Cognitive Semantics : Meaning and Cognition

More documents

Recommendations

Info

POLYSEMY AND DIFFERENTIATION IN THE LEXICON 105 Closely related to natural forces are sense-impressions such as light/darkness, sound, heat/cold and smell. Ligga i puffen och lyssna till Lying on the little couch listening to tystnaden. Se ljuset från gatlyktan the silence, seeing the beam from the slå dagrar och skuggor mot taket. streetlamp throwing light and shade on the ceiling. Håkans snarkningar slog emot mig i I was confronted with Håkan’s snoring trappan. in the staircase. [Literally: H’s snoring hit me..] Hettan slog emot honom som en The heat slammed into him like fast materia. something solid. Lukten som slog upp kunde tagit A smell fumed back, enough to suffocate kål på en gödselstack, vad styrkan a sewage farm. beträffade. All these examples describe some type of physical contact and share the component TRAVEL, the core component HAPPEN CONTACT and perhaps even FORCE as in the prototypical case. (The intensity of light and smell etc. represents a variety of force that has a concrete, physical basis.) There are also a number of subjects which are strictly Mental and cannot be concretely perceived by the senses. A clear case is Tanken slog honom att han kunde ha fel ‘The thought struck him that he could be wrong’. Examples such as this one are based on a metaphorical principle such as “an idea is a force” (cf. Lakoff & Johnson 1980). In general, the subject is a that-clause expressing the thought as a proposition. Like most clausal subjects, it is usually extraposed with a dummy subject det ‘it’: Det slog honom att det var inte så It struck him that he didn’t know många vanliga människor han kände. very many ordinary people Åter slog det mig att en del av de It hit me again that some of the people människor som kom in i vagnen who walked in the trailer to wish me för att önska mig lycka till inte good luck had not even been born when ens var födda när jag redan hade blivit stjärna. I was already a star. Det slog mig att det var mycket It occurred to me it had been quite a länge sedan jag känt mig generad. while since l ‘d felt embarrassment. An alternative to using an extraposed subject clause is to passivize slå (signalled with the ending -s in Swedish):
106 ÅKE VIBERG Man slås ju av att Slottet klarar sig An outsider marvels at the fact that med så relativt liten personal och att the Palace administration can cope många finns i flera olika funktioner. with its relatively small staff and that many on the team have double functions. Medan han berättade om Tessie slogs As he was telling her about Tessie, han av möjligheten att den där Carl considered the notion that the Volvon ute på Nynäsvägen hade police Volvo out on Nynäsvägen kunnat vänta in honom. might have been waiting for him. Even if examples like these can naturally be regarded as metaphorical, the step is actually rather short from some types of sense-impressions or emotional impressions to purely mental phenomena such as thoughts: Deras ovilja slog emot honom som Their animosity struck him like a en kall fläkt, cold breeze 5. Resultative strengthening Concrete action verbs are closely related to various types of result, which often represent the goal of the human agent. Such results represent a special variety of inferences or conversational implicatures, which can be gradually conventionalized and lexicalized. For example, in a sentence such as Per slog bollen över nät ‘Per hit the ball over the net’, the contact results in the motion of the object. Actually, resultative strengthening turns the basic meaning of the verb into a kind of manner component: ‘Per moved the ball over the net by hitting it’. Formally, this strengthening can be represented by the addition of various resultative components at the end of the representation of the prototypical meaning of slå in Table 3. Most of the cases that can be interpreted as resultative strengthening are motivated by a naive physics model (or folk biology and folk psychology, when the object is human). Physical contact (and the associated force) can result in (1) Motion, (2) The production of Sound, (3) Disconnection (‘Breaking’), to mention just some of the most important resulting effects. With a human object, we can add categories such as 1. Non-verbal communication, (2) Expression of Emotion and (3) Hurting or (4) Killing (cf. the Engl. cognate slay of slå). Meaning extensions of this type interact in a complex way with the syntactic frame of the verb and are often formally expressed by the addition of
Page 2 and 3:
COGNITIVE SEMANTICS
Page 4 and 5:
COGNITIVE SEMANTICS MEANING AND COG
Page 6:
“I KNOW, WE WON’T REVOLUTIONIZE
Page 9 and 10:
viii PREFACE In this book, which re
Page 11 and 12:
x PREFACE different mechanisms of s
Page 13 and 14:
2 JENS ALLWOOD (1974). A meaning po
Page 15 and 16:
4 JENS ALLWOOD types (iii), (vi) an
Page 17 and 18:
6 JENS ALLWOOD operations which can
Page 19 and 20:
8 JENS ALLWOOD the sentence John lo
Page 21 and 22:
10 JENS ALLWOOD leva i (live in) X
Page 23 and 24:
12 JENS ALLWOOD II. Semantic-episte
Page 25 and 26:
14 JENS ALLWOOD State abstract obje
Page 27 and 28:
16 JENS ALLWOOD by forming krig-are
Page 30 and 31:
SOME TENETS OF COGNITIVE SEMANTICS
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
1. Introduction FUNCTION, COGNITION
Page 50 and 51:
FUNCTION, COGNITION, AND LAYERED CL
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67: FUNCTION, COGNITION, AND LAYERED CL
Page 78 and 79: FROM VISION TO COGNITION 67 From Vi
Page 80 and 81: knowledge, and non-understanding, e
Page 82 and 83: Table 2. Visual perception FROM VIS
Page 84 and 85: 6. Results of the lexical survey FR
Page 86 and 87: FROM VISION TO COGNITION 75 genomse
Page 88 and 89: kunskaper ‘knowledge’ vetande
Page 90 and 91: FROM VISION TO COGNITION 79 trångs
Page 92 and 93: 7. Being opaque → being abstruse,
Page 94 and 95: FROM VISION TO COGNITION 83 3. Caus
Page 96: FROM VISION TO COGNITION 85 Table 3
Page 99 and 100: 88 ÅKE VIBERG dynamic (aspectual,
Page 101 and 102: 90 ÅKE VIBERG The organization of
Page 103 and 104: 92 ÅKE VIBERG The hierarchical str
Page 105 and 106: 94 ÅKE VIBERG Intentional level. I
Page 107 and 108: 96 ÅKE VIBERG but there is also a
Page 109 and 110: 98 ÅKE VIBERG corresponds to an En
Page 111 and 112: 100 ÅKE VIBERG III. Focusing of va
Page 113 and 114: 102 ÅKE VIBERG Another extended se
Page 115: 104 ÅKE VIBERG Och sen en stark r
Page 119 and 120: 108 ÅKE VIBERG The second use of s
Page 121 and 122: 110 ÅKE VIBERG “Kaffe”, säger
Page 123 and 124: 112 ÅKE VIBERG The disconnection (
Page 125 and 126: 114 ÅKE VIBERG ‘at poker’ Per
Page 127 and 128: 116 ÅKE VIBERG Han slog ihop matse
Page 129 and 130: 118 ÅKE VIBERG Table 10. The lexic
Page 131 and 132: 120 ÅKE VIBERG Våld våld våld.
Page 133 and 134: 122 ÅKE VIBERG Table 12. Major cla
Page 135 and 136: 124 ÅKE VIBERG Table 13. The lexic
Page 137 and 138: 126 ÅKE VIBERG Han rev loss en sid
Page 139 and 140: 128 ÅKE VIBERG References Aijmer,
Page 142 and 143: SPACE AND TIME 131 Space and Time E
Page 144 and 145: SPACE AND TIME 133 visual perceptio
Page 146 and 147: SPACE AND TIME 135 This strategy is
Page 148 and 149: SPACE AND TIME 137 mal] with the va
Page 150 and 151: SPACE AND TIME 139 The articulatory
Page 152 and 153: SPACE AND TIME 141 in relation to a
Page 154 and 155: SPACE AND TIME 143 moment represent
Page 156 and 157: SPACE AND TIME 145 tion through the
Page 158 and 159: SPACE AND TIME 147 temporal sense (
Page 160 and 161: Notes SPACE AND TIME 149 1. In talk
Page 162 and 163: SPACE AND TIME 151 Johnson, M. 1987
Page 164 and 165: 1. Introduction CONCEPTUAL ENGINEER
Page 166 and 167:
CONCEPTUAL ENGINEERING 155 II. a li
Page 168 and 169:
CONCEPTUAL ENGINEERING 157 The exam
Page 170 and 171:
CONCEPTUAL ENGINEERING 159 The firs
Page 172 and 173:
CONCEPTUAL ENGINEERING 161 But when
Page 174 and 175:
CONCEPTUAL ENGINEERING 163 Figure 8
Page 176 and 177:
CONCEPTUAL ENGINEERING 165 Let us f
Page 178 and 179:
CONCEPTUAL ENGINEERING 167 can be f
Page 180 and 181:
Suggesting Figure 13. Params Evalua
Page 182:
References CONCEPTUAL ENGINEERING 1
Page 185 and 186:
174 JORDAN ZLATEV which need to be
Page 187 and 188:
176 JORDAN ZLATEV learner’s behav
Page 189 and 190:
178 JORDAN ZLATEV Figure 1. Regier
Page 191 and 192:
180 JORDAN ZLATEV Figure 2. A train
Page 193 and 194:
182 JORDAN ZLATEV Notice that, acco
Page 195 and 196:
184 JORDAN ZLATEV However, the vers
Page 197 and 198:
186 JORDAN ZLATEV often referred to
Page 199 and 200:
188 JORDAN ZLATEV respond by giving
Page 201 and 202:
190 JORDAN ZLATEV The experiments w
Page 203 and 204:
192 JORDAN ZLATEV 2. Thus the pictu
Page 205 and 206:
194 JORDAN ZLATEV Small, S., Cottre
Page 207 and 208:
196 INDEX OF NAMES Husserl, E. 4 J
Page 210 and 211:
A abstract 132 Abstract agent 11 ab
Page 212 and 213:
possible worlds 19, 21, 26, 31 post
Page 214 and 215:
22. AUER, Peter and Aldo Di LUZIO (
Page 216:
69. NOH, Eun-Ju: The Semantics and
show all

Cognitive Semantics : Meaning and Cognition

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?