Human intellectual abilities through the conceptual prism of vegetable names in English, French, and Polish

Reviewed by: Handbook of Cognitive Linguistics and second language acquisition Engin Arik Peter Robinson and Nick C. Ellis, eds. 2008. Handbook of Cognitive Linguistics and second language acquisition. New York/London: Routledge. Pp. x + 566. US $69.95 (softcover). Cognitive Linguistics is a rapidly growing and relatively new approach to the study of language and its relation to cognition. It encompasses a variety of theories such as Cognitive Grammar, Construction Grammar, Radical Construction Grammar, and usage-based theories of grammar, among others. It challenges mainstream linguistic theory (Chomskyan Generative Grammar) and deals with not only traditional linguistic fields such as syntax, semantics, and phonology but also subfields of linguistics from acquisition to typology. The present book provides a cognitive linguistic approach to yet another subfield of linguistics, second language acquisition. This book consists of three parts with 19 individual papers including an introduction and conclusion, followed by author and subject indices. In Part I, in “An introduction to Cognitive Linguistics, second language acquisition, and language instruction” (pp. 3–24), Nick C. Ellis and Peter Robinson overview Cognitive Linguistics in general and give the goals of the book: to summarize cognitive linguistic perspectives on language, language use, and child language acquisition and the development of a Cognitive Linguistics of second language acquisition and second language pedagogy. They also summarize the chapters in the present book. Part II comprises nine articles devoted to present cognitive linguistic approaches to the study of language and cognition. In “Aspects of attention in language” (pp. 27–38), Leonard Talmy investigates the effects of attention or salience on language. He argues that the linguistic expression, content, and context of the expression have differing degrees of attention. He shows that linguistic factors (morphological, phonological, and syntactic factors, properties of the referent and the referent’s relation to its representation, and properties of temporal progression) affect attention in language. Although these factors are universal, the extensiveness of some factors differs across languages and between first and second language acquisition. In “Prototypes in Cognitive Linguistics” (pp. 39–65), John R. Taylor explores the effects of studies on prototypes and categorization on the emergence of Cognitive Linguistics. He also shows these effects on studies of lexical semantics, phonology, syntax, and constructions. In “Cognitive Grammar as a basis for language instruction” (pp. 66–88), Ronald W. Langacker argues that, compared to other theories of grammar, his theory of Cognitive Grammar can offer a more promising ground for language pedagogy. This is because Cognitive Grammar focuses on meaning: Cognitive Grammar proposes meaningfulness of grammar such that every grammatical category (noun, verb, subject, object, and so on) can be semantically characterized. Also, Cognitive Grammar is usage-based, and thus focuses on the actual learning process. In “Word Grammar, Cognitive Linguistics, and second language learning and teaching” (pp. 89–113), Richard Hudson introduces his theory of Word Grammar and its relation to [End Page 425] second language acquisition and language pedagogy. He argues that, like memory, language (vocabulary and grammar) is a network. The language network can be learnable and teachable through generalization, induction, motivation, and attention. In “Spatial language learning and the functional geometric framework” (pp. 114–138), Kenny R. Coventry and Pedro Guijarro-Fuentes examine spatial language, in which languages differ from each other quite unexpectedly. Their theory of a functional geometric framework that can account for this diversity considers three types of information in construing spatial language: geometric relations, dynamic-kinematic routines, and context, which are already available in prelinguistic infants. Comparing English and Spanish, the authors argue that these three types of information also interact during second language acquisition. In “Language without grammar” (pp. 139–167), William O’Grady argues that syntactic mechanisms are identical to the language processing mechanism, left-to-right in real time. From this perspective, he then examines phrase structure, pronoun interpretation, agreement, inversion, and first and second language acquisition by focusing on English. In “Children’s first language acquisition from a usage-based perspective” (pp. 168–196), Elena Lieven and Michael Tomasello examine first language acquisition and argue that children learn their first language from particular utterances in particular contexts, indicating that frequency, consistency, and complexity of linguistic forms affect language learning. The authors support their...

Teknoloji tarihsel gelişimi süresince gündelik pratiklere ve rasyonel insana yönelik olumlu ve olumsuz birçok yeniliği beraberinde getirmiştir. Gündelik pratikleri kolaylaştırmakta olan teknoloji, daha en başından makineleşmenin ve otomasyonun insanın rasyonel yetisini araçsallaştırması açısından eleştirilmiştir. Gelişen teknolojiyle nesneler akıllı ve iletişim becerisine sahip hâle geldikçe rasyonel aklın araçsal akla teslimiyeti de artmaktadır. Bu çalışmanın amacı da teknolojinin ürünleriyle tasarlanan akıllı kentler ve uygulamaları üzerinden insanın düşünsel yetisinin aşırı otomasyonla karşı karşıya kalmasının neden olduğu ve olabileceği olumsuz sonuçları eleştirel teoriden ve teknolojik belirlenimci düşünürlerin bakış açılarından yararlanarak değerlendirmektir. Nesnelerin interneti ve yapay zekâ teknolojileriyle akıllı bir hâle gelen kent, insanın düşünsel yetisini yapay zekâyla uyumlu hâle getirmektedir. Bu gelişme, insan aklının belli işlevlerinin uyarlandığı robotlar ve akıllı makineler ile insan arasındaki etkileşimi ve iletişimi artırarak insanı da robota yakınlaştırmaktadır. Çalışma her geçen gün insana benzemekte olan robotların ve akıllı makinelerin insanları da yapay zekâlarıyla kendilerine benzetebilme olasılığını tartışma amacı taşımaktadır. Doktora tez konusundan üretilmiştir.

The base of research works, on interface agents, is the client-server concept, where they regarded them as humans' assistants in the use of software. This vision does not permit the foundation, in a coherent way, of the human-software cooperation. In this paper, we propose a cooperation-based approach; of interface agents' development for multi-agent systems. Abstractly, we consider the human as an agent H that assumes one or more roles. Conceptually, we associate to the human a software F that holds the H's objective. F is a software agent qualified as interface agent. However, F has neither human's intellectual abilities nor its resources' exploitation. We supplement this lack by F-human interaction. The agent H will then be consisted of F completed by the human's intellectual abilities and his resources' exploitation. H cooperates with other software agents and the development of F will follow a multi-agent development methodology.

In this chapter I shall be concerned with the development of various quantity concepts and some of the factors which influence their development. Two aspects of early quantity concepts will be examined: (a) linguistic factors and (b) perceptual factors. The relationship between children’s linguistic skills and their quantitative concepts will be considered in an attempt to separate cognitive processes from linguistic abilities. I shall also examine the perceptual and nonquantitative factors that influence the development of these concepts in order to understand the growth of number as a conceptual dimension.KeywordsCardinal NumberLanguage TaskLanguage TrainingEquivalence TaskCorrect AlternativeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Grounding Meaning in Everyday Experience in the World: An Embodied Construction Grammar Analysis of Italian Caused-Motion Constructions

This paper examined the understanding and acceptance of Korean university students and postgraduates in their 20s on the Korean translation of key terms related to‘Chinese path to modernization’. As a result, it was found that the understanding and acceptance of Korean translation of terms in the fields of economy, ecology,society, and diplomacy were high, and the understanding of terms in the comprehensive field and the political field was low. Factors influencing Koreans’understanding and acceptance can be divided into linguistic and socio-cultural factors. Linguistic factors can be further divided into unnatural correspondence, differences in vocabulary usage context, grammatical structures that do not fit Korean, and Chinese hanja vocabulary. Sociocultural factors can be divided into heterogeneity and rejection due to political system differences, and unfamiliarity due to lack of background knowledge. In some cases, two factors worked at the same time because of their complexity in the factors influencing understanding and acceptance. Therefore, it is necessary to fully consider the influencing factors when revising the Korean translation of terms related to ‘Chinese path to modernization’. In particular, when understanding and acceptance are low due to socio-cultural differences, it is necessary to find a way to resolve the sense of heterogeneity or rejection.

Delivering request is not only influenced by linguistic factors, but also by socio-cultural factors. Some studies have reported the interaction between linguistic and socio-cultural factors in delivering requests in many different languages. However, this issue is rarely explored in Javanese (language). The aim of this study is to investigate the politeness strategies, the linguistic markers, and the social contexts commonly used to deliver requests in Javanese. The data were collected and sorted from the conversations among the Javanese people in Jember, East Java, Indonesia, when making speech acts to deliver requests. Having been sorted, the data were analysed using deconstructive method to reveal the linguistic markers commonly used by the Javanese speakers to deliver requests and the social-cultural backgrounds which influence the choice of the politeness strategies. This research shows that (1) there are four types (most direct, direct, less direct, and indirect) of politeness strategies in Javanese, (2) there are four linguistic devices (sentence moods, speech levels, passive voice, and supposition/condition) as the markers of the politeness strategies and (3) the choices of the levels are strongly influenced by the social contexts (social distance, age, social status or power, and the size of imposition) among the tenors. The appropriate strategies of delivering requests in Javanese will make the communication among the interlocutors run harmoniously.

In learning any language, speaking plays an essential part in language acquisition. This has been a problematic issue as language teachers aspire to improve students’ communicative skills through the use of different techniques such as role play, discussions, simulations among others or by improving students’ vocabulary and pronunciation. The study sheds light on the importance of intrinsic and extrinsic motivation in teaching speaking in an English speaking class where English is taught as a foreign language for specific purposes such as business English, aviation English training among others and whether motivation is linked to academic, linguistic and socio-cultural factors. The importance of developing speaking skills in these specific situations has a great impact on students’ academic, social and professional development. Our study investigated The University of Balamand (hereafter UoB) 72 diverse participants from different majors who were divided between sophomore, junior and senior students on the one hand and the students’ gender on the other. The reason behind this division was to test both intrinsic and extrinsic motivation and which group is more motivated. SPSS statistical analyses show a variation in the results between the two groups. The test revealed (1) that there was a significant, positive and small to medium correlation between extrinsic and intrinsic motivation and academic factors, (2) non-significant correlation between extrinsic and intrinsic motivation and linguistic factors indicating that motivation is not related to linguistic factors and (3) significant, positive and medium to large correlation between extrinsic and intrinsic motivation and socio-cultural factors.

A fragment of the dialectical linguistic image of the world which represents the concept of the human intellect is linguistically manifested through the lexical-semantic subfield of abilities, which with the subfields of temperament and character completes the lexical-semantic field of human psychological characteristics and gives a more comprehensive account of the psychological profile of the Prizren dialectical persona. Within the lexical-semantic subfield of abilities we identify two parameters for the classification of lexemes, one in the field of intellectual and one in the field of psychomotor abilities. The lexical paradigm, based on semantic fields theory, is represented as a system of units organized into smaller lexical groups: the LSG of adjectives with the hyperseme ?intellectual abilities? and the LSG of adjectives with the hyperseme ?psychomotor abilities?. The human intellectual abilities are primarily reflected in the smart - dumb opposition. The set of units used to represent the negative sphere of human intellectual abilities is disproportionately broader in comparison to the lexical groups whose constituents have a more positive connotation. The constituents of the lexical-semantic subfield abilities combine elements from the intellectual sphere of the human psyche (smart, sensible, wise, able, skillful, agile, resourceful, quickwitted, sharp; dumb, imprudent, distracted, foolish, witless, crazy, insane). Here we can clearly see the distinction between the opposites smart - dumb and smart - crazy, while on the negative axis we can note the gradual transition from a mental state into a psychological state (dumb - crazy; crazy - dumb). The number of lexical features which can be used to mark the human intellectual capacity, the choice of the lexeme used to mark a man as a bearer of these features, and the high production of expressives in the domain of human intellectual characterization indicate that the principles of the intellect have a significant role to play in the understanding of the conceptualization of an individual among various speakers of a particular dialect.

Auditory abilities play an important role in human intellectual abilities. In his model of human cognitive abilities Carroll (1993) identified a separate domain of auditory ability. Despite their theoretical and practical relevance, these abilities were mainly excluded in psychological tests. In order to compensate for this lack we developed a test which is intended to complement existing intelligence tests. To measure general auditory abilities already existing materials (Stankov and Horn, 1980) were used along with newly developed auditory tasks. Our test includes nonverbal tasks containing only tones as well as auditory textual tasks using spoken words. We expect that the auditory tasks measure a separate ability and therefore can make an important contribution to complement already existing intelligence tests. To demonstrate that the test is able to measure different aspects of auditory abilites pure tone tasks should be distinguishable from auditory textual tasks. 120 subjects worked on the auditory test as well as on a well-established test of intelligence (Test for the Berlin Intelligence Structure Model, BIS-4; Jger, S & Beauducel, 1997) which operates with written, numerical and figural material. Main results of our study are reported and implications for future research concerning psychological ability tests are discussed.

This article investigates the language choice in shop names in Saudi Arabia, and the factors that determine the language choice and the reasons for preferring English to Arabic names. A sample of 500 shop names in 12 cities was collected from a Saudi Mall Directory and analyzed. In addition, a sample of 75 students and instructors from the departments of languages, translation, education, computer science and business and 25 shop owners and workers were surveyed. It was found that 64% of the shops have foreign names (25% international foreign names and 39% local names); 24% have pure Arabic names and 12% have mixed names. Some shops with a foreign name add an Arabic descriptor which is a translation of the foreign name (Perfume (عطورات بارفيوم. Foreign names are used in some mall and shop names although Arabic equivalents exist. The students, faculty and shop owners and workers gave promotional, sociocultural, linguistic and globalization factors, and lack of a business naming policy. They indicated that foreign shop names are used as a marketing strategy to attract customers who prefer foreign merchandise to local ones. They think it is more glamorous to use a foreign name as foreign names are associated with modernity, prestige, and elitism. They can reach more customers. A foreign name gives the customer the impression that the store is keeping abreast of latest international markets. They faculty added that in our cognition, foreign names are connected with high quality. Our culture looks at English as more sophisticated and fancier. An English name has a different effect. Shop owners indicated that new entrepreneurs adopt a foreign name because they are worried about their ability to compete with other shops. Shops like to Imitate shops in the West. Some think that translating a shop name to Arabic creates a barrier between the customer and the foreign franchised company as the original name is in English. As an example, foreign names are used for promoting the Riyadh Season (Oasis, Winter Wonderland, Park Avenue (بوليفارد . The article gives recommendations for protecting the Arabic language, translating shop names, and choosing glamorous and attractive Arabic names.

Androgen-promoted traits and intellectual abilities and interests

Principles of Language Learning and Teaching

The article emphasizes the role of concepts and their verbalization within cognitive linguistics. The main attention is paid to the analysis of the ways in which concepts as basic units of thinking form are the lexical and semantic structures of languages. The metaphorical and metonymic models underlying the categorization of the world, as well as cultural and linguistic factors that influence the formation of lexemes, are studied separately. The paper examines modern approaches of foreign and Ukrainian linguists to the study of the relationship between language, thinking and culture. The aim of the article is to study the relationship between concepts and lexical units in modern linguistic and cognitive approaches. Particular attention is paid to the analysis of cultural aspects that determine the formation and functioning of lexemes in different language communities, in particular in the English and Ukrainian traditions.

The use of a visual analytical system in machine learning is the basis for the integration of human and the use of his intellectual capabilities in the construction of models. At the same time, visual analytics is used to expand human knowledge and is used as a research tool. We investigate the forms and goals of using visual analytics workflow toward the formation of the final product. Workflow is divided into human‐oriented and machine‐oriented in order to build a model as an information processor and decision‐making mechanism. Models are built on the basis of the end user, which can be either a machine or a human. The concepts of model building and the role of machines and humans in these processes are investigated. A practical implementation of the classification information technology in the studied concept “using opposite model” in the machine‐oriented visual analytics workflow for using the machine model is proposed. The basis for this model is a model formed and used by human. To classify data, human intellectual abilities are used. The boundaries of classes are determined by a human and then projected into a hyperspace of attributes with the formation of a classification model that the machine uses. Information technology allows the machine to use a model built for humans.