Seeing clearly: Frame Semantic, Psycholinguistic, and Cross ...

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CHAPTER 5. WHAT THE DICTIONARIES SAY 174 me knowing . . . ), probably to be answered in the negative; some related constructions are discussed in Section 3.4 on page 121. (3c) and (3e) are both instances of recognize; the latter is a formal use associated with the rhetoric and pragmatics of formal discourse, but we need not consider it a separate sense (but cf. (4c) below). (3b) is an example of classify. (3f) is di cult to classify; it might be considered an example of eye or recognize, depending on how literal we take the poet to be; it could also be considered classify, although the clause introduced by as is not equivalent to the phrase introduced by as in the construction see X as Y. (4) also combines several senses. In (4a), the example would fall under determine, and does not imply any action on the part of the seer. The other three sub-headings do involve intentionality on the part of the seer, although they contain a mixture of senses. The distinction between (4(b)i) and (4(b)ii) is an important one whichwehave distinguished as read and news, since the complement of the former is the physical object which isread or its topic, while the complement of the latter is the event or proposition expressed by the written material. (4c) is a specialized use of read typical of formal writing, and invariably in the imperative. (4d) we have treated as two separate senses, the rst two examples as spectate, and the third as tour. (5b) is clearly our ensure, but (5a) is not covered by any of the senses we have discussed so far, unless we treat it as a metaphorical extension of accompany. A similar extension from the collocation see out is noted in the New Oxford Dictionary of English (NODE, Pearsall & Hanks 1998) as meaning \(of an article) last longer than the remainder of someone's life" in British English. This metaphorical extension may well be lexicalized for some U.S. speakers, too. It is di cult to see the rationale for the grouping we nd in (6). (6a) contains two examples, the rst an instance of the collocation see fit, which may be related to classify, but is best treated as a construction in its own right. The second example did not see it right to ask special favors is not attributed, and no examples of this pattern are found in the BNC; given the syntactic di erence from see t, these two should not be grouped together, and the latter may not really exist. (6b) seems to be identical with the collocation listed in the NODE (see someone damned rst), except for the order of the two conditions. These are combinations of constructions, as discussed on page 123. The use of the word welcome is at best misleading as to the meaning of the examples. (6c) is also dubious; the rst two examples are highly
CHAPTER 5. WHAT THE DICTIONARIES SAY 175 ambiguous, but may well represent envision and recognize respectively. The third is an idiomatic use of classify. The senses in (7) all have to do with meeting socially. (7(a)i) is our visit and (7(a)ii) our consult; (7(b)i) is dating. The rst example under (7(b)ii) is audience, discussed on page 100 as a compositional use; several dictionaries use the example of re- ceiving an ambassador for this use. The second example, however, along with the second de nition \meet with", is ambiguous between visit and audience. (7(b)iii) seems to be an instance of visit or consult which hasbeenover-interpreted by the lexicographer; the word see in this sentence conveys only the \meet with" part of the de nition. The rest of the de nition was no doubt clear in the larger context which the lexicographer could see, but is mysterious to the readers who see only the phrase cited in the dictionary. (8a) is a use of accompany, as is the rst example in (8b). The following example is the collocation see off, and (8c), the collocation see x through. (9) is a sense wehave called gambling; it is found in all the large dictionaries, but is extremely rare in actual corpora, probably because it occurs primarily in dialogue during a card game. Many of the senses listed separately under the heading \vi" in W3NI are identical to those listed under \vt"; this is a result of a fundamental problem in methodology. While syntactic factors must be given due weight in distinguishing senses, it is also important to recognize that some of the senses listed here as transitive can also occur where the complement is understood in context but unexpressed. In Construction Grammar terminology, they represent either de nite null instantiation (DNI) or inde nite null instantiation (INI). For example, in (10b), the \naked Indians" presumably did not come out on the shore merely to \look about" but to determine what had happened, or what had caused the noise; this is DNI, because the complement ofsee can be rather clearly inferred from the context. (11b) is an instance of eye with INI, the complement understood as something like \anything around him"; likewise, (13b) can be treated as determine with INI. (10a) seems to be a reduction of the question \Do you see?", pronounced with rising intonation; the DNI complement is either \that the train is coming" (i.e., recognize), \the train coming" (process) or \the train" (eye). Note that in the de nition, \to give orpay attention", the object attended to is also null instantiated. (11a) is our sense faculty, while the example in (11c) seems to be a metaphorical extension of eye, not a separate sense. (12a) is our sense recognize. The examples given in (12b) and (12c) are both
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Seeing clearly: Frame Semantic, Psy
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Seeing clearly: Frame Semantic, Psy
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Next three psycholinguistic experim
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BasicSenses........................
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Acknowledgements Careful citations
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acquisition. Aside from needing to
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Chapter 1 Introduction Xue er bu s,
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CHAPTER 1. INTRODUCTION 3 In lingui
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CHAPTER 1. INTRODUCTION 5 Although
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CHAPTER 1. INTRODUCTION 7 part on t
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CHAPTER 1. INTRODUCTION 9 is not cl
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CHAPTER 1. INTRODUCTION 11 1980:10-
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CHAPTER 1. INTRODUCTION 13 L.U. Lex
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CHAPTER 1. INTRODUCTION 15 spondenc
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CHAPTER 1. INTRODUCTION 19 shows th
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CHAPTER 1. INTRODUCTION 21 Regular
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CHAPTER 1. INTRODUCTION 23 base for
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CHAPTER 1. INTRODUCTION 25 d. The i
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CHAPTER 1. INTRODUCTION 27 (12) a.
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CHAPTER 1. INTRODUCTION 29 linguist
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CHAPTER 1. INTRODUCTION 31 Introspe
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CHAPTER 1. INTRODUCTION 33 on the o
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CHAPTER 1. INTRODUCTION 35 they con
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CHAPTER 1. INTRODUCTION 37 meaning
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Chapter 2 A Frame Semantic Analysis
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CHAPTER 2. A FRAME SEMANTIC ANALYSI
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Chapter 3 Other Cognitive Approache
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CHAPTER 3. OTHER COGNITIVE APPROACH
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CHAPTER 6. FUTURE RESEARCH DIRECTIO
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BIBLIOGRAPHY 239 Bierwisch, Manfred
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BIBLIOGRAPHY 241 ||, & B.T.S. Atkin
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BIBLIOGRAPHY 243 ||. 1990. The inva
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BIBLIOGRAPHY 245 Osgood, C.E. 1970.
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BIBLIOGRAPHY 247 Wasow, Thomas. 198
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Appendix A Additional Corpus Exampl
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APPENDIX A. ADDITIONAL CORPUS EXAMP
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APPENDIX A. ADDITIONAL CORPUS EXAMP
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APPENDIX B. SUMMARY OF MORPHOLOGY A
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APPENDIX C. EXPERIMENT 1 257 Recogn
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APPENDIX C. EXPERIMENT 1 259 to lea
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APPENDIX C. EXPERIMENT 1 261 At the
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Appendix D Stimuli for Experiments
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APPENDIX D. STIMULI FOR EXPERIMENTS
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Index activation, 13, 136, 137, 231
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INDEX 277 description, 82 see proce
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INDEX 279 173{178, 186, 190{192, 20
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