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Index
Handbooks of Linguistics and Communication Science
Titel
Impressum
Widmung
Inhaltsverzeichnis
Introduction
1. What is Cognitive Linguistics?
2. Some history
3. About the handbook
4. The future
4.1. Hypothesis testing and the use of behavioural and statistical methods
4.2. Interdisciplinarity
4.3. The social turn
5. References
I. The Cognitive foundations of language
1. Embodiment
1. Mind and body
2. A brief history of embodiment
2.1. Dualism, monism, and everything in between
2.2. Embodiment in cognitive science
3. The analytical phase
3.1. Inspiration from cognitive psychology
3.2. Embodied syntax
3.3. Usage-based models
3.4. Image schemas
3.5. Polysemy
3.6. Metaphor
4. Process
5. Functional role
6. The future of embodiment in cognitive linguistics
7. References
2. Attention and salience
1. Introduction
2. Theoretical considerations
3. Empirical research
3.1. Attention and syntactic choice
3.1.1. Referential priming
3.1.2. Perceptual priming
4. Conclusions
5. References
3. Frequency and entrenchment
1. What is frequency?
1.1. Type versus token frequency
1.2. How can frequency influence processing?
1.2.1. Types of frequency effects
1.2.2. Are frequency effects causal?
1.3. Is it contextual diversity that causes “frequency” effects?
1.4. Contextualized frequency measures
2. What is entrenchment?
2.1. Cognitive linguists’ characterizations of entrenchment
2.2. Entrenchment: what learning does to the brain
2.2.1. The neurocognitive basis of entrenchment
2.2.2. Is there a threshold number of occurrences required for entrenchment?
2.2.3. The role of procedural and declarative memory systems
2.2.4. Encoding in context
3. Continuing controversies and open questions
3.1. What can be entrenched?
3.2. Can we resolve the tension between storage and computation?
3.3. Which frequency measure is ideal for predicting entrenchment?
3.4. The importance of context
3.5. Is frequency the most important factor for creating entrenchedrepresentations?
4. References
4. Categorization (without categories)
1. Introduction
2. Concepts, categories and categorization
2.1. Concepts and labels
2.2. One label; Two ideas
2.3. Concept learning: from rules and definitions to prototypes and exemplars
2.4. The structure of natural language concepts and the basic level
2.5. Two traditions – one conclusion
3. Computational models of categorization
3.1. Hierarchical semantic networks
3.2. Prototype models
3.3. Exemplar models
3.4. Systems models
4. The neural bases of categorization
4.1. Perceptual concepts
4.2. Higher-level concept learning
4.3. Categorization in the brain
5. Concepts, contrasts and communication
5.1. Learning, discrimination and language
5.2. The concept of information
5.3. Meaning and learning
6. Summary
7. References
5. Abstraction, storage and naive discriminative learning
1. Introduction
2. Abstraction
3. Analogy
4. Hybrid models
5. Discrimination
6. Concluding remarks
7. References
6. Construal
1. Nature
2. Dimensions
2.1. Perspective
2.2. Selection
2.3. Prominence
2.4. Dynamicity
2.5. Imagination
3. Validation
4. References
7. Metonymy
1. Introduction. The notion of metonymy
2. Types of metonymy
2.1. Types in terms of pragmatic function
2.1.1. WHOLE FOR PART metonymies
2.1.2. PART FOR WHOLE metonymies
2.1.3. PART FOR PART metonymies
2.2. Types in terms of generality
2.3. Types in terms of prototypicality
3. The ubiquity of metonymy. Metonymy in cognition, especially in metaphor
4. Metonymy in grammar: The polysemy of derivational morphemes
5. Metonymy in lexical meaning
6. Metonymy in morphosyntactic processes: recategorization, compounding and abbreviation
7. Metonymy in clausal grammar
8. Metonymy in discourse
9. Research methods
10. Conclusions
11. References
8. Metaphor
1. Introduction
2. Cognitive linguistic findings
3. Finding metaphor in language and thought
3.1. Identifying metaphoric language
3.2. Are some metaphors deliberate?
3.3. Inferring conceptual metaphors
4. Nonlinguistic evidence on conceptual metaphors
5. Verbal metaphor understanding
5.1. Conceptual metaphors shape decision-making
5.2. Conceptual metaphors motivate metaphoric meanings
5.3. Conceptual metaphor in immediate verbal metaphor comprehension
5.4. Embodied experience and verbal metaphor understanding
6. Conclusion
7. References
9. Representing Meaning
1. Introduction
2. Key issues in semantic representation
2.1. Are words from different domains represented in the same way?
2.2. How is conceptual knowledge linked to word meaning?
3. Theoretical perspectives
3.1. Embodiment
3.1.1. Featural theories as precursors to embodiment
3.1.2. Research supporting embodied theories
3.1.3. Different versions of embodiment
3.1.4. Key issues and embodied theories
3.1.5. Looking toward the future: Where should embodiment go?
3.2. Distributional theories
3.2.1. Holistic theories
3.2.2. Research supporting distributional theories
3.2.3. Key issues and distributional theories
3.2.4. Looking toward the future: Where should distributional theories go?
4. An integrated proposal: Combining language-based and experiential information
5. Conclusion
6. References
10. Blending in language and communication
1. Elements of blending
2. A Classic example of blending
3. Challenges to blending theory
4. Words and morphemes
5. Syntax
6. Phrases, clauses, and sentences
7. Ground and viewpoint
8. Conclusion
9. References
11. Grammar and cooperative communication
1. Meaning in animal and in human communication: managing versus sharing
2. Argumentative language use
3. Cooperative communication and joint cognition
4. Three types of common ground and three types of meaning
5. Hierarchy in joint projects: the niche for argumentation
6. Conclusion
7. References
II. Overviews
12. Phonology
1. Introduction
2. Invariance, segmentation and storage of units: The fundamental issues
2.1. The problem of invariance and variation
2.2. The nature of units and storage
3. The invariance problem
4. The allophone question
5. Alternative views of categorization
6. The role of frequency in phonology
7. The nature of perception
8. Higher levels of structure
9. Conclusions
10. References
13. Lexical semantics
1. Contributions to semasiology
1.1. Semantic salience: prototype effects and radial sets
1.1.1. Prototypicality in a monosemic context
1.1.2. Prototypicality in a polysemic context
1.2. Flexibility and change: polysemy and contextual dynamics
2. Contributions to onomasiology
2.1. Structures in the lexicon: conceptual metaphor, conceptual metonymy, and frames
2.1.1. Conceptual metaphor
2.1.2. Conceptual metonymy
2.1.3. Frame semantics
2.2. Onomasiological salience: basic levels, entrenchment, and sociolexicology
3. Current developments
4. References
14. Usage-based construction grammar
1. Introduction
2. Signs, constructions, and lexemes
2.1. Some basic definitions
2.2. Some general aspects of constructions
2.3. The English transitive construction
2.4. The network architecture of language
3. Constructions at different levels of abstractness [taxonomic links]
4. Constructions at the same level of abstractness [horizontal links]
5. Constructions and syntactic categories [syntactic links]
6. Constructions and lexemes [lexical links]
7. Phrase structure
8. Conclusion
9. References
15. Discourse
1. Introduction
2. Cognitive Linguistics and Critical Discourse Analysis: A useful synergy?
3. The Cognitive Linguistic approach to CDA
4. Conceptual parameters for ideology
4.1. Structural configuration (Gestalt)
4.2 Identification (Attention)
4.3. Positioning (Perspective)
5. Conclusion
References
16. Historical linguistics
1. Introduction
2. Language change and the usage-based model
3. Lexical semantic change
4. Grammaticalization
5. Historical sociolinguistics
6. Diachronic Construction Grammar
7. Concluding remarks
8. References
17. Variationist linguistics
1. Introduction
2. Motivations for variationist Cognitive Linguistics
2.1. Theoretical motivations for variationist Cognitive Linguistics
2.2. Methodological motivations for variationist Cognitive Linguistics
3. Domains of investigation
3.1. Interlinguistic and cultural variation
3.2. Intralinguistic and lectal variation
4. Challenges
Acknowledgement
5. References
18. First language acquisition
1. Introduction
2. Communication before words
3. Developing a lexicon
4. Grammar
4.1. Word order
4.2. Inflectional morphology
4.3. Combining word order and morphology to mark agent-patient relations: The cue competition model
5. Pragmatic skills: The case of reference
6. Summary
7. References
19. Second language acquisition
1. Introduction
2. Constructions in first and second language acquisition
2.1. Do L2 learners have constructions too?
2.2. The role of formulaic language in L1 acquisition (L1A)
2.3. The role of formulaic language in L2 acquisition
2.3.1. A review of the research
2.3.2. Methodological considerations
2.3.3. Caveat and conclusion
3. Components of a constructionist model of language learning
3.1. Frequency of construction in the input
3.2. Distribution of construction in the input
3.3. Recency of construction in the input
3.4. Salience, redundancy, and perception of form of the construction
3.5. Prototypicality of function
3.6. Contingency of form-function mapping
4. First vs. second language learning: (re-)constructing a language
5. Future priorities
6. References
20. Poetics
1. Linguistics and literature
2. Precursors to a cognitive poetics
3. Cognition and literature
3.1. Reader-control
3.2. Reader-response
3.3. Computational and corpus stylistics
3.4. Textual analysis
3.5. Introspection
4. Developments in cognitive poetics
4.1. The return to linguistics
4.2. Enactment and dramatisation
4.3. Singularity and situatedness
4.4. Subtlety
5. Futures
References
III. Central topics
21. Semantic typology
1. Introducing semantic typology
2. Semantic typology: selected major examples
2.1. Colour
2.2. From COGNITION to PERCEPTION
2.3. MOTION events
2.4. BODY from different angles
2.5. TEMPERATURE
3. Methodological challenges in semantic typology
4. Lessons from semantic typology
5. Further research questions
6. References
22. Polysemy
1. The notion of polysemy
2. Polysemy in cognitive linguistics
2.1. Phase 1: extreme splitting
2.2. Phase 2: discussion and revision
2.3. Phase 3: newer developments
3. Polysemy in neighboring fields
3.1. Corpus linguistic approaches
3.2. Psycholinguistic approaches
4. Desiderata
5. References
23. Space
1. Introduction
2. Spatial language defined
3. Spatial adpositions
3.1. Topological terms – focus on in and on
3.2. Projective terms – focus on over, under, above and below
4. Spatial demonstratives
5. Cross-linguistic differences and “linguistic relativity”
6. Conclusions
7. References
24. Time
1. Introduction
2. What is the nature and status of time?
3. What is the relationship between time and space?
4. What is the distinction between time and space?
5. Is time homogenous or multifaceted?
6. Are representations for time universal?
7. Why must time be represented in terms of sensory-motorexperience at all?
8. Empirical research on time in cognitive science
9. References
25. Motion
1. Motion in linguistics
2. Lexicalization patterns and semantic typology
2.1. Applications of the typology in linguistic research
2.2. Problems and solutions
2.2.1. Challenging motion structures
2.2.2. Constraints and variation in lexicalization patterns
3. Motion in acquisition, translation and beyond
3.1. Motion in acquisition
3.2. Motion in translation and interpreting
4. Motion in language and memory: Experimental psycholinguistic insights
5. Conclusions
6. References
26. Fictive motion
1. Introduction
2. Fictive motion: Where it started
3. Fictive motion: Where it has been lately
3.1. Narrative understanding tasks
3.2. Drawing studies
3.3. Eye movement studies
3.4. Time and motion surveys
4. Fictive motion: Where it is going
5. Conclusion
6. References
27. Prototype effects in grammar
1. Introduction/Overview
2. Prototypes and prototype categories
3. Prototype effects
3.1. Centrality
3.2. Salience
3.3. Frequency
4. Application to grammar
5. Lexical categories
6. Word structure: derivation, compounding, and blending
7. Syntactic constructions
8. Conclusion
9. References
28. Argument structure constructions
1. Introduction
2. Constructions are associated with meaning independent of the verb
3. Constructions mediate the mapping from “thought” to “talk” in language production
4. Learning argument structure constructions
4.1. Construction learning as category learning
4.2. Neurolinguistic research on construction learning
5. Conclusion
6. References
29. Default nonliteral interpretations The case of negation as a low-salience marker
1. Introduction
2. Default nonliteral utterance-interpretation
2.1. Default metaphorical utterance-interpretation: X is not Yconstructions
2.1.1. Evidence from offline measures
2.1.2. Evidence from online measures
2.2. Default sarcastic utterance-interpretation: “X s/he is not”constructions
2.2.1. Evidence from offline measures
2.2.2. Evidence from online measures
2.3. Default sarcastic utterance-interpretation: “X is not her forte” constructions
2.3.1. Evidence from offline measures
2.3.2. Evidence from online measures
2.4. Default sarcastic utterance-interpretation: “X is not her strongpoint” constructions
2.4.1. Evidence from offline measures
2.4.2. Evidence from online measures
2.5. Default sarcastic utterance-interpretation: negation vs. structural markedness
3. General discussion
4. References
30. Tense, aspect and mood
1. Introduction
2. Metaphor: EVENTS ARE (PHYSICAL) OBJECTS
2.1. Tense: event-objects in a timeline
2.2. Aspect: observing the properties of event-objects
2.3. Mood and modality: force-dynamics of event-objects beyond reality
3. Polysemy, construal, profiling, and coercion
3.1. Tense: present as immediate vs. past as distal
3.2. Aspect
3.3. Mood: root, epistemic, and speech-act modality
4. Interactions of tense, aspect, and mood
4.1. Tense and aspect
4.2. Tense and mood
4.3. Aspect and mood
5. Conclusion
6. References
31. Grammaticalization
1. Introduction
2. Grammaticalization – 100 years and more
3. Cognition in grammaticalization theory
4. Grammaticalization in cognitive linguistic theory
4.1. (Diachronic) Construction Grammar
4.2. Cognitive Grammar
5. Conclusion
6. References
32. Individual differences in grammatical knowledge
1. Introduction
2. Irregular morphology: The Polish genitive singular
3. Regular morphology: The Polish dative
4. Complex syntax: Subordination
5. Simpler syntax: Quantifiers
6. Simpler syntax: Passives
7. Reasons for individual differences
8. Concluding remarks
9. References
33. Signed languages
1. Introduction
2. Signed language structure
3. Cognitive linguistics and signed languages
4. Signed language and gesture
5. Dynamic systems theory
6. Conclusions
7. References
34. Emergentism
1. The three frameworks supporting Emergentism
1.1. Natural selection and competition
1.2. Complexity
1.3. Timeframes
2. Emergentist approaches
3. Mechanisms
4. Methods
5. Ten core issues
6. Conclusion
7. References
Indexes
Subject index
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