Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta pesquisa objetivou analisar, por meio dos princÃpios estruturadores dos Modelos Cognitivos Idealizados(LAKOFF, 1987), os significados sociocognitivamente situados atribuÃdos ao conceito de EDUCAÃÃO por trinta e trÃs alunos concludentes do Ensino MÃdio de uma escola pÃblica em Fortaleza, CearÃ, Brasil,que participaram da pesquisa como voluntÃrios nÃo remunerados. Para se atingir o objetivo proposto, foram analisadas as respostas fornecidas pelos alunos em duas tarefas - um questionÃrio e uma atividade escrita destinadas a obter dados que permitiram explorar a natureza prototÃpica da categoria e suas extensÃes metafÃricas e metonÃmicas. A abordagem metodolÃgica segue os princÃpios propostos pela SemÃntica Cognitiva de Lakoff que postula que os conceitos das pessoas nÃo sÃo arbitrÃrios, mas emergem da natureza de seus corpos em interaÃÃes dinÃmicas com o mundo ecolÃgico e sociocultural.A anÃlise de dados qualitativos apoiou-sena Teoria dos Modelos Cognitivos Idealizados (TMCI), de George Lakoff (1987) e na Teoria da MetÃfora Conceitual (CMT), de Lakoff e Johnson (1980/[2002]). Os textos produzidos pelos participantes tornaram possÃvel a anÃlise os modelos de esquemas de imagem ORIGEM-PERCURSO-META E CONTEINER na estruturaÃÃo do conceito EDUCAÃÃO, os modelos proposicionais frames e scripts que se sobressaÃram para representar o cotidiano escolar e as metÃforas sobre EDUCAÃÃO.Os dados colhidos foram organizados em tabelas e grÃficos de modo a permitir o estabelecimento de comparaÃÃes entre as expressÃes semanticamente afins coletadas nos questionÃrios e a distribuiÃÃo das anÃlises sobre os modelos cognitivos estruturantes. Essa organizaÃÃo tambÃm facilitou as anÃlises de projeÃÃes metafÃricas e seus acarretamentos. As mais relevantes metÃforas foram EDUCAÃÃO Ã BEM ADQUIRIDO, VALIOSO e EDUCAÃÃO Ã VIAGEM.Os resultados obtidos tambÃm permitiram propor uma categoria radial para o conceito de EDUCAÃÃO no modo como ele emerge das crenÃas social e culturalmente consagradas e dos valores compartilhados pelos participantes. / This research aimed to analyze, through the structured principals of Idealized Cognitive Models Theory (LAKOFF, 1987), embodied, socio cognitive situated meanings attributed to the concept of EDUCATION by thirty-three final year high school students of a government school in Fortaleza, Ceara, Brazil, who participated of the research as unpaid volunteers. In order to achieve the mentioned aim, it was analyzed the responses provided by the students in answering two tasks â a questionnaire and a writing task aimed at eliciting data which allowed to explore the category prototypical nature and its metaphoric and metonymic extensions. The methodological approach follows the principals proposed by lakofian Cognitive Semantics which posits that people concepts are not arbitrary but emerge from the nature of their bodies in dynamic interactions with the ecological and social cultural world. The qualitative data analysis was supported by Lakoffâs (1987) Idealized Cognitive Models Theory (ICMT) and Lakoff and Johnsonâs (1980/[2002]) Conceptual Metaphor Theory (CMT). The texts produced by the participants made possible the analysis of the ORIGIN â TRAJECTORY â TARGET and CONTAINER image schemas in the structuring of the EDUCATION concept, the most salient proposition models (frame and scripts) to represent the school routine and the EDUCATION metaphors. The data gathered were organized in table and graphs in order to allow for comparisons between semantically close expressions and the distribution of the analyses about the EDUCATION concept structuring cognitive models. Such organization has also facilitated the metaphoric projections and their entailments. The most relevant metaphors were EDUCATION IS AN ACQUIRED, VALUABLE ASSET and EDUCATION IS A JOURNEY. The results obtained have also allowed to propose a radial category for the concept of EDUCATION as it emerges from embodied social culturally beliefs and values shared by the participants.

Este trabalho traz uma comparação das posposições de caso NI, DE e WO da língua japonesa com preposições do português, baseada no aparato teórico da semântica cognitiva, e centrada nas estruturas semânticas das posposições de caso desenhadas por Moriyama (2005). Como resultado, elaboramos tabelas com as diversas preposições que podem ser mapeadas em cada uma das várias acepções das posposições estudadas. Cremos que este trabalho traga contribuições para o ensino do japonês a aprendizes lusófonos, bem como para a prática da tradução entre as línguas japonesa e portuguesa. / This work contains a comparison between the Japanese case markers NI, DE and WO, and Portuguese prepositions, based on the theoretic framework of cognitive semantics and centered on semantic structures of Japanese case markers as described by Moriyama (2005). As a result, we have made tables with the several prepositions that can be mapped into each one of the several senses of the case markers studied here. We believe that this work brings contributions for Japanese language teaching to Portuguese-speaking students, as well as to the practice of translation between Japanese and Portuguese.

O presente trabalho apresenta e desenvolve conceitos oriundos da Linguística Cognitiva para investigar os aspectos cognitivos da codificação das relações causais introduzidas por conectores oracionais da língua alemã: da, denn e weil. Para tanto, este trabalho apropriou-se do aparato teórico e metodológico desenvolvido por Pander Maat & Degand (2001) e que concebe a causalidade não como uma relação única, mas como uma categoria gradual que engloba diferentes níveis de conexão. Diante disso, desenvolveram-se duas atividades elementares ao longo do trabalho. Em primeiro lugar, o levantamento bibliográfico da teoria em torno de diferentes abordagens à temática da causalidade que serviram de base para a discussão entretida nos dois capítulos iniciais. Em segundo lugar, a análise empírica de ocorrências de cada um dos conectores a partir dos métodos desenvolvidos por Pander Maat & Degand (2001), a fim de replicar seu estudo e investigar de que maneira o gradiente de relações causais pode contribuir para o estudo da causalidade na língua alemã. Ao contrapor as abordagens desenvolvidas nas tradições formalista e funcionalista de análise linguística, o presente trabalho procurou argumentar que a investigação adequada dos fenômenos relacionados à causalidade seja desenvolvidas no escopo da Linguística Cognitiva e, no caso específico desta pesquisa, no aparato teórico da Gramática Cognitiva, de Langacker (1987, 1991, 2008), já que se trata de pesquisa envolvendo aspectos da codificação gramatical da causalidade. Numa segunda etapa da discussão teórica, estabeleceram-se as bases para a pesquisa da causalidade no escopo da Gramática Cognitiva. Argumentou-se que, para o estudo bem-sucedido da causalidade, são necessários três componentes básicos: uma base conceitual sobre a qual se definem os parâmetros essenciais da experiência causal, um sujeito de consciência, ou seja, um conceituador capaz de estabelecer relações de causa a partir da base, e um conjunto de operações de perspectivação conceitual (construal operations) que determinam as formas de acesso à base conceitual. A interação entre esses três componentes determinam as diferentes categorias relacionais que compõem o gradiente causal. São elas: relação causal involuntária, relação causal voluntária, relação epistêmica causal, relação epistêmica não causal, relação de motivação entre atos de fala e relação de paráfrase entre atos de fala. A realização da parte prática do trabalho desenvolveu-se a partir da aplicação do teste de paráfrases proposto pelos autores do estudo original. As paráfrases foram adaptadas para servirem à língua alemã e suas particularidades. Do teste de paráfrase resultou que os conectores da e weil concorrem no âmbito das relações causais voluntárias. As relações epistêmicas causais são codificadas por todos os três conectores e seus usos se diferenciam a partir de diferentes organizações da estrutura informacional e do gerenciamento comunicativo. As relações epistêmicas não causais são introduzidas por da e denn, enquanto somente denn introduz relações de motivação entre atos de fala. As relações das extremidades do gradiente (causais involuntárias e paráfrase entre atos de fala) não são codificadas por meio dos conectores analisados / This master thesis introduces and develops concepts from Cognitive Linguistics to investigate the cognitive aspects of the encoding of causal relations introduced by the following sentence connectors in German: da, denn and weil. Therefore, this work took the theoretical and methodological apparatus developed by Pander Maat & Degand (2001), which conceive causality not as one single relation, but as a gradual category that encompasses dierent levels of connection. Thus, two basic research activities were established. Firstly, the literature survey of the theory around dierent approaches to the issue of causality that formed the basis for the discussion entertained in the first and second chapter. Secondly, the empirical analysis of occurrences of each of the connectors employed the methods developed by Pander Maat & Degand (2001) in order to replicate their study and thus to investigate how the gradient of causal relations might contribute to the study of causality in the German language. By opposing the approaches developed in the formalist and functionalist traditions of linguistic analysis, this study sought to argue that the proper investigation of phenomena related to causality are developed in the scope of Cognitive Linguistics and, in the specific case of this research, the theoretical apparatus of Cognitive Grammar, by Langacker (1987, 1991, 2008), since it comes to research involving aspects of grammatical encoding of causality. On a second phase, the theoretical discussion set up the foundation for the research of causality in the scope of Cognitive Grammar. It was argued that three basic components are needed to the successful study of causality: a conceptual base on which the essential parameters of the causal experience are defined, a subject of consciousness, i.e., a conceptualizer capable of establishing causal relations, and set of construal operations which determine the forms of access to the conceptual base. The interaction between these three components determines the dierent relational categories that comprise the causal gradient. They are: nonvolitional causality, volitional causality, epistemic causal relations, noncausal epistemic relations, relations between speech acts I (motivation) and relations between speech acts II (paraphrase). The empirical research was developed by means of a paraphrase test, which was proposed by the authors of the original study. Paraphrases were adapted to serve the German language and its peculiarities. The paraphrase test shown that the connectors da and weil compete under the voluntary causal relationships. Causal epistemic relations are encoded by all three connectors and their uses dier due to several possible organizations in the information structure and the communicative management strategies they mobilize in their usage events. The noncausal epistemic relations are only introduced by the denn. Moreover, denn also introduces relations between speech acts (motivation). The relations of the both ends of the gradient (nonvolitional causality and paraphrase of speech acts) are not encoded by means of the connectors analyzed

This essay examines the differences and similarities, weaknesses and strengths of the two Cognitive Semantic theories Conceptual Metaphor Theory and Principled Polysemy Approach to Meaning Analysis. To illustrate the two theories, the Swedish verb-particle construction "gå upp" is examined and analyzed accordingly. The results showed differences in the number of polysemous meaning found. The methodological evaluation showed that the differences in the underlying ideas concerning meaning-construction behind these two theories make them incompatible.

There is a need to have an automated system that can read family history books or other historical texts and extract as many genealogy facts as possible from them. Embley and others have applied traditional information extraction techniques to this problem in a system called OntoES with a reasonable amount of success. In parallel much linguistic theory has been developed in the past decades, and Lonsdale and others have built computational embodiments of some of these theories using Soar. In this thesis we introduce a system called OntoSoar which combines the Link Grammar Parser using a grammar customized for family history texts with an innovative semantic analyzer inspired by construction grammars to extract genealogical facts from family history books and use them to populate a conceptual model compatible with OntoES with facts derived from the text. The system produces good results on the texts tested so far, and shows promise of being able to do even better with further development.

No description available.

Verbs and prepositions encode relations within events, such as a child running towards the top of a hill or a second child pushing the first away from the top. These relational terms present significant challenges in language acquisition, requiring the mapping of the categorical system of language onto the continuous stream of information in events. This challenge is magnified when considering the complexities of events themselves. Events consist of part-whole relations, or partonomic hierarchies, in which events defined by smaller boundaries, such as the child running up the hill, can be integrated into broader categories, such as the second child preventing the first from reaching the top (Zacks & Tversky, 2001). This dissertation addresses how this partonomic hierarchy in events is paralleled in the structure of relational language. I examine the semantic category of force dynamics, or "how entities interact with respect to force" (Talmy, 1988, p. 49), which introduces broad categories (e.g., help, prevent) that incorporate previously independent relations in events, such as paths, goals, and causality. Two studies ask how children and adults navigate the tension between fine and broad categories in their nonlinguistic representations of force and motion events and whether language - in the form of both labels and syntactic cues - helps children to integrate previously independent relations into these higher order constructs. Participants completed a novel task designed to assess the saliency of force dynamics relations across events. Participants viewed an animated event depicting a force dynamics relation (e.g., prevent, cause) and were asked to identify which of two perceptually varied events (i.e., different characters and setting) depicted the same relation. Study One extends previous research, showing that adults encode force dynamics relations in nonlinguistic contexts. Study Two examined these representations in 4-year-olds, both with and without linguistic cues. Absent linguistic cues, children showed no evidence of encoding force dynamics; however, the presence of language highlighted these relations, improving children's attention to these broader categories in events. The results are the first to explore the problem of hierarchies in relational language and demonstrate a novel role for language in drawing children's attention to the presence of relations between relations. / Psychology

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第25380号 / 人博第1122号 / 新制||人||261(附属図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 谷口 一美, 教授 守田 貴弘, 准教授 大谷 直輝 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

本論文從認知語意學的角度來探討英文中 “Heart” 成語所牽涉到的認知語意機制，並以Lakoff (1993)所提出的當代隱喻理論、Kövecses & Radden (1998)從認知語言學角度針對換喻所做的研究以及Ruiz de Mendoza (2003)所提出來的隱喻和換喻的三個交互模式為基礎，進一步探討 “Heart” 成語的字面語意如何透過這些機制衍生出其象徵語意。此外，本論文也對收集到的七十七個 “Heart” 成語進行重新分類以修正Niemeier’s (2003)在 “Heart” 成語分類上所產成的謬誤。 研究分析發現七十七個 “Heart” 成語所牽涉的認知語意機制包括Lakoff (1993)提出的五種隱喻類型以及Kövecses & Radden (1998)提出的十五種換喻類型其中的六種，而七十七個 “Heart” 成語的字面語意與其象徵語意之間的連結則無法僅僅透過Ruiz de Mendoza (2003)所提出來的隱喻和換喻的三個交互模式進行建立，而必須加上本研究另外發現的四個新的交互模式才能完整建立起七十七個 “Heart” 成語的字面語意與其象徵語意之間的連結。 / Based on the contemporary theory of metaphor by Lakoff (1993), a cognitive view toward metonymy by Kövecses & Radden (1998), and models of how metaphor can interact with metonymy by Ruiz de Mendoza (2003), this thesis makes an effort in exploring the cognitive-semantic mechanisms behind the 77 heart idioms collected for this research. Although Niemeier (2003) has tried to explore the metaphorical and metonymic bases for the heart idioms in English, her analysis is not satisfactory and can not meet the goal of this current research. A recategorization of heart idioms is therefore performed to encompass all the features exhibited by them before the cognitive-semantic analysis is proposed. The analysis of heart idioms discovers that a full explanation of their figurative meanings requires the activation of all the five types of metaphor proposed by Lakoff (1993) and six out of the 15 types of metonymy-producing relationships proposed by Kövecses & Radden (1998). Furthermore, to fully account for the figurative meanings of heart idioms, the analysis also proposes six interaction models of between metaphor and metonymy, two of which are proposed in Ruiz de Mendoza (2003) and four of which are discovered by the current study.

Este trabalho se ocupa dos usos espaciais das preposições para e em nos contextos aqui chamados de locativos e direcionais produzidos com o verbo estar pleno de sentido de locação e o verbo ir de movimento. A análise parte dos pressupostos da Semântica Cognitiva, especificamente da teoria dos esquemas imagéticos (JOHNSON, 1987; LAKOFF, 1987) e as operações de transformações entre esses esquemas (PEÑA, 2008; DEWELL, 2005; LAKOFF, 1987). O corpus utilizado é composto por entrevistas de fala espontânea coletadas em comunidades quilombolas dos estados do Maranhão e São Paulo. Os contextos analisados são aqueles nos quais as duas preposições parecem alternar, como em: Eles estão pro Maranhão ou Eles estão no Maranhão, como também em: Foram pro cinema e Foram no cinema. Argumenta-se que tal alternância se dê pelas transformações entre esquemas imagéticos, nomeadamente os esquemas ORIGEM-PERCURSO-DESTINO e CONTÊINER. Para fundamentar a argumentação, são apresentados os pressupostos teóricos que embasam este trabalho, a problemática e algumas questões de cunho metodológico são discutidos. Por fim, apresenta-se uma proposta de análise semântico-cognitiva que considere a representação do espaço para as duas preposições em foco. / This study deals with the spatial uses of the prepositions em (in) and para (to) in the contexts here called locative and directional produced with the verb estar (to be) for locations and the verb ir (to go) in the movement sense. The analysis is based on the Cognitive Semantics framework, specifically the theory of image schemas (JOHNSON, 1987; Lakoff, 1987) and the transformation processes of those schemas (PEÑA, 2008; DEWELL, 2005; Lakoff, 1987). The corpus is made of interviews of spontaneous speech collected in comunidades quilombolas (maroon communities) from the states of Maranhão and São Paulo. The contexts examined are those in which the two prepositions appear to switch, as in: \"Eles estão pro Maranhao\" (They are to Maranhão) or \"Eles estão no Maranhao,\" (They are in Maranhão) also in: \"Eles foram pro cinema\" (They went to the cinema) and \"Eles foram no cinema.\" (They went in the cinema). It is argued that this alternation is given by image schema transformations, mainly the SOURCE-PATH-GOAL and the CONTAINER image schema. To support this argument, the theoretical assumptions are presented. The problem of this work and some methodological issues are as well discussed. Finally, a proposal in the Cognitive Semantic framework analysis is suggested for analyzing the spatial representation of both prepositions in focus in this work.