Cognitive Semantics: Meaning and Cognition

Cover......Page 1
Title Page......Page 5
Contents......Page 7
Preface......Page 9
2.  Background......Page 13
3. Basic semantic-epistemic categories......Page 16
4. Roles derived from relations and processes......Page 18
I. Roles of conflict, war and peace......Page 21
II. Semantic-epistemic categorization of conflict, war and peace......Page 24
III. Unpacking abstraction......Page 25
Acknowledgments......Page 28
References......Page 29
1. Realistic versus cognitive semantics......Page 31
II. Cognitive models are mainly perceptually determined (meaning is not independent of perception).......Page 33
III. Semantic elements are based on spatial or topological objects (not symbols that can be composed according to some system of rules).......Page 34
IV. Cognitive models are primarily image-schematic (not propositional). Image-schemas are transformed by metaphoric and metonymic operations (which are treated as exceptional features in the traditional view).......Page 35
V. Semantics is primary to syntax and partly determines it (syntax cannot be described independently of semantics).......Page 36
3. Fundamentals of a formal cognitive semantics......Page 37
I. Putnam’s counter-arguments......Page 39
II. Linguistic modality as expressions of social power......Page 42
5. Conclusion......Page 43
Notes......Page 44
References......Page 45
2. Function and cognition in a biological perspective......Page 49
3. Cognition: A broad and a narrow definition......Page 51
4. Functional and cognitive perspectives on meaning......Page 53
5. Meaning and clause structure in Cognitive Grammar......Page 55
6. Meaning and layered clause structure in Functional Grammar......Page 58
7. Human language: Cognition embedded in interaction......Page 62
8. A closer look at functional meaning......Page 65
9. Functional and conceptual dependence......Page 69
10. Two possible ways of keeping language purely cognitive......Page 73
Notes......Page 75
References......Page 76
1. Introduction and background......Page 79
2. Some observations......Page 80
4. The semantic field of visual perception......Page 81
5. A note on data and method......Page 84
I. Visual perception → cognition......Page 85
II. Properties of the perceiver......Page 89
III. Properties of the perceived object......Page 91
IV. Causes of perception → causes of understanding......Page 94
7. Summary and conclusions......Page 95
References......Page 97
1. Introduction: The lexical-semantic organization of verbs......Page 99
2. Physical contact verbs: An overview......Page 102
I. English translation equivalents......Page 108
II. The system of related meanings......Page 110
III. Focusing of various parts of the prototypical representation......Page 112
4. Non-prototypical subjects and the subject cline......Page 114
5. Resultative strengthening......Page 118
I. Object-centered motion......Page 119
II. Disconnection......Page 122
III. Additional types of strengthening......Page 124
6. The role of the linguistic context in comprehension......Page 125
7. Sound source......Page 129
I. The polysemy of stryka ‘stroke’......Page 132
II. Patterns of differentiation between the hyponyms of stryka ‘stroke’......Page 137
9. Conclusion......Page 138
Acknowledgments......Page 139
References......Page 140
1. Metaphors and domains......Page 143
2. Time lines in spoken languages......Page 145
I. Sign languages of the deaf......Page 150
II. Time lines in Danish Sign Language......Page 151
III. The static vs. dynamic distinction in sign languages......Page 153
4. Time and space: A metaphorical relation?......Page 155
Acknowledgment......Page 160
References......Page 161
1. Introduction......Page 165
2. Representation of activated lexical units......Page 166
3. Semantic composition processes......Page 169
4. Valence suggestion and the schema population......Page 177
5. Project goals and current project work......Page 181
Notes......Page 182
References......Page 183
1. Introduction......Page 185
2. Situated embodied semantics, grounding and neural nets......Page 186
3. Experimenting with Regier’s system......Page 189
4. Is “the creativity of language” a problem?......Page 197
5. Conclusions......Page 201
Notes......Page 203
References......Page 204
Index of Names......Page 207
Index of Subjects......Page 211