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The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts. [ABSTRACT FROM AUTHOR]

The present study aims at investigating the text worlds of Shirko Bikas’s Chair (2015) based on text worlds theory in cognitive poetics approach. The present study is the application of text world theory on Chair by Shirko Bikas, which is considered an interdisciplinary study between cognitive linguistics and stylistics. This stylistic analysis is not only a cognitive investigation of how to represent the nature of Shirko Bikas’s poetic experience in chair, but also the decoding of the cognitive mechanism taken by Shirko Bikas to make a complete mental image in the reader’s mind. The methodological nature of this study is descriptive-analytic, and the data were collected from Shirko-Bikas’s Chair in a library method, and also, in the selection of the data, it was preferred to refrain from reproducing the full text of chair. The findings showed that at the beginning of the Chair discourse, it has been used from the epistemic-deictic sub-world to express Shirko Bikas’s poetic experience, as well as world-building elements and function-advancing propositions have been used by creating deictic sub-worlds to form a complete mental image in the reader’s mind. IntroductionThe present study was conducted to examine cognitively the text worlds in the text of Shirkoo Bikas's Chair based on the theoretical framework of the text worlds proposed by Werth (1999). The authors seek to demonstrate how the cognitive mechanism proposed by Shirkoo Bakas shapes the formation of a complete mental image in the reader's mind. How is the nature of Shirkoo's new poetic experience in Chair represented? Based on the questions raised in this study, the research hypotheses are formulated as follows: The nature of Shirkoo's poetic experience in the novel poem Chair can be understood based on the theory of text worlds, through the process of constructing deictic-ontological sub-worlds. The cognitive mechanism adopted by this poet for forming a complete mental image in the reader involves expanding and elaborating world-building elements and advance-function propositions, combined with the reader's prior knowledge. Since the text world and the sub-world are structurally equivalent in terms of the elements of world-building and advance-function propositions, the expansion of various sub-worlds provides the reader with more details to construct a mental image.Literature ReviewAmong relevant works on the Text World approach one can refer to Afrashi (2015) Dehghan (2020) and Sadeghi Esfahani (2010). In addition, Golfam et al. (2012) highlighted layers of meaning, and Talaei & Abbasi (2019) explored historical narratives. Gholamhosseinzadeh & Rafaei Ghadimi (2020) analyzed Persian poetry, while Gavins (2001, 2003) dissected novels using text worlds theory. Lahy (2006) focused on place representation in poetry. Whitley (2010) studied Ishiguro's novels, and Halam (2013) applied text world theory to short stories.MethodologyA descriptive-analytical approach was employed, anchored in the theory of text worlds, with data sourced from Shirkoo's Chair using a documentary method. The novel Chair was chosen due to its innovative poetic narrative, supplemented by an interview with Shirkoo. The analysis focused on selective data relevant to research questions, emphasizing Shirkoo's vivid imagination, even in translation. Hypotheses were tested by extracting data into sub-paragraphs for independent analysis. Diagrams illustrating text worlds aided in comprehending the analyses.Theoretical FrameworkThe theory of text worlds is a discourse-processing linguistic theory whose initial proposal was first suggested by an English linguist in a series of articles published between the 1980s and 1990s (Lahy, 2014: 284). The complete theory was then presented in the form of a book titled Text Worlds: Representing Conceptual Space in Discourse after Werth died in 1999. After his death, researchers such as Stockwell (2002), Gavins (2000, 2001, 2003, 2007), and Lahy (2003, 2004, 2006) made significant efforts in the expansion, development, and necessary revisions of the theory of text worlds. The theory of text worlds, as a discourse framework, not only addresses how a particular text is constructed but also how the context surrounding that text affects its production and reception (Gavins, 2007: 8). The first level of the theory of text worlds provides a tool for examining how a spectrum of contextual factors influences the construction and understanding of a specific discourse. These mental representations are known as text worlds. The second level of this theory focuses on this domain of conceptual activity and provides a framework through which one can examine the precise structure and cognitive effects of individual mental representations (Gavins,2003:10). The third and final level of discourse proposed by Werth is the sub-worlds. Sub-worlds emerge from within the text world and represent a kind of realized substitution of the parameters of the text world.ResultsThe narrative of the novel Poem Chair is Kurdish and is narrated in a city which is Sulaymaniyah. The narrator at the beginning of the narrative of the novel poem Chair is Shirko himself, who talks about his characteristics and his poetic experience. In the middle of the narrative, with a change in perspective, Chair becomes the narrator and recounts the story of its life from birth to death. In this work, human characteristics were attributed to the chair; it walked, talked to itself, and interacted with others, being present as an actor on all levels of the text worlds. The examination of hypotheses and answering questions was based on dividing the extracted data into distinct para-discourses that were explored and analyzed in the previous section, and here are the cognitive results presented accordingly:In discourse 1, the reader starts constructing a mental world by using information related to the world-building elements and combining it with their background knowledge. Through this process, they establish the spatial and temporal setting of the world. Then, by providing further details about themselves, they create the first ontological sub-world. In discourse 2, the narrator delved into expressing their poetic experience using a type of referential-cognitive sub-world. The narrator appeared in the guise of poetry to articulate their poetic experience, taking on the form of both a poem and a narrative, transforming into prose and a play as well. In Para-discourse 3, the narrator employed a figurative approach to discuss an abstract concept such as loneliness. Using a metaphor of personification, they attributed a bird-like structure to the concept, as if it were sitting on a chair. In fact, by doing so, the narrator prepared the necessary cognitive framework to introduce a new entity named Chair in the reader's mind. This way, they introduced the previously undefined element of Chair as an object in the textual world of the Chair. In discourse 4, the narrator provides more details about the physical appearance of the chair to give the reader a complete image of it. In discourse 5, the deictic sub-world was implicitly internalized through the use of direct quotations, providing a mental image of the place and characters of the birthplace of the chair to the reader. In discourse 6, the mental representation of the discourse shifted from a static arrangement of objects and entities to dynamic physical movement, emphasizing the impact of expanded propositions in creating a mental image in the reader's mind.

Cognitive semantics is one of the new patterns in the study of language that examines the relationship between the mind, human sensory perceptions, and linguistic elements. This model analyzes the way information is conceptualized in the mind. Image schema is one of the most fundamental approaches of cognitive semantics, which is formed as abstract concepts in the minds as a result of human interaction with the surrounding world and based on biological experiences. The clear and meaningful structure of schema can be a basis for forming metaphorical maps and understanding complex intellectual domains; Therefore, the purpose of the current research is that, based on the cognitive approach and relying on Johnson's theory, while examining the three schematic containment, path, and force systems, how to represent life experiences in the poet's mind, the connection of his worldview with the three schemas, as well as the ability of these systems to objectify abstract matters should be analyzed. The finding of the research show that Samih al-Qassim used has tangibly expressed his desired revolutionary themes by using perceptual elements and physical experiences in order to arouse the spirit of struggle in the audience. He has used a containment schema to visualize the concept of identity, a path schema to objectify the theme of achieving social goals and ideals, and a force schema as a tool to show the stability of the Palestinian nation. Based on the results of the research, the mentioned schemas show a detailed understanding of the mentalities and personality dimensions of Samih al-Qassim, these systems show the singer as committed to the community, as well as a person with high selfesteem and epic emotions. [ABSTRACT FROM AUTHOR]

The present study aims to study the elements of the worlds of text in the story The ancient story or historical novel by Hedayat. This study was conducted using Text World Theory (1999) to identify the elements of the worlds of text based on three semantic layers of the discourse world, text world, and sub worlds. The results revealed that the writer has used the element of "time" to create suspension and narrates the story at different times so as to keep the audience in suspension, despite the fact that characters, places, and objects are completely clear and no suspension is observed; also demonstrated that role-advancing propositions used in the text world of this story are mainly descriptive since the writer must describe in order to induce the image and the addressee must illustrate for the purpose of communication. Also, in terms of the sub worlds, the locative hint is not so bold; instead, the writer focuses on the time. Findings showed that we can analyze hidden aspects and layers using the model of the worlds of a text.

The present study aims to study the elements of the worlds of text in the story The ancient story or historical novel by Hedayat. This study was conducted using Text World Theory (1999) to identify the elements of the worlds of text based on three semantic layers of the discourse world, text world, and sub worlds. The results revealed that the writer has used the element of "time" to create suspension and narrates the story at different times so as to keep the audience in suspension, despite the fact that characters, places, and objects are completely clear and no suspension is observed; also demonstrated that role-advancing propositions used in the text world of this story are mainly descriptive since the writer must describe in order to induce the image and the addressee must illustrate for the purpose of communication. Also, in terms of the sub worlds, the locative hint is not so bold; instead, the writer focuses on the time. Findings showed that we can analyze hidden aspects and layers using the model of the worlds of a text. [ABSTRACT FROM AUTHOR]

The current study attempted to investigate ‘VinflVinfl’ construction in Persian based on construction grammar (Lakoff, 1987; Goldberg, 1995; 2003; 2006) and distinguish it from similar constructions. Since construction grammar seeks to categorize various constructions prototypically, it uses numerous syntactic-semantic pieces of evidence to differentiate different constructions from each other. The data (around 1300 sentences) were collected from stories, movies and some websites. For each construction a Sem(antic)-Syn(tactic) table was put forward to connect their features together. Furthermore, semantic constraints on these constructions such as negation and kinds of participant verbs were shown clearly. It was found that, in ‘VinflVinfl’, the former verb modifies the latter, which is a verb of movement. Its idiosyncratic feature is that it is not negated and is different from ‘Vinfl & Vinfl’. Moreover, ‘VinflVinfl’ is differentiated from other constructions such as ‘dāštan.infVinf’, ‘dādan.inf1Vinf2’, ‘VimperativeVimperative’ and idiomatic constructions such as ‘Vimperativebebinam’ and ‘zadan.infVinf’. Finally, it was observed that ‘dāštan.inflVinfl’ is a polysemous construction meaning progression, inchoation, and futurity depending on the context.

Ambiguity is one of the most important issues in lexical semantics and linguistics, and it has been studied from different approaches so far. It has a very long tradition of research in the history of linguistic studies. However, this paper will open a new perspective in studying semantic lexical ambiguity based on analysis of some cases in Farsi language, and as a result a new cognitive- semantic hypothesis will be introduced and discussed. Studying ambiguity with a cognitive approach may have some theoretical advantages which are not limited to Farsi language, and it could be generalized to all languages.Lexical ambiguity could be found when a word or lexeme presents more than one meaning at the same time by which a language user cannot easily detect the actual meaning. There are also syntactic and pragmatic ambiguities, but this research is about the semantic lexical ambiguity. Some cases of lexical ambiguity are homonymy words that are pronounced, and spelled similar but they are different words with different meanings.In this paper, a new hypothesis will be introduced which deals with the semantic lexical ambiguity with a cognitive approach. This hypothesis will be called dual readings hypothesis of semantic lexical ambiguity. [ABSTRACT FROM AUTHOR]

The present study aims to investigate the nominal and the predicative possession schemas in Persian with a cognitive approach. Schemas are abstractions from which the grammatical constructions develop. To this end, Heine's (1997) cognitive approach to the study of the Possession Schemas is considered as the theoretical framework by the authors. The results of the study show that the Action, the Location, the Companion, the Goal and the Source Schemas are used in Persian to encode the predicative possession. Moreover, the Location, the Companion, the Additive, the Genitive, the Source, the Linking and the Topic Schemas encode the nominal possession in Persian. A unique feature of Persian, which is not documented in Heine's cognitive approach, is the use of the Linking Schema to encode the nominal possession. This issue is introduced in this research for the first time. Furthermore, Persian uses the Source Schema to express the predicative possession. [ABSTRACT FROM AUTHOR]

For a long time ago, man has sought to understand the mental processes in reasoning, decision making, learning and other mental activities. But the scientific study of the human mind began a few decades ago with the advent of cognitive science. In order to be update and have access to new developments, some sciences tend to cognitive science as the use of the term ‘cognitive’ shows it and amongst them we can mention ‘cognitive psychology', ‘cognitive linguistics', ‘cognitive neuroscience’, and so on. Language teaching, as an interdisciplinary science, should take advantage of contributions from cognitive science to develop and to use them in practice. At first, it may seem a little hard to make a direct link between language teaching and cognitive science. For cooperation and integration of language teaching and cognitive science, the approaches of several subfields such as ‘cognitive psychology', ‘cognitive neuroscience’ and ‘cognitive linguistics' sound significant. The passage of the current teaching strategies to learning with cognitive landscape raises the questions that it must clarify them. In this article, based on a descriptive-analytic methodology, we sought to answer two questions: To what extent could cognitive neuroscience provide the theoretical basis for cognitive learning? To what extent could the teaching-learning approach based on the brain be used in language teaching? In this study, it is argued that the implications of cognitive science go beyond theoretical aspects. Language teaching can apply them in several cases including the methodology of teaching. Cognitive science provides a solid basis for practice and language teaching, for example, the knowledge and use of the principles of teaching and learning based on the brain can be very helpful in the process of teaching-learning foreign languages. [ABSTRACT FROM AUTHOR]

Scientific representation is an interesting topic for philosophers of science, many of whom have recently explored it from different points of view. There are currently two competing approaches to the issue: cognitive and non-cognitive, and each of them claims its own merits over the other. This article tries to provide a hybrid theory of scientific representation, called Two-Dimensional Theory of Scientific Representation, which has the merits of the two accounts and is free of their shortcomings. To do this, we will argue that although scientific representation needs to use the notion of intentionality, such a notion is defined and realized in a simply structural form contrary to what cognitive approach says about intentionality. After a short introduction, the second part of the paper is devoted to introducing theories of scientific representation briefly. In the third part, the structural accounts of representation will be criticized. The next step is to introduce the two-dimensional theory which involves two key components: fixing and structural fitness. It will be argued that fitness is an objective and non-intentional relation, while fixing is intentional.