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Topic: Cognitive approaches to grammar

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In the News (Fri 25 May 18)

  Encyclopedia: Cognitive linguistics
Cognitive linguistics is a school of linguistics and cognitive science, which aims to provide accounts of language that mesh well with current understandings of the human mind, and is generally opposed to the more syntactocentric approaches to meaning in generative linguistics.
Cognitive Linguistics is divided into two main areas of study: cognitive semantics, dealing mainly with lexical semantics, and cognitive approaches to grammar, dealing mainly with syntax, morphology and other traditionally more grammar-oriented areas.
Cognitive neuroscience is a branch of neuroscience and biological psychology involving the study of the neural mechanisms of cognition, but sometimes is seen as part of a wider interdisciplinary study of cognition, cognitive science.
www.nationmaster.com /encyclopedia/Cognitive-linguistics   (1414 words)

 Cognitive linguistics   (Site not responding. Last check: 2007-11-05)
Cognitive linguistics is a school of linguistics and cognitive science, which aims to provide accounts of language that mesh well with current understandings of the human mind.
Cognitive Linguistics is divided into two main areas of study: Cognitive Semantics and Cognitive Approaches to Grammar.
In Metaphor in cognitive linguistics, Steen and Gibbs (eds.).
www.sciencedaily.com /encyclopedia/cognitive_linguistics   (496 words)

 Cognitive psychology Information - TextSheet.com   (Site not responding. Last check: 2007-11-05)
Cognitive psychology is the psychological science which studies cognition, the mental processes that are hypothesised to underlie behaviour.
Cognitive psychology is one of the more recent additions to psychological research, having only developed as a separate area within the discipline since the late 1950s and early 1960s (though there are examples of cognitive thinking from earlier researchers).
The information processing approach to cognitive functioning is currently being questioned by new approaches in psychology, such as dynamical systems, and the embodiment perspective.
soldat.sferahost.com /encyclopedia/c/co/cognitive_psychology.html   (378 words)

 Encyclopedia: Cognitive approaches to grammar
generative grammarians in which it is believed that grammar is an autonomous mental faculty and that it is governed by mental processes operating on mental representations of different kinds of symbols that apply only within this faculty.
Another cognitive approach to grammar is that which is proposed by proponents of %20%20%20%20Cognitive%20linguistics%20is%20a%20school%20of%20linguistics%20and%20cognitive%20science%2C%20which%20aims%20to%20provide%20accounts%20of%20language%20that%20mesh%20well%20with%20current%20understandings%20of%20the%20human%20mind.%20...
cognitive linguistics, which holds that grammar is not an autonomous mental faculty with processes of its own, but that it is intertwined with all other cognitive processes and structures.
www.nationmaster.com /encyclopedia/Cognitive-approaches-to-grammar   (255 words)

 cognitive linguistics - Article and Reference from OnPedia.com
Important cognitive linguists include George Lakoff, Mark Johnson, Eve Sweetser, Leonard Talmy, Ronald Langacker, Mark Turner, Gilles Fauconnier, Zoltn Kvecses, Charles Fillmore, Adele Goldberg, and Chris Johnson.
Researchers working on the interface between cognitive neuroscience and cognitive lingustics include Tim Rohrer, Seana Coulson and Lera Boroditsky.
Related studies of gesture and metaphor have been conducted by Sweetser and Nunez, while studies of sign language within cognitive linguistics have been conducted by Scott Liddell and Sarah Taub.
www.onpedia.com /encyclopedia/cognitive-linguistics   (483 words)

 Read about Cognitive approaches to grammar at WorldVillage Encyclopedia. Research Cognitive approaches to grammar and ...   (Site not responding. Last check: 2007-11-05)
Cognitive approaches to grammar are theories of grammar that relate grammar to mental processes and structures in human
A more serious cognitive approach to grammar is that proposed by Noam Chomsky and his fellow generative grammarians in which it is believed that grammar is an autonomous mental faculty and that it is governed by mental processes operating on mental representations of different kinds of symbols that apply only within this faculty.
Another cognitive approach to grammar is that which is proposed by proponents of
encyclopedia.worldvillage.com /s/b/Cognitive_approaches_to_grammar   (256 words)

 Chapter 12 Cognitive- part 2   (Site not responding. Last check: 2007-11-05)
Cognitive theorists have explored the relationship between the logical types of concepts to be learned and the difficulty with which they are learned.
By universal grammar he means the neurologically based constraints that ultimately shape the forms of the particular (that is, actual) grammar used by humans; the grammars, in turn, determine the sentence structure likely to be used in a specific instance.
The universal grammar provides a wide range of possibilities, only a few of which are not rejected by the child's observations of how other persons speak or by others' reactions to his or her attempts at language.
myweb.lmu.edu /lswenson/Learning511/L12COG1.html   (19414 words)

 Cognitive Approaches to Grammar (815Q1)   (Site not responding. Last check: 2007-11-05)
Such approaches are characterised by assigning meaning a central role in the nature and organisation of grammar, and viewing grammar as an outcome of the nature of our embodied experience and our cognitive apparatus.
Moreover, such an approach views grammar as an outcome of situated language usage.
This course introduces the student to some of the main theories and methodologies characteristic of this approach, and also addresses the relation between grammatical organisation and conceptual structure and the way grammatical structure derives and evolves, as motivated in part by experience of the world and cognitive mechanisms.
www.sussex.ac.uk /linguistics/815Q1.html   (279 words)

 metaphorik.de 01/2001  Dirven, Metaphoric in Recent Cognitive Approaches
Not yet present in Gries’s approach is the insight that this semantic principle even overrides the Silverstein hierarchy: if an abstract noun clearly operates in an anaphoric context, it is equally easily accessible and allows construction 2 as in (12c).
Here a very refined approach to grammaticality judgments may be a most valuable source and tool for the further and deeper understanding of grammatical constructions, which may be seen as the indispensable complementary tool of corpus-based data.
Cuyckens, Hubert (1988): "Spatial prepositions in cognitive semantics", in: Hüllen, Werner/ Schulze, Rainer (edd.), 316-328.
www.metaphorik.de /01/dirven.htm   (5626 words)

 bluejoh:: the dungeon has... - Cognitive Linguistics - Flower Names   (Site not responding. Last check: 2007-11-05)
Cognitive semanticists have proposed three main levels of classification; the superordinate level, the basic level, and the subordinate level.
Groundsel is not a case of metonymy since there is not one gestalt property that is being used to name the whole plant; instead in both interpretations properties of the plant as a whole are taken in metaphorical relation (either to its use medicinally or its capacity to grow at a large rate).
To conclude, flower names are of interest to cognitive semanticists because they tend to have been named after metaphoric or metonymic relations and do not tend to name, or refer to, their source category directly.
www.bluejoh.com /dungeon/archives/000398.php   (3225 words)

 SFRC on Interpersonal and Ideational Grammar: 1st Workshop
Speaking generally, formal grammars have taken the view that complement clauses are in an object relation to the main verb, and constituents of the VP (thus the label complementation).
A radically different approach is proposed by Halliday 1985, who suggests that complement clauses are actually in a dependency relation to the main clause.
A psycholinguistic approach to expressivity is represented by Slobin.
wwwling3.arts.kuleuven.ac.be /sfrc/fwabstracts.htm   (4145 words)

 Cognitive Approaches to Listening Comprehension   (Site not responding. Last check: 2007-11-05)
Cognitive psychologists are quick to point out that we carry within our central nervous system a kind of "map" of the external world that we refer to continuously as we process information in our surroundings.
Cognitive maps offer redundant ways of dealing with problems in everyday life, from finding our way in the dark to opening a door with our arms full of groceries.
Although we teach grammar for a good understanding of syntactic parsing, there is good evidence that native speakers also use, perhaps even prefer, "semantic parsing" in their everyday listening comprehension.
www.unc.edu /cit/iat-archive/publications/noblitt/noblitt3.html   (3783 words)

 Cognitive Linguistics: An Introductory Bibliography
Explains that CL takes language as part of general cognition, but takes a strongly Cognitive Grammar view on syntax (the main difference between CL and GG concerns the rejection/acceptance of autonomous syntax) and implies that this is the same as the rejection of autonomous language.
Grammar and lexicon are parts of a single unified system.
Considers phonetics/phonology, semantics, grammar and pragmatics separately, showing for each how it is integrated within general cognition, and lacks specific modules.
cogweb.ucla.edu /CogSci/CogLingLit.html   (1068 words)

 Graduate degrees in Cognitive Linguistics   (Site not responding. Last check: 2007-11-05)
Cognitive Linguistics is a modern and innovative approach to the study of language and mind, and their relationship with embodied experience and culture.
All major theoretical approaches in Cognitive Linguistics are covered, and students will have ample opportunity to conduct their own research, both in course projects and in the final dissertation.
During this time, the student works closely with a supervisor and is normally a member of the Sussex Cognitive Linguistics Research Group which serves as a forum for presenting and discussing cognitive linguistic research issues.
www.sussex.ac.uk /linguistics/1-2-3-4.html   (781 words)

 Towards the ‘Socioliterate Classroom’: the value of Genre Analysis in Critical Approaches to the Teaching of Writing   (Site not responding. Last check: 2007-11-05)
Sawyer (1995) detects in genre approaches a strong reaction against developmental, writing-for-learning models and identifies a conservative ideology behind the implementation of genre approaches in schools.
In her approach students are asked to be researchers on genres as literacy practices, rather than apprentices to genres as received rhetorical forms.
Taking genre into account means that the emphasis falls ‘less on the cognitive relationship between the writer and the writer’s internal world and more on the relationship between the writer and his or her ways of anticipating and countenancing the reactions of the intended readership’ (Swales, 1991, p.
education.nyu.edu /teachlearn/ifte/oliver1.htm   (6287 words)

 Precis of: Foundations of Language: Brain, Meaning, Grammar, Evolution
Generative grammar was correct to focus on the child's acquisition of language as its central problem, leading to the hypothesis of an innate Universal Grammar.
An important reason for the spectacular reception of early generative grammar was that it went beyond merely claiming that language needs rules:  it offered rigorous formal techniques for characterizing the rules, based on approaches to the foundations of mathematics and computability developed earlier in the century.
This approach to the acquisition of language has given rise to a flourishing tradition of developmental research (references far too numerous to mention) and a small but persistent tradition in learnability theory (e.g.
bbsonline.cup.cam.ac.uk /Preprints/Jackendoff-07252002/Referees   (8148 words)

The theory of conceptual blending has been applied by scores of researchers, in cognitive neuroscience, cognitive science, psychology, linguistics, music theory, poetics, mathematics, divinity, semiotics, theory of art, psychotherapy, artificial intelligence, political science, discourse analysis, philosophy, anthropology, and the study of gesture and of material culture.
"Cognitive Blends and Pauline Metaphors in 1 Thessalonians." Proceedings of the 2000 World Congress on Religion, organized by the Society of Biblical Literature.
Joseph Goguen and his students have devised an interesting mathematical approach to integration operations, using algebra of categories (See The Semiotic Zoo), and there is some modeling being done (ICSI, and Nanterre).
markturner.org /blending.html   (2945 words)

 Harvard Cognitive Colloquia
A novel approach to studying visual function, involving the psychophysical evaluation of individual differences, is proposed.
This approach is conceptually identical to approaches that associate multiple functions with similar brain regions or brain responses.
This approach presents a converging method for addressing questions of functional association, one that adds to our theoretical leverage by relying upon different assumptions than those of physiology-based methods.
www.wjh.harvard.edu /psych/cbb/colloq/archives/Spring2004.html   (1322 words)

 theme session freeman
Following the basic theoretical assumptions of cognitive linguistics, it is claimed that the meaning of a text, and of a poetical text in particular, resides in its grammar.
As cognitive linguistics admits that sensory imagery, also visual, 'plays a substantial role in conceptual and semantic structure' (Langacker, 1983), it seems possible to employ the cognitive parametres of focal adjustments to analyse a poem composed in free verse.
I think the power of cognitive linguistics is not just that it can "systematize and predict" literary interpretations, but that it can be used to demonstrate that interpretations of even the most basic elements of grammar are not fully systematizeable nor predictable, only motivated.
www2.bc.edu /~richarad/lcb/fea/arch/icla.html   (3714 words)

 Linguistics - programme details   (Site not responding. Last check: 2007-11-05)
First year courses include the core areas covered by linguistic theory (sound, meaning and grammar) and a course about language in society, alongside an introduction to cognitive science and a choice of courses dealing with the nature of theory and explanation and with particular ways of presenting theories about the mind.
In your second year, you study meaning and grammar, and select from a number of optional courses in sociolinguistics, psycholinguistics and cognitive linguistics.
First year courses include introductions to the core areas of linguistic theory (sound, meaning and grammar), alongside an introduction to cognitive science and courses dealing with the nature of theory and explanation and with particular ways of presenting theories about the mind.
www.sussex.ac.uk /Units/publications/ugrad2005/linguistics_details.html   (1988 words)

 ESSLLI'2000 Workshop on Linguistic Theory and Grammar Implementation
Partially in response to data-oriented methods, grammar-based approaches to Natural Language Processing in recent years have made significant advances in terms of linguistic coverage, wealth of analysis, efficiency of processing and grammar engineering techniques.
The workshop is intended as a forum for this ongoing work in declarative, constraint- and resource-based approaches, informed by linguistic theory.
We are grateful to the Institute for Research in Cognitive Science (IRCS) of the University of Pennsylvania for the financial support.
www.ling.ohio-state.edu /~dm/events/esslli00   (347 words)

 News Indexed by Topic - COGNITIVE SCIENCE
Until very recently, artificial-intelligence researchers believed that modeling the mind was simply a matter of simulating rational cognition, an activity that was seen to be epitomized by strategical games such as chess and go -- but over the past decade, computer scientists have come to understand that a virtual mind needs a virtual psychology.
The idea behind this approach to AI was to recreate the world of a human infant; in other words, an entity with a sense of being, with a notion for exploring its environment, and the ability to wiggle its body, arms and legs, Kaplan said."
The man I most wanted to contact was a philosopher of cognitive science, Andy Clark, professor of logic and metaphysics at the University of Edinburgh, and a leading proponent of the idea of the extended mind.
www.aaai.org /AITopics/newstopics/cognitive.html   (13552 words)

 CSLI Publications
The specialists contributing here—including general linguists in France and French linguists in the Netherlands—take formal approaches to semantics and its interface with syntax and pragmatics, highlighting meaning in its relation to both structure and use.
The syntactic theory of Lexical-Functional Grammar (LFG) recognizes that this separation between syntax and morphology applies only to a structural domain but also that both are equal, interacting, and competing contributors in a functional domain.
Topics considered include human categorization, cognitive and cultural models, embodiment, and the experiential basis of categories and conceptual structures, lexical and constructional semantics, and the distribution and formal properties of linguistic elements and constructions in a wide variety of languages.
csli-publications.stanford.edu   (1543 words)

 Slavic Faculty   (Site not responding. Last check: 2007-11-05)
Nineteenth and twentieth century Russian literature and culture, especially interdisciplinary approaches to literature.
Nineteenth, twentieth, and twenty-first century novel, literature and art, literature and ideas, contemporary Soviet literature, the ethical dimensions of contemporary Russian cinema, Russian intellectual and cultural history, comparative Soviet and post-Soviet/American liternature and culture.
Cognitive approaches to grammar (Construction Grammar and Frame Semantics).
www.princeton.edu /~slavic/faculty.htm   (202 words)

 Cognitive Psychology - Papers4you.com - Over 20,000 dissertations, research papers and other essays available for ...
A review of approaches for distinguishing conscious perception from unconscious perception is given; the concept of implicit learning is discussed.
The paper claims that the basic sources of language comprehension are grammar, schemas (organised ¡chunks’ of information) and story structures.
Cognitive Psychology: Is it possible to distinguish between perception and response models of attention?
www.coursework4you.co.uk /sprtpsy2.htm   (632 words)

 X   (Site not responding. Last check: 2007-11-05)
Accordingly, if we think of language as an autonomous structure which is relatively independent of other sign systems (non-verbal communication) and situational contexts, then we do not expect, of course, that the properties of language could be explained by reference to such phenomena.
If language users have indeed "internalized" such grammars, then it seems inconceivable, says Chomsky, that all of this could be explained as developments of non-verbal symbol systems.
That is, he postulates a biological basis for language in a way that precludes the possibility of deriving properties of linguistic capacities from other cognitive abilities and social skills.
eserver.org:16080 /langs/linell/chapter10.html   (1009 words)

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