistic Skills and Psychological Disorders." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159608.

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Our current knowledge about the relationship between linguistic skills and psychological disorders is somewhat diffuse. One reason is because it is difficult to investigate this relationship without including conditions that clearly influence the results in one way or another (e.g. culture, environment, socioeconomic class etc). This study aims to investigate the relationship in an attempt to highlight a potential link. By using the lens of several fields altogether; cognitive science, linguistics, neuroscience, neurocognition, this study shed light on the relationship and encourage further studies in this field to determine the role of linguistic skills in mental health in general. In the experiment, linguistic skills were measured opposed to depression as a specific disorder to quantify specific data. Linguistic skills were measured by density and diversity and PHQ-9 survey question were used to determine depression scale. Statistical analysis showed significant correlations between some measures of linguistic skills and PHQ-9. The significant statistical correlation found points towards the hypothesis that, better linguistic skills promote well-being, and psychological disorders take minor effect relative to poorer linguistic skills. This topic is large-scaled which means that background variables must be acknowledged thoroughly, which due to the extent of this thesis, were not. The results are discussed further as well as limitations of the study. Improvements for further research are proposed.
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You, Hee Jong. "A study of cognitive linguistic structure based on the four conditions of the Mulamadhyamakakarika." Thesis, University of the West, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616916.

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<p> The main purpose of this study is to depict Nagarjuna's implication on how he redefined the Four Conditions (<i>catv&amacr;rah&dotbelow; pratyay&amacr; </i>) as the cognitive linguistic structure by allocating 32 functional metadata throughout the texts of M&umacr;lamadhyamakak&amacr;rik&amacr; (MMK). Following subtle traces of <i>lokasam&dotbelow;vr&dotbelow;tisatya</i> (the conventional truth) in the text of MMK, the integrated framework of a cognitive linguistic structure can be detected. Nagarjuna did not negate nor degrade the conventional truth in the context of MMK. The Four Conditions conceal their cognitive variations underneath language, yet they can be consolidated as a structure of knowledge that has capacity of preservability, in a sense of linear consistency of unchanging combinational conditions, as well as recognizability, in a sense of circular transition of changing between two combinational conditions. Such an algorithm of cognition as well as communication are possible because one is able to detect the conditional changes when the stream of cognitive process evolves from one cognitive entity to another with a paradigm of <i> prat&imacr;tyasamutp&amacr;da</i> that is described as <i>"imasmim&dotbelow; sati idam&dotbelow; hoti</i> (Because this exists that exists.)" of the Early Buddhism. The Four Conditions and their relevant 32 metadata are the foundational platform that N&amacr;g&amacr;rjuna developed in MMK which mutually interlock and capture the cognitive stream in the structure of language.</p>
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Hammer, Sjobor Athon. "Face, Space, And Anxiety: An Ethnographic Study of the Kansas Historical Society's Social Media Usage." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428009790.

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Unkrich, Diane Michelle. "Neuropsychological test adaptation into Greek a comparative study of cognitive-linguistic performance in older adults /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1145306672.

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Unkrich, Diane. "Neuropsychological Test Adaptation Into Greek: A Comparative Study of Cognitive-Linguistic Performance in Older Adults." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1145306672.

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Vale, Pamela. "Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001774.

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Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
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Warell, Peter. "Metaphors of populists – A cognitive linguistic study of conceptual metaphors in political speeches by Donald J. Trump and Nigel Farage." Thesis, Umeå universitet, Institutionen för språkstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171752.

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The purpose of this thesis is to explore the use of conceptual metaphors in political speeches by Donald Trump and Nigel Farage. Conceptual metaphor theory is applied as the framework for the study. Metaphorical linguistic expressions are identified with help of the method Metaphor Identification Procedure (MIP). The conceptual metaphors giving rise to the metaphorical linguistic expressions are identified and categorized into different domains in the study. The analysis demonstrates that the use of metaphors is ubiquitous. The metaphors related to the salient domains of politics, nation, immigration, economy, and morality are discussed and further investigated in the analysis. The analysis shows that metaphors are employed in the construction of populist discourse and to evoke the emotion of fear by mainly drawing from embodied elements. A notable parallel between Trump and Farage is the use of the Moral Order metaphor which subsequently reveal their moral values.
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Lye, Catrin Bethan. "An exploratory study of the linguistic and cognitive skills of Welsh-English bilingual children with moderate learning difficulties in Welsh-Medium education." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/an-exploratory-study-of-the-linguistic-and-cognitive-skills-of-welshenglish-bilingual-children-with-moderate-learning-difficulties-in-welshmedium-education(9b575b36-9b81-41e1-94aa-ab610657c297).html.

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The aim of this research was to explore the impact of Welsh-English bilingualism on the linguistic and cognitive skills of children with moderate learning difficulties (MLD). Despite there being an abundance of literature about the linguistic and cognitive abilities of typically-developing children, little is known regarding bilingual children with moderate learning difficulties. Therefore, the overarching aim of this research is to make a significant contribution to knowledge about the linguistic and cognitive abilities of bilingual children with MLD. Research into the linguistic abilities of typically developing bilingual children often demonstrates that their vocabulary development is slower than that of monolinguals but ‘catches-up’ with increased experience and exposure and literacy research suggests there is no detrimental effect on literacy skills as a result of bilingualism. Research into the executive functioning (or cognitive) abilities of typically developing bilingual children has often demonstrated that bilingual children benefit from executive functioning advantages, not only in linguistic tasks but also in non-linguistic tasks. However, little is known regarding bilingual children with moderate learning difficulties, particularly in the Welsh-English context. Children in this study were either Welsh-English bilinguals from one of three home language backgrounds (L1 Welsh, L1 English or simultaneous bilinguals) attending Welsh-medium education or English monolinguals attending English-medium education in Wales. Children with moderate learning difficulties were compared to typically developing chronologically age matched peers (10-11 year olds) and developmentally age matched peers (7-8 year olds) from each of the home language backgrounds; the monolinguals used as the control group. All of the bilingual children were tested on a range of standardised vocabulary and reading measures, in English and Welsh, and on a number of executive functioning measures (inhibition, switching and attention) that were adapted from the current literature most often discussed in relation to the cognitive effects of bilingualism. The findings of the research were mixed with regard to the impact of bilingualism but indicated that bilingual children with moderate learning difficulties perform at developmentally appropriate levels in both linguistic and cognitive domains, and in some tasks performed better than the developmentally age matched children. Similarly to research into typically developing Welsh-English bilingual children, these findings suggested that home language does impact Welsh and English language development and that bilingual children with MLD do not necessarily ‘catch-up’ with their monolingual peers by age 11. The executive functioning findings indicated no consistent advantage for the bilingual children over the monolingual children. The findings of this research did however indicate that children with moderate learning difficulties possibly responded ‘qualitatively’ differently on the executive functioning tasks which may have implications for education. The findings contribute to the field of bilingualism and moderate learning difficulties. They may also be of use to parents and schools regarding the impact of Welsh-medium education on children who are experiencing difficulties with the curriculum (i.e. children with moderate learning difficulties) and may be of use to educational professionals in planning support for bilinguals with moderate learning difficulties.
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Books on the topic "Cognitive Linguistic Study"

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Newman, John. Give: A cognitive linguistic study. Mouton de Gruyter, 1996.

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Ohtsuki, Minoru. A cognitive linguistic study of colour symbolism. Institute for the Research and Education of Language, Daito-Bunka University, 2000.

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Kislicyna, Natal'ya, and Ekaterina Novikova. Genres sports discourse: linguistic and cognitive aspect. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077732.

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The monograph is devoted to the study of the phenomenon of "discourse" from the perspective of its institutionality. The focus of research interest is sports discourse, presented in the form of a complex conceptual space with a particular genre-stylistic and pragmatic characteristics.&#x0D; As a material of study are sports articles, sports interviews and sports commentary, considered as genres of sports discourse, allocated according to criteria focus of the text and its function. The use of frame analysis, content analysis and conversational analysis have shown the peculiarities of representation of speech and thoughts of individuals, operating in the conditions of specific discursive practices. &#x0D; Addressed to specialists in the field of language theory, cognitive linguistics, decorology, pragmatics, teachers, postgraduates and students.
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Hoeven, José van der. Children's composing: A study into the relationships between writing processes, text quality, and cognitive and linguistic skills. Rodopi, 1997.

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Hsieh, Shelley Ching-yu. Gold and Jade filled halls: A cognitive linguistic study of financial and economic expressions in Chinese and German. Brill, 2013.

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Griffiths, Helen L. Communication disorder in dementia due to frontotemporal cerebral atrophy: A linguistic and cognitive analysis : a comparative study with Alzheimer's disease. University of Manchester, 1996.

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1955-, Putz Martin, Niemeier Susanne 1960-, and Dirven René, eds. Applied cognitive linguistics. Mouton de Gruyter, 2001.

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Shu, Dingfang, Hui Zhang, and Lifei Zhang, eds. Cognitive Linguistics and the Study of Chinese. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/hcp.67.

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1956-, Robinson Peter, and Ellis Nick C, eds. Handbook of cognitive linguistics and second language acquisition. Routledge, 2008.

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1956-, Robinson Peter, and Ellis Nick C, eds. Handbook of cognitive linguistics and second language acquisition. Routledge, 2008.

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Book chapters on the topic "Cognitive Linguistic Study"

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Baranyiné Kóczy, Judit. "Chapter 11. A cultural linguistic study of embodied Hungarian proverbs representing facial hair." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/clscc.16.11koc.

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This chapter offers a Cultural Linguistic analysis of the conceptualisations of beard and moustache in Hungarian proverbs. While facial hair is an underexploited field in paremiology, the chapter argues that it is an appropriate concept for capturing the cultural aspects of the figurative language collections of proverbs. The study analyses 31 proverbs selected from five collections, where the identification process of cultural conceptualisations involves conceptual analysis combined with drawing on other linguistic evidence and culturally relevant ethnographic data. The results show that the seven target concepts (personality, manliness, independence, patriotism, age, dignity, and wisdom) are interconnected in the Hungarian cultural model of man, and moustache has a dominance and more positive value in cultural cognition as compared to beard. The study shows how the theoretical framework and methodological tools of Cultural Linguistics can be used in studying the cultural elements of proverbs and how they can enhance the understanding of their linkage to cultural models.
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Karanth, Prathibha. "Neuropsychological Cognitive and Computational Models of Reading." In Cross-Linguistic Study of Acquired Reading Disorders. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8923-9_2.

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Longmailai, Monali, and Lakshminath Rabha. "Metaphors in Dimasa and Rabha – A comparative study." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/clscc.2.10lon.

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Easton, Catherine L., and Tonya N. Stebbins. "Chapter 12. On becoming an object of study." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/clscc.6.12eas.

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Ross, William A. "Cognitive Linguistic Theory and the Biblical Languages." In Semitic Languages and Cultures. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0358.03.

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This chapter introduces Cognitive Linguistic theory with special at-tention to its application to the study of the ancient languages of the Bible. Beginning with a brief survey of the historical background and origins of Cognitive Linguistics, this chapter then identifies four key theoretical commitments that unify an otherwise diverse ap-proach. Subsequently, this chapter identifies six major concepts within Cognitive Linguistics—image schemas, frame semantics, domains and conceptual metaphor, mental spaces and conceptual blending, prototypes and semantic extension, and cognitive ap-proaches to grammar—explaining them in some detail and demon-strating their application to biblical texts in either Greek or Hebrew. The chapter concludes with a discussion of the use of Cognitive Lin-guistics within biblical studies over the past few decades, highlight-ing recent applications and identifying potential for future research. Key words: Cognitive Linguistics; Greek; Hebrew; Biblical Lan-guages; Biblical Studies
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Sekerina, Irina A., Patricia J. Brooks, Luca Campanelli, and Anna M. Schwartz. "Quantifier Spreading in School-Age Children: An Eye-Tracking Study." In Linguistic and Cognitive Aspects of Quantification. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91566-1_8.

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Widlok, Thomas. "Chapter 2. The cultural, linguistic and cognitive relativity of time concepts." In Culture and Language Use. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/clu.23.02wid.

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There has been a considerable boost in studies on the cognitive foundations of language, including the fields of space, time, and causality. While Africa has increasingly been included in these studies, the attention to cognitive constraints has sometimes overlooked possible diversity as captured by anthropological linguistics. The study of cultural relativity with regard to time concepts which flourished initially in anthropology and linguistics has been overshadowed by research in economics and neighboring disciplines. Linguistic distinctions such as that between weak FTR (Future Time Reference) and strong FTR languages become associated with cultural differences such as saving for the future. This contribution looks critically at these typologies and argues that research would benefit from closer cooperation between comparative and intrinsic approaches to the study of African languages.
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Sekyi-Baidoo, Yaw. "Chapter 8. Living is movement." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/clscc.16.08sek.

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Proverbs, sayings, metaphors, and symbolism represent connections between physical experiences, their cognitive engagements and language, which becomes both a storage place and a promoter of this symbiosis. Departing from the universal life is a journey conventional metaphor, the study examines the representation of the connection between movement and living and how they are reflected in Akan philosophical values. Guided by Johnson’s schema theory, Lakoff and Johnson’s Conceptual Metaphor theory, and Lakoff and Turner’s (1989) Great Chain Metaphor Theory, the study discusses the living is movement schema and component conceptual metaphors in Akan proverbs. It also examines related orientational metaphors including ‘success is up/away’ and security is in/within in the proverbs, linking all these cognitive representations of movement to the Akan philosophy of ‘life and its living’.
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Theodoropoulou, Maria. "Chapter 7. Emotion in Greek proverbs." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/clscc.16.07the.

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This is a study ‘inside the proverb’. It draws its data from proverb collections and examines Greek proverbs both on romantic love and on love, both figurative and nonfigurative. The study aims at comparing the conceptualisation of these emotions in proverbs with the one in conventionalised expressions of everyday speech as captured in cognitive models approach (e.g., Kövecses 1990). The proverbs are examined with respect to the cognitive mechanisms they employ, the functions they perform, as well as the linguistic means (verb vs. noun) by which they are expressed. The results show that the two emotions are distinguished quantitatively and qualitatively regarding the aforementioned dimensions. The analysis shows that the conceptualisation of romantic love in cognitive models approach pertains to the subjective experience, while proverbs on both romantic love and love foreground the relationships within the community. In this sense, the cognitive models perspective is a ‘look inside the subject’ while that of proverbs is a ‘look from above onto the community’. Finally, the ‘Cause and Effect figurative pattern’ is highlighted as probably genre specific due to its great evidential power.
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Landmann, Julia. "Chapter 5. Proverbs of Latin and French origin in the history of English." In Cognitive Linguistic Studies in Cultural Contexts. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/clscc.16.05lan.

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The present study deals with proverbs of Latin and French origin adopted into English throughout its history. Dictionaries such as the Oxford English Dictionary Online (OED Online) serve as valuable sources to identify the different lexical units. The treatment of proverbs in lexicographical resources is compared to their current usage as reflected by a multitude of recent newspaper articles. This raises the question of how the uses of the various proverbs as described in dictionaries such as the OED differ from those in recent newspapers. A socio-cognitive perspective is paramount in order to determine the variety of emotionally-affective forces which may account for English speakers’ motivations for using the borrowed proverb instead of a native translation equivalent.
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Conference papers on the topic "Cognitive Linguistic Study"

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Saha, Rusali, and Yannick Marchand. "An Empirical Study of Language Syllabification using Syllabary and Lexical Networks." In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.cmcl-1.24.

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Qiu, Zhuang, Xufeng Duan, and Zhenguang Cai. "Evaluating Grammatical Well-Formedness in Large Language Models: A Comparative Study with Human Judgments." In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.cmcl-1.16.

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Agarwal, Navneet, and Kairit Sirts. "Exploratory Study into Relations between Cognitive Distortions and Emotional Appraisals." In Proceedings of the 10th Workshop on Computational Linguistics and Clinical Psychology (CLPsych 2025). Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.clpsych-1.11.

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Pan, He. "A Cognitive Study on Linguistic Expressions of Spatial Metaphors." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.118.

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"Progressive Use of Metrical Cues: A Cross-linguistic Study." In 9th International Workshop on Natural Language Processing and Cognitive Science. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0004097400740084.

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"Comparative Study on Hierarchical Phrase Structures and Linguistic Phrase Structures." In International Workshop on Natural Language Processing and Cognitive Science. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0002155200970102.

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tursunova, Matluba. "THEORETICAL FOUNDATIONS OF SOCIOLINGUISTICS AND BILINGUALISM: LINGUISTIC AND EDUCATIONAL PERSPECTIVES." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./ikgh9141.

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Sociolinguistics and bilingualism are crucial fields in modern linguistic research, offering deep insights into language usage within social contexts. This paper explores the theoretical foundations of sociolinguistics, emphasizing its relevance to bilingualism. The phenomenon of bilingualism is examined in relation to linguistic, cognitive, and social factors, highlighting its significance in both theoretical linguistics and language education. This study also discusses the role of bilingualism in language acquisition and proficiency development, emphasizing its implications for educational strategies.
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Su, Chengchieh. "The Study on the Polysemy of “Men”: A Cognitive Linguistic Analysis." In 2020 International Conference on Language, Art and Cultural Exchange (ICLACE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200709.033.

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Arong, Bai. "A Cross-Linguistic Study on SFPs-From the viewpoint of Cognitive Pragmatics." In Proceedings of the 2019 3rd International Conference on Education, Culture and Social Development (ICECSD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icecsd-19.2019.33.

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Kleinsmann, Maaike, and Andy Dong. "Investigating the Affective Force on Creating Shared Understanding." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34240.

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There is growing psychological research linking affect to the content and process of thinking. This paper deals with one aspect of affect and social cognition, the interaction of affect and shared understanding. It is theorized that affect may have cognitive processing consequences for shared understanding in design. In order to investigate this question, this paper develops a research method that brings together theories and instruments from cognitive science, linguistics, and design studies to study the link between affect and shared understanding in design. First, the paper reviews a framework for analyzing the process of creating shared understanding. Second, the paper presents a linguistic framework and analysis technique for extracting affective content from language based on the explicit, conscious expression of affect through favorable and unfavorable attitudes towards specific subjects. Third, the paper proposes a model of shared understanding that is interdependent, in part, with affective processing. The linguistic analysis and shared understanding analysis framework are applied to a transcript of collaborative design to illustrate how the affective content of designers’ communication shifts design activities. We find that our research method allows affect to be observed concurrently with cognitive processing and that, owing to the motivational consequences of affect, produces an axis of evaluation that could shed light on how affect organizes and drives the outcomes of design thinking.
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Reports on the topic "Cognitive Linguistic Study"

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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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