重言格多视角认知阐释

重言是一种用and连接两个词来表达一个单一复杂的概念的英语修辞格。从语法修辞、认知语言学和语用学等视角,探讨重言格各种结构的用法、修辞理据及其构式语义的认知推理;指出这一修辞结构的真正含义赋形于其构式之中,因此,研究这一修辞格时,不能忽略对其结构功能的审视。     

从认知参照点看汉语宾语代入现象及其对翻译的启示

宾语代入现象是汉语动宾结构中的一种特殊现象.对于这种特殊的现象众多学者进行过不同的研究,研究的视角大多局限在句法、语义和语用的角度,从认知角度进行的研究并不多.运用认知语言学中的认知参照点理论解释汉语宾语代入现象,并分析其对翻译的启示,希望能对外语学习者有一定的借鉴作用.     

“天”的语义认知浅析

＂天＂是中国文化中的一个常见字,其语义内涵相当丰富,用法极为广泛,从认知语言学角度角度分析天具有多面语义系统,这对于加深对中国文化的理解具有重要意义。     

概念隐喻在大学英语词汇教学中应用的实证性研究

概念隐喻理论是认知语言学研究的重要理论之一.基于概念隐喻理论在大学英语词汇学习中起到积极作用这一假设,结合教学实践进行了一项实证性研究,主要探讨词汇的长期记忆效果.     

汉英生肖动物词汇隐喻意义对比研究

隐喻实际上就是通过另一类事物来理解和经历某一事物,将两种完全不同概念的事物通过含蓄、影射或婉转的表达方式达到形象比喻的言语行为.更深入地说,隐喻即是一种认知模式,把已知的,具体范畴概念投射映现于抽象的范畴概念而形成的隐喻性表征.当代认知语言学认为,隐喻不仅仅是传统语言学意义上的修辞现象,更是人类认知世界的一种基本的思维、认知和概念化方式.因此,隐喻是人类赖以形成、组织和表达概念并认识世界的基础和手段.     

谈认知语言学在英语语法教学中的应用

以认知语言学为理论框架,采用定性描述和例证法,从概念、意义、兴趣等认知因素思考英语语法教学,认为教师应在实际教学过程中力求把抽象概念、规则具体化,让看似复杂抽象的语法现象变得浅显易懂且容易为学生接受和记住,调动学生学习语法的积极性和能动性,提高学生语法学习的效果.     

初中英语学困生摆脱困境之我鉴

学困生从教学论概念上讲是指在实现规定成就目标的某一教学阶段里未能达到若干或其中一个成就的目标者.当前由于初中英语教材难度跨度较大,再加上学生语言学能、认知方式的不同,进入初中阶段以后两极分化现象非常严重,这不仅影响到学生的学业,对其性格也造成了极大的危害.     

认知语言学概览

在整理Lakoff、Talmyr访谈录以认知语言学研究成果的基础上,从思想由来、发展动因、国内发展状况及不足之处四个方面进行综合整理,以期呈现认知语言学的研究状况.     

词汇语用学的研究目标及其关联理论式的研究方法

新兴的词汇语用学作为语用学的一个分支,目前正成为语言学界讨论的热门学科.该理论摒弃修辞学和传统语用学的观点,将词汇语义的嬗变过程确立为研究目标.词汇语用学引入关联理论来深入探讨诸如语义缩减、语义拓展等语义嬗变现象,以期达成一个合理的解释方案.     

模糊词义的语言学阐释

模糊词义是指词的标志范围界限不明确,边界不明确是词义模糊的本质.本文试从认知,语义,语用等语言学理论对模糊词义进行多角度阐释.     

Cognitive testing

Melorheostosis is a very rare bone disease of unknown etiology characterised by linear hyperostosis and associated with fibrosis of soft tissues and the skin. This uncommon sclerosing bone dysplasia was first described by Leri and Joanny in 1922, and since then, until 1993, approximately 300 cases were reported in the literature. Linear scleroderma is a localised proliferation of connective tissue and has rarely been associated with melorheostosis. In this paper, we present a new case of melorheostosis with linear scleroderma which, to the best of our knowledge, is the first case reported in Turkey.     

Cognitive dissonance.

This article reviews critically the experimental evidence in support of cognitive dissonance theory as applied to complex social events. The criticisms which can be made of this literature fall into 2 main classes. 1st, the experimental manipulations are usually so complex and the crucial variables so confounded that no valid conclusions can be drawn from the data. 2nd, a number of fundamental methodological inadequacies in the analysis of results—as, e.g., rejection of cases and faulty statistical analysis of the data—vitiate the findings. As a result, one can only say that the evidence adduced for cognitive dissonance theory is inconclusive. Suggestions are offered for the methodological improvement of studies in this area. The review concludes with the thesis that the most attractive feature of cognitive dissonance theory, its simplicity, is in actual fact a self-defeating limitation. (44 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive dissonance.

Notes an incidence of cognitive dissonance that Benjamin Franklin experienced in 1736 at age 30 yrs before the hypothesis of cognitive dissonance was stated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive community psychology.

Suggests that the study of cognitive processes can provide a conceptual base for community psychology. Community consultation is used as a vehicle to examine the utility of concepts drawn from cognitive psychology, cognitive social psychology, and studies of decision making. These concepts are related to 3 areas of focus in consultation: the relationship between consultants and the host group or constituency, intragroup processes, and relationships among segments of the community. (91 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Cognitive Development.

Comments on "The Course of Cognitive Development," by J. S. Bruner (see record 1964-06801-001). Certainly many issues to developmental psychology emerge from consideration of Bruner's genetic approach to cognitive growth. This comment seeks to clarify certain basic differences in theory and methodology between the Harvard and Genevan cognitive growth projects that have the common purpose of investigating the underlying processes which control the transition from one mode of thinking to another. Theoretical differences centering on the nature of developmental changes resulted in differences in the kind of transition studied as well as in the conclusions regarding the processes underlying the cognitive learning. The current authors share Bruner's general theoretical concept of development as an integrative process and agree that information-processing techniques are of great importance in the study of cognitive development. However, it seems necessary to emphasize that information-processing techniques have several aspects of which Bruner and his co-workers have studied only some. Information-processing techniques seem to consist, on the one hand, of selection, of storage, and of retrieval of relevant cues. On the other hand, these techniques imply transformation of information and its coordination. The latter is the fundamental concern of the Genevan project. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive pathways and historical research

The nursing literature is replete with articles detailing the logical reasoning processes required by the individual scientist to implement the rigors of research and theory development. Much less attention has been focused on creative and critical thinking as modes for deriving explanations, inferences, and conclusions essential to science as a product. Historical research, as a particular kind of qualitative research, is dependent on and compatible with such mental strategies as logical, creative, and critical thinking. These strategies depict an intellectual framework for the scientist examining archival data and offer a structure for such inquiry. A model for analyzing historical data delineating the cognitive pathways of logical reasoning, creative processing, and critical thinking is proposed.     

Cognitive function during moderate hypoxaemia

The effect of hypoxaemia (mean SpO2 78%) on cognitive function was measured in two groups of twelve normal subjects. A series of psychometric tests was administered to each subject in the same sequence and consisted of the Reitan trail-making test, a digit symbol substitution test, a visuospatial orientation test and the simple unprepared reaction-time test. Psychomotor performance was assessed in a double-blind manner while the subjects were breathing first air and then either air or a hypoxic mixture. While there was improvement in time for the trail-making test during a repeat study breathing air, there was significant deterioration of time to completion of the test in conditions of hypoxia. A significant learning effect in the orientation test was seen in the control group but this did not occur in hypoxic subjects. Hypoxaemia was shown to cause a significant impairment of simple unprepared reaction time compared with controls. All the changes in cognitive function were small and there were no subjective differences in the air or hypoxic groups. The usefulness of the Reitan trail-making and the simple unprepared reaction-time test in the assessment of psychomotor performance deficit under conditions of hypoxaemia has been demonstrated by this study in normal subjects. It was concluded that a mean oxygen saturation of 78% caused only minor changes in cognitive function in normal subjects.