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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>catvārah&dotbelow; pratyayā </i>) as the cognitive linguistic structure by allocating 32 functional metadata throughout the texts of Mūlamadhyamakakārikā (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> pratītyasamutpāda</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 Nāgārjuna 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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Warren, Murielle. "A study of the relationship between a bilingual upbringing in early childhood and the linguistic and cognitive development of the child." Thesis, Birkbeck (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261588.
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Benchetrit, Louise Kate. "Conceptualising the coronavirus pandemic: a corpus linguistic study of metaphors in Italian, British and French coronavirus press discourse." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/22912/.
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As the number of coronavirus cases increased globally, governments started to introduce restrictive measures which many individuals had never experienced before. Heads of state started to use expressions referring to ‘war’, encouraging citizens to help the ‘fight’ against the ‘invisible enemy’. In the cognitive linguist approach, metaphors are believed to involve the ‘thinking’ as well as the ‘talking’ (or writing) of one thing in terms of another. That is, similarities (or correspondences) are perceived between two different ‘domains’ such as ‘covid-19’ and ‘war’. Therefore, ‘fighting the disease’ can be ‘translated’ into ‘reducing infection, illness and death’.
This dissertation aims to identify metaphorical expressions, and the associated conceptual mappings, in the coronavirus media discourse of three countries – Italy, France, and the United Kingdom – over the period of the ‘first wave’. If metaphorical expressions can highlight how we ‘think’ about an event, it is interesting to investigate if all three countries are ‘thinking’ about the novel coronavirus in the same terms. In order to tackle this question, this dissertation has five chapters. First, the cognitive linguistic approach to metaphors is discussed, focusing on Conceptual Metaphor Theory (CMT). In chapter two we turn to the corpus linguistic approach and its application to metaphor research. On the basis of this theoretical background, chapter three introduces the methodology employed for this study. Chapter four presents the main results for English, French and Italian. In particular, this study found that the coronavirus is conceptualised as WAR, SUBSTANCE IN MOVEMENT, SUBSTANCE IN A CONTAINER, and OBSTACLE in all three language corpora, while WATER, FAMILY and POSSESSION are unique to the French, Italian and English samples, respectively. Finally, chapter five discusses the findings and the limitations of this study, closing with possible directions for future research.
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Richardson, Peter. "A closer walk : a cognitive linguistic study of movement and proximity metaphors and their impact on certainty in Muslim and Christian language." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4691/.
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Conservative religious believers often make use of language that represents the perception that there are clear, fixed differences between their view of the world and the worldview of others, and that their view is unambiguously true and other views are not. This thesis explores the validity of that notion through an analysis of conservative religious language from a cognitive linguistic perspective. It first examines the research relating to what is involved in the process of categorising the environment around us and applies it to how that process can lead to and even encourage the perception of conservative religious believers that reality can be simplified into sets of fixed, binary categories. It then investigates whether there are clear, fixed differences between a 15,225 word collection of Evangelical Times Christian testimonials and a 29,067 word collection of islamfortoday.com Muslim testimonials in terms of their use of movement and proximity metaphors to express their way of believing. This thesis concludes with an analysis of the language of three pairs of conservative Muslims and Christians during a videoed discussion focusing on the differences in their experience as believers. In contrast to the first study`s focus on collections of texts, this analysis focuses on individual differences in their use of proximity and movement metaphors and empathetic language. The results of these studies suggest that, despite the fact that such believers perceive their views of the world as clear and fixed, the expression of their perceived experience of interacting with a divine agent can only be accurately described in terms of varying patterns of emphasis. In addition, not only is it sometimes quite difficult to mark out clear differences between different belief communities in terms of this type of language, it is also possible for individuals within the same communities to exhibit as much divergence as individuals from two different communities.
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Bertani, Chiara <1994>. "Does an Early Foreign-Language Teaching Program Applied to Kindergarten Children Lead to Successful Linguistic, Affective and Cognitive Achievements? A Case Study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16043.
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The relationships between languages coming into contact for geo-political reasons or as a result of migratory movements give rise to multilingualism which is a precious phenomenon that must be supported. In order to be effective, the approach to multilingualism must occur during early childhood. This is why the European Commission plans the Early Language Learning programs which introduce a second or foreign language in pre-primary schools. The most adopted programs are the Foreign-Language teaching and the Immersion programs. The formers concern the integration of a language different from the child's mother tongue in the pedagogical plan. The latters are typical in situations of bilingualism and aim at developing of an early, simultaneous and additive kind of bilingualism. The present study is based on an experimental research carried out in a kindergarten with Italian infants who approached to English as a foreign language for the first time. They were immersed into the new language during activities and various moments of the educational routine for 3 months. This study aim to demonstrate the effectiveness of Early Foreign Language Learning and from the analysis of the results a certain similarity between the achieved outcomes and some features of bilingualism can be observed. It follows that the support of second or foreign language acquisition at an early developmental stage is essential to enhance the growth of cognitive and linguistic benefits in young child.
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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
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Jooste, Nikki. "Learning through a second language : a comparative study of the performance in reading comprehension and the cognitive-linguistic processes involved in reading comprehension between first-language English learners and second-language English, first-l." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/2921.
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Zhao, Tinghao. "The Perceptual Basis of Abstract Concepts in Polysemy Networks – An Interdisciplinary Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1511400502977642.
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Dainas, Ashley R. "Keep Calm and Study Memes." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428085991.
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O'Connor, Katherine. "Causal Relations Between Cognitive Control and Language| A Conflict Adaptation Study." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590850.
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<p> Whether neural substrates underlying conflict resolution, or the ability to choose an appropriate response from number of alternate options, are shared across disparate domains is currently unclear. This thesis sought to extend previous studies examining this question by asking whether conflict adaptation occurs between Stroop (a non-syntactic task well-studied in the conflict resolution literature) and two different language tasks. Evidence for bidirectional behavioral interaction between processing of sentences with syntax-semantic conflict and Stroop was found in Experiment 1; however, there were no behavioral interactions between a multiword production task and Stroop in Experiment 2. The difference between these two studies could be consistent with either a domain-general or domain-specific model of conflict processing, as it is unclear whether interactions were not found due to differences in levels of conflict processing or differences in domains of conflict processing. Further research should focus on better distinguishing between these two possibilities. Finally, we also suggest that future research should better characterize the time course of conflict processing.</p>
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Lebed, Jay Aaron. "On some issues concerning symbols and the study of cognition." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14406.
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Guevara, Jed Sam Pizarro. "The acquisition of relative clauses in Tagalog| A comprehension study." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527947.
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<p> This thesis analyzed relative clause (RC) comprehension in Tagalog. Results from a reference selection task revealed that the children's accuracy was already comparable to adults by 7 to 9 years of age when processing agent RCs. These findings are consistent with the literature. However, when reaction times (RTs) and error-types are considered, a different picture of the trajectory of acquisition emerges. The children's RTs did not pattern like adults until 10 to 14 years of age. They also avoided reversal-errors as consistently as adults only at 10 to 14 years of age. With regard to non-agent RCs, the RT of children, ages 10 to 14, already patterned like adults but their accuracy still remained significantly different. Children also avoided agent-errors as consistently like adults only at 10 to 14 years of age. Overall, these results suggest a more piecemeal trajectory of the development of RCs in Tagalog.</p>
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Masuda, Kyoko. "A cognitive approach to Japanese locative postpositions ni and de: A case study of spoken and written discourse." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279982.
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This study proposes a cognitive network model of the Japanese locative postpositions ni and de (both are translated in English 'in'/'on'/'at') by examining a spoken and written corpus. Specifically, this study examines the implications of Langacker's (1987, 1988, 1999, 2000) dynamic usage-based model by investigating natural discourse data. Within the framework of Cognitive Grammar, it is argued that ni in the spatial domain has two basic usages: (1) stative location and (2) allative (Kabata 2000). The allative ni is a more case marker-like postposition, while de is the prototypical postposition and it marks the conceptualization of a locative setting that references an event (Kumashiro 2000). Previous studies do not discuss, however, the full range of locative usages of de, and do not focus on the subtle semantic difference between these locative postpositions in natural discourse. This study aims to fill in that gap and provide a more complete semantic analysis of the full usage of the locative postpositions based upon natural discourse. This study also addresses functional issues relevant to the actual usage of Japanese locative postpositions in discourse: topic/contrastive marker wa and non-occurrence of postpositions. Overall the results from spoken and written discourse provide supporting evidence for the proposed network model for ni and de: (1) the most frequently appearing senses of ni in the corpus are the prototypical usages of ni, simple stative and allative; (2) de marked different kinds of space from concrete to abstract space, most frequently co-occurring with prototypical dynamic verbs in spoken and written data; (3) some predicates were marked with either ni or de which implies how the speaker construes space in the situation; (4) the main function of wa that follows the locatives in spoken discourse is contrastive, while in written discourse it is a thematic marker; (5) non-occurrence of locative postpositions in systematic and pragmatically as well as functionally predictable. Spoken and written discourse exhibits a broad usage of locative postpositions and thus this study provides a cognitive network model for Japanese locative postpositions.
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Peters, Kurtis Ray. "What's cooking in Biblical Hebrew? : a study in the semantics of daily life." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/25990.
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The primary intent of this thesis is to explore new avenues in semantic theory and how they might affect understanding of a selection of Biblical Hebrew vocabulary, namely that of cooking. As such, the method used here is equally important as the results discovered. The underlying theory for this method finds it source in Cognitive Grammar and its use of profile-base-domain relations. These relations are illustrative of how the human mind perceives word meanings. Every aspect of meaning is to be understood against the backdrop of a greater context. All of these layers, furthermore, are set against the largest backdrop – encyclopaedic knowledge. This is the entire set of knowledge that a language user has about his or her world, any part of which may be drawn upon for any utterance. This theory has been employed very little in biblical studies. Where it has been employed, it has been done in a way that is largely inaccessible for the non-linguist. It is the intention of this thesis to put this cognitive theory to work in a way that could be repeated faithfully by others. For the present, this is demonstrated by looking at cooking vocabulary in Biblical Hebrew. Cooking vocabulary provides two benefits for this kind of research. First, it is relatively straightforward to coordinate cooking words with lived reality, and therefore to encyclopaedic knowledge. Second, it grants access to the lives of ordinary people living in ancient Palestine, something that has often been overlooked by archaeology in the past, in favour of, for example, palace, cultic, and military life. To this end, this thesis explores the daily reality of ancient Hebrew speakers, particularly in the area of food preparation. This fills out what we can know of encyclopaedic knowledge. Following this is the exploration of cooking lexemes as found in the Hebrew Bible. They are analysed according to the profile-base-domain relations mentioned above, and are divided into their representative concepts. These concepts are then gathered up and grouped in meaningful ways, for example, according to their schematicity – which concepts are more generic or specific and may stand in for another. The concepts associated with אפה are schematically higher than עוג , for example, and therefore any instance of the latter can fill out the meaning of the former. עשׂה , for its part, is maximally schematic, and therefore the information from any other cooking lexeme may be applied to the possible meaning of .עשׂה Lastly, this knowledge is put to use in exegeting biblical texts where food is concerned. Here it is argued, among many other things, that the different descriptions of cooking the Passover in the Hebrew Bible are indeed at variance, which can be illustrated by the fact that בשׁל must relate to liquid cooking and is not simply a generic cooking verb. This and many other insights here serve to demonstrate the value for biblical studies of adopting a cognitive approach to word meaning.
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Törmä, Kajsa. "Refugees in British Media Coverage : A Study of Dehumanizing Conceptual Metaphors." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136691.
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This study exemplifies, analyses and discusses the conceptual metaphors refugees are water and refugees are animals in British media discourse. In order to do this, examples of linguistic tokens of the metaphors were collected from four of the biggest newspapers in Britain; Daily Mail, The Sun, The Guardian and The Daily Telegraph. Linguistic tokens of the metaphors were found in all of the newspapers. The tokens of refugees are animals often appeared within quotation marks, whereas the refugees are water tokens appeared mostly unmarked, implying that refugees are water is more conventionalized than refugees are animals. The analysis of the tokens showed how different aspects of refugees are either highlighted or hidden when it is conceptualized in terms of water or animals. In the process of highlighting/hiding certain aspects of refugees, the refugees are dehumanized.
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Robbins, Bryan Thomas. "Cognitive factors in perspective-based reading (PBR) a protocol analysis study /." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04032009-161814.
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Blackburn, Angelique Michelle. "A study of the relationship between code switching and the bilingual advantage| Evidence that language use modulates neural indices of language processing and cognitive control." Thesis, The University of Texas at San Antonio, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607533.
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<p> Bilinguals sometimes outperform age-matched monolinguals on non-language tasks involving cognitive control. But the bilingual advantage is not consistently found in every experiment and may reflect specific attributes of the bilinguals tested. The goal of this dissertation was to determine if the way in which bilinguals use language, specifically switching between languages within a conversation (code switching) or refraining from this behavior, plays a role in the sporadic bilingual advantage. The bilingual advantage may arise from managing interference from one language in order to stay in the other, or from inhibiting one language in order to switch into the other. If language switching engages a general inhibitory mechanism to stop speaking in one language and switch to the other, bilinguals who frequently code switch ("switchers") might outperform bilingual "non-switchers" on non-language inhibition tasks. Alternatively, if the bilingual advantage results from frequent inhibition of interference from one language to stay in the other, non-switchers might outperform switchers. The Assessment of Code-Switching Experience Survey (ACSES) was created to obtain an objective, rapid, and reliable measure for Spanish-English bilinguals' code-switching frequency. Then, event-related potentials (ERPs) of bilinguals with varied code-switching frequency were measured during a language task, lending validity to the survey. Semantic violations in code-switched and non-switched words were embedded in sentences as probes to determine how code-switches are processed and whether processing of code-switches is modulated by code-switching experience. The amplitude of a code switching positivity (typically elicited to a code-switch), but not the amplitude of the N400 (typically elicited to a semantic anomaly), was modulated by code-switching frequency. This indicates that code-switching experience affects processing of a code-switch but not semantic retrieval. During Simon and Flanker inhibition tasks, which require suppression of interference from incongruent stimulus cues, a larger N2 ERP was elicited for incongruent versus congruent trials. The amplitude of this N2 congruity effect is typically correlated with inhibitory control ability. The effect was carried by the non-switchers; switchers and monolinguals did not differ. Thus, a general bilingual advantage was not found. Rather, non-switchers manifested a larger neural response linked to inhibitory control of interference, which may result from inhibiting interference in one language in order to stay in the other. However, no difference between switchers, non-switchers, and monolinguals was found on inhibition tasks that required simple response inhibition in the absence of interference. Thus, language production may differentially tap into existing cognitive control mechanisms that are specific to the way in which we are using language. I have interpreted the non-switcher interference suppression advantage in terms of recent studies demonstrating switching benefits in switchers and spatial benefits in bilinguals who use sign language. I suggest refining the definition of the bilingual advantage to include multiple aspects of cognition that are differentially affected by language experience.</p>
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Maloney, Erin M. "Investigating Cognitive Individuation: A Study of Dually-Countable Abstract Nouns." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244571228.
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Manjavacas, Sneesby Patricia. "A comparative study of metonymies and metaphors with hand in English, German and Spanish, within the framework of cognitive linguistics /." Aachen : Shaker, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018769623&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Manjavacas, Sneesby Patricia. "A comparative study of metonymies and metaphors with hand in English, German and Spanish, within the framework of cognitive linguistics." Aachen Shaker, 2006. http://d-nb.info/996599878/04.
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Manjavacas, Sneesby Patricia [Verfasser]. "A Comparative Study of Metonymies and Metaphors with Hand in English, German and Spanish, within the Framework of Cognitive Linguistics / Patricia Manjavacas Sneesby." Aachen : Shaker, 2009. http://d-nb.info/1159834849/34.
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Buttacavoli, Matthew. "An Ethnographic Study of Translators and Technology." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405431440.
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Catan, Liza. "Literacy and cognition a microgenetic study of the construction and transformation of rhythm representations during the aquisition of musical literacy /." Thesis, Online version, 1986. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.305401.
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Partridge, Maristi. "Specificity in lexical verbs : a corpus-based lexicological study / Maristi Partridge." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7253.
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Several theorists (amongst whom Halliday & Matthiessen, 2004:175) have stated that the verb (or the verbal group) is the core element in clauses and is largely responsible for the grammatical structure of language. In spite of this pivotal role that verbs fulfil in clauses, lexical specificity is rarely investigated in this class. Instead researchers prefer to investigate lexical specificity in the noun class. It is against this background that the main purpose of this study is to investigate specificity in the lexical verbs of first language (L1) English users and Black South African English (BSAE) users. In order to achieve this aim the secondary aims of the study are: to develop a framework for the analysis of lexical specificity in the lexical verb word class
(ii) to compare specificity with regard to lexical verbs in L1 English and BSAE by using corpora, which allows one to firstly test the analysis framework on corpus data and secondly to determine whether or not lexical verbs in BSAE are less specific than lexical verbs in L1 English
(iii) to establish the reasons for the differences in lexical specificity with regard to lexical verbs between L1 English and BSAE English.
In order to achieve these aims, two corpora were used: the Louvain Corpus of Native English Essays (also known as LOCNESS) that consists of texts written by a subpopulation of L1 English users and the Tswana Learner English Corpus (also known as the TLE) that consists of texts written by a subpopulation of BSAE users. The results obtained in this study were interpreted from both a systemic functional perspective and a cognitive perspective. The initial quantitative results indicated that even though the BSAE users use lexical verbs (tokens) more frequently than L1 English users do, the BSAE users have fewer lexical verb lemmas (types) at their disposal than the L1 English users. Statistical tests determined that the mean type/token ratio between the two independent corpora is not only significant, but that the degree to which there is more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the BSAE users is large. Due to space constraints, the qualitative part of the study focused only on the communication verbs in LOCNESS and the TLE. In order to provide an in-depth overview of the communication verbs, the communication verbs were divided into five semantic subcategories (using frequency counts and semantic considerations). They are:
(i) to say something in a particular manner]
(ii) to say something in order to express one’s feelings]
(iii) to say something in order to convey information]
(iv) to say something to someone in order to elicit a certain response]
(v) to say something in response to something already said]
Each of these semantic categories in turn was divided into semantic subcategories to present a detailed insight into the communication verbs employed in both LOCNESS and the TLE. In the study it was determined that there is overall more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the L2 English users. It was also determined that there is overall more lexical diversity within the lexical verbs of the L1 English users. The following factors influenced the lexical specificity and lexical diversity in the corpora:
(i) In cases where more general communication verbs are elaborated by verbs containing manner elaborations, the BSAE users tend not to use the more specific verbs.
(ii) Communication verbs that usually play an important role in academic literacy (such as summarise and argue) are used to a lesser extent by the BSAE users than the L1 English users.
(iii) In cases where a communication verb could possibly belong to another semantic category (as is the case with the verbs stress and maintain) the BSAE users tend to avoid using the verbs as communication verbs.
(iv) Some communication verbs (such as demand and beg) acquired additional meanings in BSAE.
(v) Some essay topics in both LOCNESS and the TLE influenced the frequencies of some communication verbs in the respective corpora.
Considering the factors above, it was found that being a L2 English user means that English will not always function in the same contexts for the BSAE users as it would for the L1 English users. Therefore the vocabulary of the BSAE users will only be specific and diversified in those semantic categories needed to function in certain contexts.
Consequently, the findings of this study can be used to contribute to the development of pedagogical material in academic literacy courses being presented to BSAE users to create an awareness of the variation in English and all the contexts in which it can function. The findings can also be of value to researchers in the fields of lexicography and computational linguistics.<br>Thesis (M.A. (English))--North-West University, Vaal Triangle Campus, 2011
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Lowry, Mark Douglas. "Blue is in the Eye of the Beholder: a Cross Cultural Study on Color Perception and Memory." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5360.
Full textAbstract:
According the linguistic relativity hypothesis, the language one speaks affects how one thinks. Because languages differ in how they categorize color, linguistic relativity has often been tested by conducting experiments on color perception and memory. This study examines the linguistic relativity hypothesis using ecologically valid stimuli: pictures of eyes. Because Russian-speakers are more likely to describe blue/grey eyes as grey, whereas English speakers are more likely to describe them as blue, English and Russian participants were asked to match the overall color of blue eyes to a color scale. There were three conditions. In the first condition (perception), participants saw the color scale and an eye picture simultaneously and then chose the color that best matched the picture. In the second condition (memory), participants matched the color of an eye to the color scale from memory. The third condition (label) was similar to the second, except participants labeled the eye orally before matching the color from memory. A 3 (condition) x 2 (language) ANCOVA and Bayesian analysis were used to analyze the data. Overall, the ANCOVA and Bayesian analysis indicated that there was a main effect of language. Russian-speaking participants were more likely to rate the eyes as greyer than English-speaking participants. The Bayesian analysis also suggested that there may also have been an interaction, with Russian and English-speaking participants rating the eyes similarly in the perception condition, but not the memory or labeling conditions. Overall, the findings provide novel evidence for the linguistic relativity hypothesis.
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Brown, Denise. "Insight into method : a cognitive-notional method for the implementation of a semiotic approach in language pedagogy." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636165.
Full text
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Lowe, Christina Rachael. "An exploratory study of theory of mind in aphasia, Alzheimer disease and normal aging." Thesis, The University of Arizona, 2001. http://hdl.handle.net/10150/291846.
Full textAbstract:
Theory of mind has seldom been studied in normal elders (NE) or people with aphasia (APH), and has never been studied in people with Alzheimer Disease (AD). This study, based on Miller (2001), investigated false belief attribution in 10 APH, 10 AD, and 10 NE subjects. Three conditions of the false belief task varied syntactically to probe for an interaction between linguistic demand and false belief performance. Relative to normal elders, AD subjects showed impairment in false belief attribution (p < 0.001); APH subjects did not (p = 1.0). There was no effect of linguistic demand for any group. Potential confounding variables (e.g. immediate memory) were nonsignificant. The data suggest a possible nonlinear relationship between false belief attribution and measures of dementia severity and frontal lobe function. The results also suggest methods for comparing theories of theory of mind in future research.
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Hopkins, Kathleen Ricards. "A study of the effect of interactive language in the stimulation of cognitive functioning for students with learning disabilities." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618342.
Full textAbstract:
Much can be gained by applying knowledge and insight gleaned from the field of neuropsychology to the field of education. Diagnosis and treatment of learning disabilities (LD) could be enhanced through an increased understanding of neurolinguistic functioning. The present study examined the effect of five instructional techniques aimed at stimulating the cognitive functioning of students with diagnosed learning disabilities. The defining characteristic of each of the five techniques is the use of interactive dialogue to stimulate oral language production leading to greater cognitive efficiency. Evidence is presented for the need for interhemispheric collaboration in complex linguistic tasks such as reading, writing, spelling, and arithmetic. Students with learning disabilities could be viewed as having a breakdown in dynamic functioning impacting neurological systems.;The intervention model developed by the National Institute for Learning Disabilities (NILD) assessed in the present study is based upon the theoretical foundations of Feuerstein (1980), Luria (1981), Piaget (1959), and Vygotsky (1962/1975). The interrelatedness of thought and language, the creation of the zone of proximal development, the recognition of the plasticity of intelligence and the belief in the importance of a human mediator in the learning process, each contributes to the design of techniques used in the NILD program.;The statistical analysis showed significant group-by-time interaction effects in the areas of general and verbal cognitive functioning for the experimental group (n = 47), as assessed by the Detroit Tests of Learning Aptitude - Second Edition (DTLA-2) when compared to the control group (n = 25). Significant gains over time were evidenced by the experimental group in reading, spelling, and arithmetic scores as measured by the Wide Range Achievement Test - Revised (WRAT-R), and in nonverbal cognitive functioning as measured by the DTLA-2.;Overall results indicated that students with diagnosed learning disabilities benefited from an intensive individualized program over a three-year period in a modified pull-out approach involving 160 minutes of instruction per week. Specifically, the interactive effects of five core instructional techniques appeared to significantly impact neurolinguistic functioning for the experimental group.
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Davidson, Paul. "Metaphor in contemporary British social-policy. A Cognitive Critical Study Of Governmental Discourses On Social Exclusion." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5348.
Full textAbstract:
This thesis explores the ideological role of metaphor in British governmental
discourses on ¿social exclusion¿. A hybrid methodology, combining approaches
from Corpus Linguistics, Critical Discourse Analysis and cognitive theories of
metaphor, is used to address how social exclusion and other metaphors are deployed
to create an ideologically vested representation of society. The data consists of
linguistic metaphors identified from a 400,000+ word machine-readable corpus of
British governmental texts on social exclusion covering a ten year period (1997-
2007). From these surface level features of text, underlying systematic and
conceptual metaphors are then inferred. The analysis reveals how the interrelation
between social exclusion and a range of other metaphors creates a dichotomous
representation of society in which social problems are discursively placed outside
society, glossing inequalities within the included mainstream and placing the blame
for exclusion on the cultural deficiencies of the excluded. The solution to the
problem of exclusion is implicit within the logic of its conceptual structure and
involves moving the excluded across the ¿boundary¿ to join the ¿insiders¿. The
welfare state has a key role to play in this and is underpinned by a range of
metaphors which anticipate movement on the part of the excluded away from a
position of dependence on the state. This expectation of movement is itself
metaphorically structured by the notion of a social contract in which the socially
excluded have a responsibility to try and include themselves in society in return for
the right of (temporary) state support. Key systematic metaphors are explained by
reference to a discourse-historical view of ideological change in processes of
political party transformation.<br>BISA and CSV
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Paul, Davidson. "Metaphor in contemporary British social-policy : a cognitive critical study of governmental discourses on social exclusion." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5348.
Full textAbstract:
This thesis explores the ideological role of metaphor in British governmental discourses on 'social exclusion'. A hybrid methodology, combining approaches from Corpus Linguistics, Critical Discourse Analysis and cognitive theories of metaphor, is used to address how social exclusion and other metaphors are deployed to create an ideologically vested representation of society. The data consists of linguistic metaphors identified from a 400,000+ word machine-readable corpus of British governmental texts on social exclusion covering a ten year period (1997- 2007). From these surface level features of text, underlying systematic and conceptual metaphors are then inferred. The analysis reveals how the interrelation between social exclusion and a range of other metaphors creates a dichotomous representation of society in which social problems are discursively placed outside society, glossing inequalities within the included mainstream and placing the blame for exclusion on the cultural deficiencies of the excluded. The solution to the problem of exclusion is implicit within the logic of its conceptual structure and involves moving the excluded across the 'boundary' to join the 'insiders'. The welfare state has a key role to play in this and is underpinned by a range of metaphors which anticipate movement on the part of the excluded away from a position of dependence on the state. This expectation of movement is itself metaphorically structured by the notion of a social contract in which the socially excluded have a responsibility to try and include themselves in society in return for the right of (temporary) state support. Key systematic metaphors are explained by reference to a discourse-historical view of ideological change in processes of political party transformation.
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Full textAbstract:
Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.<br>Mode of access: World Wide Web.<br>275, [140] p. ill
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Saxena, Shishir Rajan. "Linguistic and phenomenological theories of verbal cognition in Mīmāṃsā : a study of the arguments in Śālikanātha's Vākyārthamātṛkā-I and the response in Sucarita's Kāśikāṭīkā." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289760.
Full textAbstract:
Mīmāṃsā thinkers propound an epistemology generally characterised as philosophical realism, and given their foundational resolve to disambiguating Vedic comprehension, a similar attitude is reflected in their speculations on the nature of language as well. Unlike some other schools of the Indian philosophical tradition, Mīmāṃsā philosophers admit the reality of words and word-meanings, which led them to formulate two theories whose aim is to explain comprehensively how the cognition of sentential meaning arises from uttered words. These two theories, abhihitānvaya and anvitābhidhāna, are advocated by Bhāṭṭa and Prābhākara Mīmāṃsakas respectively, and are considered as being the fundamental theories of sentential meaning that formed the basis for all classical Indian thinkers debating the nature of linguistic cognition. The Vākyārthamātṛkā-I (VM-I) of Śālikanāthamiśra (9th cent. CE) is considered to be the locus classicus for the presentation of anvitābhidhāna. Sucaritamiśra (10th cent. CE) was the first Bhāṭṭa Mīmāṃsaka to respond to Śālikanātha's criticisms, and he presents abhihitānvaya accordingly in his Kāśikāṭīkā on Kumārila's Ślokavārttika Vākyādhikaraṇa. Modern scholarship is scarce with regard to these two seminal texts, and I present a translation/paraphrase of the several levels of argumentation found in the VM-I. In contrast to the VM-I whose Sanskrit text is published, the Kāśikāṭīkā on the Vākyādhikaraṇa is yet unpublished and I present an annotated edition and translation of Sucarita's essay on vv.110cd-112ab, based on a study of two manuscripts. I endeavour in this thesis to present a philosophical, philological and historical study of these two works and thereby demonstrate the cogent linguistic and phenomenological arguments presented therein. I hope that this thesis may thus indicate some of the complexity and sophistication of the Indian philosophical debates on language, as well as aid in understanding the early history of the formulation of these influential doctrines.
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Sutherlin, Gwyneth Burke. "The Myth of the Universal User. Pursuing a Cultural Variable in ICT Design for Conflict Management through Quantitative Analysis: Implications from a Ugandan Case Study." Thesis, University of Bradford, 2014. http://hdl.handle.net/10454/7510.
Full textAbstract:
This study took a novel experimental approach from the field of cognitive linguistics to quantitatively describe the impact of culture on the use of mobile information and communication technology (ICT) in the context of peace and conflict. Beginning with the hypothesis that ICT reflects a mono-cultural perspective for collecting and organizing information, this study tested how a failure to adapt at a cognitive level resulted in distorted narratives. This distortion has problematic implications for democratic participation in postconflict contexts and in data aggregation initiatives that inform policy decisions related to governance, election monitoring, human rights abuse reporting, and conflict management more broadly. Fieldwork from the Acholi region of Uganda supported the conclusion that current ICT tools used in conflict management contexts fundamentally distort the narratives they were designed to collect at a cognitive level. Findings from this research also presented avenues for software development around a new variable for cultural communication preference.
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Dispaldro, Marco. "L'acquisizione della grammatica come complesso sistema cognitivo-linguistico: studi sperimentali sulla produzione e comprensione della morfologia in bambini con sviluppo tipico del linguaggio." Doctoral thesis, Università degli studi di Padova, 2009. http://hdl.handle.net/11577/3425687.
Full textAbstract:
Summary
The definite articles, the 3rd person of direct object clitic pronouns and the 3rd person inflection in the present tense are clinical markers in the Italian language (Bortolini, Arfé et al. 2006; Bortolini, Caselli et al. 2002; Dispaldro, Caselli et al., 2008). These reasons lead us to study the processe involved in morphological acquisition.
Through different experiments, the aim of the present work is to investigate the production and comprehension of grammatical morphemes in children with typical language development, in the first fases of grammatical acquisition, at the preschool level (aged between 3 and 4 years).
STUDY 1: Lexical Representation and Phonological Working Memory in Morphological Production
The aim of this study is to investigate the degree to which morphological production relies on Phonological Working Memory (Gathercole e Baddeley, 1990; van der Lely e Howard, 1993) and on Lexical Representation (Bates, Bretherton e Snyder 1988; Bates e Goodman, 1999). This objective have been pursued by using the word repetition paradigm with the real and non real words.
Experiment 1. Production of the Italian Morphology
Sixty-two children (aged 3 years) participated in the experiment.
The results show that the role of Phonological Working Memory is important to morphological processing. Futhermore, data confirmed the existence of a link between Lexical Representation and morphological production.
Experiment 2. Production of the English Morphology (this experiment has been done at the Purdue University in collaboration with Prof. Laurence B. Leonard)
The previous experiment was replicated. Thirty children (aged 3 years) participated in the experiment.
The results show that the role of Phonological Working Memory is central to morphological processing, but the results about Lessical Representation are not clear.
Study 1 Conclusions
Both experiments demonstrated that morphological processing is based on Phonological Working Memory, which however cannot explain the productive process entirely. Furthermore, it has been demostrated that Lexical Representation is very important, at least for the production of complex morphological systems such as the Italian language.
STUDY 2: Comprehension of Singular and Plural Distinction in Grammatical Morphemes
Little is known about children’s understanding of singular and plural expressed by morphology; furthermore, most studies focus on the English Language (Kouider et al., 2006; Schnoor e Newman, 2001; Soderstrom 2002), therefore the objective of this study is to investigate the singular and plural representation in the Italian morphology.
Experiment 1. Articles, Clitic Pronouns and Verbs: Pointing Task
Seventy-one children (aged 3 years) participated in the experiment. Singular and plural forms were investigated using a task requiring the participants to point at one of two sheets of paper which varied according to the number of items depicted on them ([X] [XX]).
The results of this experiment did not clarify whether children possess the conceptual representation of singular as /one/ and plural as /more than one/ items.
Experiment 2. Articles: Drawing Task
Seventeen children (aged 3;0 years) participated in the experiment. Through the drawing task, prompted by the same morphological informations of the previous experiment, the aim of the second experiment was to investigate whether childrens behaviour better reveals if they have a representation of singular and plural quantities.
The results show that children do possess the concepts of singular and plural.
Experiment 3 (Articles: Selection Task) and Experiment 4 (Verbs: Selection Task)
In the experiment 3 seventy-one children partecipated; they were divided into three age groups (3;0-year-olds, 4;0-year-olds and 6-year-olds); moreover, thirth-eight adults were submitted to the same task. In the experiment 4 fifty-eight children partecipated (they were divided into three age groups: 3;0-year-olds, 4;0-year-olds and 6-year-olds), and forty-two adults were also examined. A task was used in which children were asked to take some objects from one of two containers, which varied in the number of items put on them ([X] [XX]), following to morphological informations provided by instruction.
The results confirm that at the age of 3 children possess a quantitative representation of singular and plural, but also reveal that only after the age of 4 they understand which array, of the two containing different items, better suits the information expressed by the morphemes not only from a quantitative point of view but also according to referential comunication functions.
Study 2 Conclusion
This study demostrates that children at 3 years of age have a procedural representation of the morphemes which is based on quantitative information only. It is only after 4 years that a redescription occurs (Karmiloff-Smith 1992) that allows an interpretation of morphemes also reflecting the communicative intention expressed by this linguistic category.
GENERAL CONCLUSIONS
Morphological processing is a process which involves a multitude of linguistic and cognitive aspects. By comparing the different studies two main phases can be hyphotesized, underlying a mature acquisition of morphology:
- Phase 1: Morphological processing is linked to Phonological Working Memory; moreover, the procedural use of morphology depends on lexicon. In this phase the developmental trends of the different function of the morphemes are independent from each other.
- Phase 2: During the course of development, several Representational Redescriptions occur which lead to an integrated conception of the different function of morphemes and to morphological usages reflecting more general and abstract functions of language and communication.<br>Riassunto
In Italiano gli articoli determinativi, la terza persona dei pronomi clitici oggetto e la terza persona dell’indicativo presente sono dei marcatori clinici tra l’acquisizione tipica ed atipica della grammatica (Bortolini, Arfé et al. 2006; Bortolini, Caselli et al. 2002; Dispaldro, Caselli et al., 2008). Questo rende importante lo studio sui processi che governano l’acquisizione di tali morfemi.
Il presente lavoro ha lo scopo di indagare, attraverso diversi studi sperimentali (ognuno suddiviso in più esperimenti), la produzione e la comprensione della morfologia grammaticale nei bambini con sviluppo tipico in età prescolare (tra i 3 ed i 4 anni d’età).
STUDIO 1: Rappresentazione Lessicale e Memoria di Lavoro Fonologica nella Produzione della Morfologia
Attraverso questo studio si intende indagare il grado in cui la produzione morfologica necessita della Memoria di Lavoro Fonologica (Gathercole e Baddeley, 1990; van der Lely e Howard, 1993) e della Rappresentazione Lessicale (Bates, Bretherton e Snyder 1988; Bates e Goodman, 1999).
Si intende perseguire tale obiettivo per mezzo del paradigma di ripetizione di parole, reali e non reali.
Esperimento 1: Produzione della Morfologia Italiana
Hanno partecipato 62 bambini di tre anni d’età.
I risultati mostrano che la Memoria di Lavoro Fonologica ha un ruolo importante nella produzione morfologica. Inoltre, è stato riscontrato un legame tra Rappresentazione Lessicale e produzione morfologica.
Esperimento 2: Produzione della Morfologia Inglese (esperimento effettuato presso la Purdue University, in collaborazione con il Prof. Leonard)
È stato replicato l’esperimento precedente. Hanno partecipato 30 bambini di tre anni d’età.
I risultati dimostrano che il ruolo della Memoria di Lavoro Fonologica è centrale nell’elaborazione della morfologia; al contrario, i risultati sulla Rappresentazione Lessicale lasciano aperti alcuni dubbi.
Conclusione Studio 1
Lo studio ha dimostrato che la produzione morfologica necessita della Memoria di Lavoro Fonologica, ma essa non può spiegare l’intero processo produttivo; inoltre, la Rappresentazione Lessicale è molto importante per la produzione di sistemi morfologici complessi come quello Italiano.
STUDIO 2: La Comprensione della Funzione Grammaticale di Numero (Singolare e Plurale)
Poco si conosce sulla comprensione del singolare e plurale all’interno della morfologia; inoltre, la maggior parte degli studi si riferiscono alla lingua Inglese (Kouider et al., 2006; Schnoor e Newman, 2001; Soderstrom 2002). Per questa ragione, l’obiettivo di questo studio è di indagare l’informazione di numero (singolare e plurale) nella morfologia grammaticale Italiana.
Esperimento 1: Prova dell’Indicare negli Articoli, Clitici e Verbi
Hanno partecipato 71 bambini di tre anni d’età. Attraverso un compito in cui bisogna indicare un foglio, individuandolo tra due che differiscono per la quantità di oggetti o personaggi in esso rappresentati ([X] [XX]), sono state indagate le forme singolari e plurali.
I risultati di questo esperimento non hanno chiarito se i bambini possiedono i concetti di singolare come di /una unità/ e di plurale come di /più di una unità/.
Esperimento 2: Prova del Disegnare negli Articoli
Hanno partecipato 17 bambini di tre anni e zero mesi d’età. L’obiettivo di questo esperimento è di indagare, attraverso l’utilizzo del disegno di oggetti, se il comportamento messo in atto dai bambini è governato dalla rappresentazione della quantità singolare e plurale.
I risultati dimostrano che i bambini possiedono i concetti di singolare come /una unità/ e plurale come /più di una unità/.
Esperimento 3 (Prova del Prendere negli Articoli) ed Esperimento 4 (Prova del Prendere nei Verbi)
Nell’esperimento 3 hanno partecipato 71 bambini, suddivisi in tre gruppi d’età (3;0 – 4;0 – 6 anni) e 38 adulti; nell’esperimento 4 hanno partecipato 58 bambini (3;0 – 4;0 – 6 anni d’età) e 42 adulti. Viene utilizzato un compito in cui i bambini devono prendere degli oggetti posti all’interno di due piatti che variano per il numero di oggetti posti all’interno ([X] [XX]).
I risultati confermano che i bambini a 3 anni possiedono una rappresentazione quantitativa di singolare e plurale. Solo dopo i 4 anni i bambini comprendono quale insieme di oggetti meglio si adatta all’informazione espressa dal morfema, non solo dal punto di vista quantitativo ma anche dal punto di vista referenziale-comunicativo
Conclusione Studio 2
Questo studio dimostra che i bambini a 3 anni hanno una rappresentazione procedurale del morfema che si basa solo sull’informazione di quantità. Dopo i 4 anni avviene una ridescrizione (Karmiloff-Smith 1992) che permette di interpretare il morfema anche in relazione alle intenzioni comunicative espresse da quella categoria linguistica.
CONCLUSIONE GENERALE
L’elaborazione morfologica è un processo complesso che coinvolge in sé una moltitudine di aspetti cognitivi e linguistici. Dal confronto con i due studi, sono state ipotizzate 2 fasi nel processo d’acquisizione della morfologia:
- Fase 1: l’elaborazione morfologia è legata ad abilità come la Memoria di Lavoro Fonologica; inoltre, l’uso procedurale del morfema è dipendente dal lessico. In questa fase, ogni funzione grammaticale del morfema ha uno sviluppo indipendente dalle altre funzioni.
- Fase 2: Nel corso dello sviluppo si hanno una serie di Ridescrizioni Rappresentazionali che conferiscono al morfema uno stato polisemico, e che rendono l’uso del morfema più generale ed astratto in relazione alle funzioni del linguaggio e della comunicazione.
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Beganovic, Armin. "Justifying Operation Iraqi Freedom - A Study of Moral Metaphors in Political Statements." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-421.
Full textAbstract:
<p>Abstract</p><p>The purpose of this thesis is to investigate the way George W. Bush used moral metaphors to intensify the language in his statements on Operation Iraqi Freedom. Three moral metaphors are presented within two different models that are applied on the data.</p><p>The collected material for the metaphors is constituted of cognitive linguistic books from prominent linguists, such as George Lakoff, Alan Cruse and William Croft, and the data is collected from the official White House website. The scientific method used in this study has been qualitative text analysis where the hermeneutic approach has been an essential part of it.</p><p>The main question: In what way did George W. Bush use moral metaphors in his statements to justify Operation Iraqi Freedom?, resulted in use of moral metaphors that sermons people’s moral values, depict Saddam Hussein’s characteristics as immoral, activate people’s moral priorities to help the Iraqi people, and addresses both conservatives and liberals in America.</p><p>The conclusion of my study is that President Bush deliberately intensified the language in his statements through moral metaphors to justify Operation Iraqi Freedom.</p><p>Keywords: Cognitive Linguistics, Metaphor, Figurative Language, Operation Iraqi Freedom, War on Terror, George W. Bush, Saddam Hussein, USA, Iraq, Qualitative Text Analysis, Hermeneutics.</p>
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Madrigal, Ramón Anthony. "Cogito ergo doceo: A cross-case study of Latin teacher cognition in technology-rich communities of practice." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/2269.
Full textAbstract:
This empirical research study investigated the phenomenon of ancient language teacher cognition in the technology-rich contexts of two secondary teachers of Latin. Although one teacher was an inexperienced teacher working in a traditional, face-to-face classroom in an independent school, the other teacher was an experienced teacher working at a public virtual school. Features of teacher cognition, such as pre-active planning and inter-active decision-making were examined from a communities-of-practice theoretical perspective (Wenger, 1998). An exploratory, sequential mixed-methods research design was implemented in this cross-case study. Among the research findings that emerged from this investigation was the notion of the expedient integration of technology (EIT). According to the researcher, EIT includes elements of selective integration, efficient integration, recursive integration, and progressive integration. The researcher discusses important implications that emerged from the study, including theoretical and practical considerations, and also presents several suggestions for future research.
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Åberg, Johanna. "Contact-induced change and variation in Middle English morphology : A case study on get." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191164.
Full textAbstract:
The present study explores the role of interlingual identification in contact between speakers of Old Norse and Old English. The study focuses on the word get as it occurred throughout a selection of texts in the Middle English period. The Old English and Old Norse words for get were cognate, which meant that some phonological and morphological characteristics of the word were similar when the contact between the two speaker communities occurred. A Construction Morphology framework is applied where inflecting features of words are treated as constructions. Interlingually identifiable constructions in Old English and Old Norse are identified by comparing forms, such as vowel alternations or affixes, with the function (i.e., meaning) which they denote. The Middle English dialectal forms were furthermore compared synchronically, and a sociohistorical perspective was considered to establish whether the areas where the Vikings settled and that came under Scandinavian rule in the Danelaw displayed more advanced leveling and/or conformation with the Old Norse system of conjugation. Additionally, the present study sought to explore cognitive processes involved in letting specific forms remain in a contact situation. It was concluded that there were two interlingually identifiable constructions: the past tense vowel alternation from in the present tense, to in the 1st preterite, and the past participle -en suffix. These constructions had survived in all the Middle English dialects, and they are furthermore what is left in the contemporary modern paradigm of get. Moreover, it is plausible that these constructions survived the morphological leveling because interlingual identification allowed the same form to trigger the same intended cognitive representation in both speaker groups in the contact situation. The results concludingly suggest that morphological constructions that were not interlingually identifiable were discarded in the morphological leveling that resulted from contact between speakers of Old English and Old Norse.
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Stoltmann, Katarzyna. "Where is the bottle? Cross-linguistic study on side assignment to objects and interpretation of static spatial relations by German, Polish, Italian and English native speakers." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22879.
Full textAbstract:
Das Ziel der Dissertation ist, den Gebrauch von sekundären Raumdeixes (‚vor‘, ‚hinter‘,
‚rechts / links von‘) und Referenzrahmen (absolut, intrinsisch, relativ) von deutschen,
englischen, italienischen und polnischen Muttersparcher_innen für die Beschreibung
von statischen Raumrelationen zu untersuchen. Zwei Experimente pro Sprache wurden
durchgeführt.
Das erste Experiment untersuchte Seitenzuweisung. Die Proband_innen sahen ein Objekt
von der Vorderseite (kanonische Position) und Rückseite (nicht-kanonische Position).
Das Ergebnis bestätigt, dass die Proband_innen der vier Sprachen die Außenperspektive
für die Seitenzuweisung des kanonisch stehenden vis-à-vis Objektes meistens benutzen.
Einige Variationen haben die Pol_innen und Italiener_innen gezeigt, vor allem bei
der Zuweisung von der rechten und linken Seite. Dabei wiesen die Deutschen und
Italiener_innen signifikante Unterschiede auf.
Mit dem Mouse Tracking habe ich die Interpretation von statischen Raumrelationen
von zwei Komplexitätsgraden untersucht. Die einfachen Raumrelationen enthielten
entweder ein extrinsisches oder intrinsisches Referenzobjekt (belebt; unbelebt) und eine
Flasche als lokalisiertes Objekt. Die komplexeren Raumrelationen wurden um einen
Agenten ergänzt und mit der indirekten Rede eingebettet. Das erlaubte die Erforschung
von Origo-Shift. In allen Raumrelationen wurden die Proband_innen gebeten, die
Lokalisation von der Flasche zu beschreiben. Die Deutschen und Italiener_innen zeigten
signifikante Unterschiede bei der Interpretation von einfachen belebten und unbelebten
intrinsischen Raumrelationen. Bei der Interpretation von komplexeren intrinsischen
Raumrelationen haben die polnischen Muttersprachler_innen die Origo am häufigsten zum
Agenten verschoben und von seinem Blickwinkel bezüglich des relativen Bezugsrahmens
die Relationen beschrieben. Im Allgemeinen, für die Interpretation von komplexeren
Raumrelationen ist die Wahl des intrinsischen Bezugsrahmens im Vergleich zu einfacheren
Raumrelationen signifikant gesunken. Das heißt, die meisten Proband_innen haben die
Origo zum Agenten verschoben und von seinem Blickwinkel die Raumrelationen bezüglich
der Spiegelstrategie interpretiert.<br>The aim of this dissertation is to investigate the use of reference frames (absolute, relative,
intrinsic) and secondary local deixes (‘in front of’, ‘behind’, ‘to the right / left of’) by
German, English, Italian, and Polish native speakers to describe static spatial relations.
Two experiments per language were carried out.
The first experiment investigated side assignment. Participants saw the object from
the front (the canonical position) and the back (the noncanonical position). The results
confirm that for side assignments to a canonical positioned vis-à-vis object most speakers
of the four languages use the outside perspective. However, some variations occurred for
Polish and Italian, especially while identifying the right and left sides showing significant
differences between German and Italian.
Using mouse tracking, I tested the interpretation of static spatial relations of two kinds
of complexity. The simple spatial relations included either extrinsic or intrinsic reference
objects (animate; inanimate) and a bottle as localized object. The complex spatial
relations were supplemented by an agent and embedded by indirect speech. This allows
the investigation of origo shift. In all situations, participants were asked to describe the
location of the bottle. German and Italian showed significant differences in interpreting
simple animate and inanimate intrinsic relations. Interpreting the intrinsic complex
relations, Polish speakers shifted the origo to the agent most frequently and described
the relations from his point of view. All in all, for the complex relations, the choice of
the intrinsic reference frame decreased significantly compared to the simple relations.
That is, most participants shifted the origo to agents’ point of view and interpreted the
spatial relations applying the reflection strategy.
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Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.
Full textAbstract:
The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.
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Jebeli, Mojgan. "Metaphors and Cultural Imprints : A comparative study of Persian and English Metaphors in Jamalzadeh's 'Roast Goose' and Maugham's 'The Luncheon'." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142002.
Full textAbstract:
The main goal of this study is to identify conceptual metaphors in two genetically distinct languages, namely Iranian Persian and British English, analyze their domains and attempt to detect possible cultural impacts on their construction. Although there are a good number of studies on the relationship between metaphor and culture in some languages, there appears to be a limited number of comparative studies on different languages with culturally distinct contexts and their metaphors. In an attempt to investigate the cultural imprints on metaphor, this thesis has a special focus on metaphors applied in two Persian and English short stories. ‘Roast Goose’ by M.A. Jamalzadeh and ‘The Luncheon’ by W.S. Maugham are two well-known near contemporary short stories, which are subject to our study. The two emotions of anxiety and greed, as the most dominant subjects of metaphorical expressions in these stories, are identified following MIP (Metaphor Identification Procedure) and the concepts involved in the construction of their underlying conceptual metaphors will be analyzed based on Kövecses’s (2010a) method. The thesis presents a conceptual approach within a cognitive linguistic perspective to pinpoint metaphors and the stories behind them in these two literal texts.
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McIntosh, Margaret E. ""I Like the Name but Not the Soup!": An Ethnographic Study of the Metalinguistic Sentience of Young Gifted Children, Its Reflection of Their Cognitive Ability and its Relationship to Their Literacy Acquisition and Literacy Learning." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330999/.
Full textAbstract:
Metalinguistic sentience refers to the conscious or unconscious apprehension of, sensitivity to, and attention to language as something with form and function that can be manipulated. This includes, but is not restricted to, conscious or unconscious apprehension of, sensitivity to, and attention to the following aspects of language and literacy: pragmatics, syntactics, semantics, phonology, orthography, morphology, figurative, metalanguage, print "carries" meaning, print conventions, book conventions, text conventions, referent/label arbitrariness, purposes of literacy, and abilities. These aspects of language and literacy are part of a morphological model developed by the author for classifying the evidence provided by children of their metalinguistic sentience. The two other faces of the model, displayed as a cube, depict (1) Literacy Acguisition and Literacy Learning and (2) four Prompt States: Self-, Child-, Adult-, Text. This ethnographic study of nine verbally gifted kindergarten and first grade children was conducted with a three-fold purpose: to explore whether young verbally gifted children's metalinguistic sentience coincided with their cognitive ability, to explore whether young verbally gifted children's metalinguistic sentience influenced their literacy acquisition and literacy learning, and to explore whether young verbally gifted children's literacy acquisition and literacy learning enhanced their metalinguistic sentience. The study took place during a full school year, while the author was a participant observer in the informants' classrooms. The evidence from the research indicated that the nine verbally gifted children who served as the informants for the study had a lower threshold for metalinguistic sentience than did their agemates. This lower threshold allowed them to acquire and learn literacy more easily and more efficiently.