The Relation between Cognitive and Linguistic Structures
نویسندگان
چکیده
While there is large agreement that there must be a systematic relation between the cognition of single individuals and the public meaning of lingusitic expressions, there is no theory that could describe this relation systematically and formally. The aim of this paper is to describe a framework that is able to fill this gap. We will use frames as an adequate format to describe both mental representations and linguistic meaning. The central thesis is that the rich structures of individuals’ representations overlap in the sense that they share a common core. This core can be identified as the public meaning of the word associated with these mental representations (concepts). Both levels are systematically related by abstraction mechanisms (from cognition to language) and attunement mechanisms (from language to cognition).
منابع مشابه
Cross-linguistic phonotactic competition and cognitive control in bilinguals.
The current study examines the relation between cognitive control and linguistic competition resolution at the sublexical level in bilinguals. Twenty-one Spanish-English bilinguals and 23 English monolinguals completed a non-linguistic Stroop task (indexing inhibitory control) and a linguistic priming/lexical decision task (indexing Spanish phonotactic constraint competition during English comp...
متن کاملThe Title of a Literary Text as a Discursive Phenomenon
Modern text linguistics pays serious attention to the significant structural elements of the text, which carry special knowledge. Such structural elements include the title. In this article, the title is considered as a linguistic and cognitive characteristic and a spatially fixed structural element of the text – «frame», which is located around/before/behind the text, focusing on the importanc...
متن کاملCognitive Style, Awareness, and Learners’ Intake and Production of Grammatical Structures
This study investigated how awareness affected learners’ intake and production in relation to their cognitive styles. It is assumed that learners’ cognitive styles may affect their ability to notice particular features in the input and, consequently, their intake and production. Adult learners of English were exposed to four English structures through four sets of problem-solving tasks, followe...
متن کاملCross-Linguistic Transfer or Target Language Proficiency: Writing Performance of Trilinguals vs. Bilinguals in Relation to the Interdependence Hypothesis
This study explored the nature of transfer among bilingual vs. trilinguals with varying levels of competence in English and their previous languages. The hypotheses were tested in writing tasks designed for 75 high (N= 35) vs. intermediate (N=40) proficient EFL learners with Turkish, Persian, English and Persian, English linguistic backgrounds. Qualitative data were also collected through some ...
متن کاملThe effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis
Designing a task with a reasonable level of cognitive complexity has always been important for syllabus designers, teachers, as well as researchers. This is because task manipulation may lead to different results in oral production. The present study was an attempt to explore the effect of this manipulation - based on Robinson’s resource-directing model (reasoning demands, number of el...
متن کامل