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In classical Social Network Analysis (SNA), what counted as a "social tie" was fixed by available data collection methods. The emergence of large-scale unobtrusive data collection techniques has sparked renewed interest in the very idea of what counts as a "social tie." Importantly, there has been an acknowledgment that the core issues raised by these developments are primarily conceptual. As a result, there is renewed interest in developing a scientifically grounded characterization of what is arguably the most central concept in social network analysis. This paper contributes to this conceptual effort. I rely on a technique of conceptual representation borrowed from cognitive psychology and cognitive linguistics in which frames for concepts are represented as directed graphs linking attributes to values. I show how the frame representation helps clarify the sort of claims that network theories make (e.g., imposing restrictions on attributes and values), how it helps specify both intra and inter-conceptual relations, how it illuminates seldom noted inter-theoretical commonalities and contrasts, and how it helps avoid common conceptual pitfalls. • I provide a frame representation of the concept of social tie. • The frame shows the core attributes of the tie concept. • The frame shows relations between attributes. • I show how social network theories relate to the frame representation. • I show how frames help clarify key issues, identify theoretical commonalities and differences, and avoid problems. [ABSTRACT FROM AUTHOR]

Narrative experiencers frequently report broadly differing narrative responses. Literary scholarship customarily addresses those shared by communities of readers as pertaining to implied and rhetorical readers. However, empirical reader-response research shows that flesh-and-blood readers and audience members often show idiosyncratic narrative responses based on individual experience. Storyworld Possible Selves Theory (Martínez 2014. Storyworld possible selves and the phenomenon of narrative immersion: Testing a new theoretical construct. Narrative 22(1). 110–131, 2018. Storyworld possible selves. Berlin: Walter de Gruyter) provides an analytical toolkit for the study of both culturally predictable and completely individual responses to narratives, drawing on the frameworks of cognitive narratology, cognitive linguistics, and social psychology. This study discusses the affordances and shortcomings of this framework when addressing the bearing of hegemonic cultural models on narrative response and introduces the concept of "secondary storyworld possible selves" to account for responses predictable in communities sharing non-hegemonic cultural models. This renders cultural (un)predictability as a graded category and facilitates its qualitative and quantitative exploration. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to study mental spaces in Persian children stories within a cognitive linguistic framework. As a new branch of the linguistics, cognitive linguistics was established in 1970s. In this approach, language is considered as a reflection of thought, and studying language patterns maps conceptualization. Cognitive linguistics is distinguished from the other branches of the discipline by the presupposition that language represents fundamental features and the detailed mapping of human mind. The main purpose of this study is to find mental structures and fundamental concepts on which Persian authors of children books base their stories. To conduct the research, data was gathered through library resources and, from a corpus of fifty children stories, five stories were accidentally selected and analyzed descriptively within Gilles Fauconnier's (1997) mental spaces framework. Findings show that base space in the selected stories is constructed on the concept of "Loneliness" and presupposes that being trapped in loneliness is a problem with endless pain and sorrow. In other words, loneliness has been represented as a negative concept so that the next mental spaces be distanced from it. Stereotypically, fictional characters face this problem involuntarily, try to get out of it, and finally gain victory. The works under study in this research contain the message of collectivism and philanthropy, and the created mental spaces lead children audience to a sense of empowerment in social relations. The findings of this study can be useful both for authors and editors of children stories. [ABSTRACT FROM AUTHOR]

The conceptual and formal linguistic differences between Irish and English with regards to predicative possession have arguably had an effect on the grammar of the contact-induced English variety of Irish English (IrE). An analysis of IrE and British English (BrE) data shows variation in the range of meanings conveyed by the construction [NP1 have (got) NP2] – variation that is even more significant between standard IrE and traditional rural IrE. Considering the different degrees of Irish language influence on each dataset, this variation is explored in the context of the original historical acquisition of English by Irish speakers and the various cognitive processes involved in it: the role played by prototypes in the perception and reproduction of English possessives by Irish speakers, and the effects of the saliency and frequency of the English input on the emergent Irish English. [ABSTRACT FROM AUTHOR]

Copyright of Bohemistyka is the property of Instytut Filologii Slowianskiej Uniwersytetu im. Adama Mickiewicza w Poznaniu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bohemistyka is the property of Instytut Filologii Slowianskiej Uniwersytetu im. Adama Mickiewicza w Poznaniu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lingüística y Literatura is the property of Universidad de Antioquia, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the intersection of Cognitive Linguistics and second language (L2) classrooms, highlighting the challenges faced by researchers in conducting empirical studies in this field. It emphasizes the importance of including qualitative data, addressing methodological considerations, and aligning research goals with classroom needs. The Thematic Section presents studies on ACL applications in English and Spanish L2 classrooms, focusing on vocabulary, idiomatic expressions, grammatical constructions, and effects-of-instruction research. The studies aim to improve understanding of the learning process in instructional contexts and provide valuable insights for future research in language education. [Extracted from the article]

Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students' command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures. [ABSTRACT FROM AUTHOR]

This paper aims to explore the shortcomings and challenges of Applied Cognitive Linguistics (ACL) in L2 classrooms and research. It examines the main issues and presents a case study with three quasi-experimental classroom studies. These experiments taught the Spanish past simple tenses using approaches informed by Cognitive Linguistics and Communicative Language Teaching, plus a control group, through a pretest/posttest design. Results favored cognitive-pedagogical instruction, but only in one production task (Alonso-Aparicio & Llopis-García, 2019). Subsequent studies replicated and extended the first, with further changes in instruction and assessment design, but found no significant differences between experimental groups in the posttest. The discussion highlights the steps taken to ensure study success, pointing out shortcomings in traditional assessment tests that favor notional-functional instruction. We suggest alternative testing tasks that consider cognitive-based approaches and new avenues for future research, aligning with Martín-Gascón et al. (2023). [ABSTRACT FROM AUTHOR]

Applied Cognitive Linguistics (ACL, henceforth) offers a vision of language closely tied to our experiences and views of the world, showing great promise for foreign language teaching and learning. Building upon this meaning-centered perspective, this paper discusses an interventional, quasi-experimental study assessing the effectiveness of incorporating animated images into materials for teaching comparative constructions in L2 Spanish. Conducted in three phases with varying participation rates (69 students in the first, 18 in the second, and 27 in the third), the study faced numerous factors that hindered data collection process and thereby influenced the results. Although the findings were not statistically significant, they suggest a slight improvement in post-test performance in both the experimental and comparison groups. While the potential of ACL in second language teaching and learning is undeniable, so are the challenges faced in L2 classrooms. This underscores the need for further empirical research to bridge the gap between theoretical principles and their practical implementation in real classroom settings. [ABSTRACT FROM AUTHOR]

The document "Review of Lu, Kudrnáčová & Janda (2021): Corpus approaches to language, thought and communication" explores the intersection of corpus linguistics and cognitive linguistics, focusing on the use of corpora in linguistic research. The volume contains six studies that highlight different approaches to cognitive linguistic analysis and the study of linguistic phenomena supported by quantitative data collection. By combining quantitative and qualitative methods, researchers can test various hypotheses, identify phenomena not studied by traditional methods, and support their findings with statistical counts or examples from the corpus. The document provides valuable insights for those interested in corpus-based approaches to linguistic analysis and serves as a practical reference tool for researchers working with big data in cognitive linguistics. [Extracted from the article]

This review study focuses on the challenges faced when conducting effects-of-instruction research in Applied Cognitive Linguistics. It offers an overview of relevant research that has sought to demonstrate the effectiveness of a cognitive-based approach to second language (L2) pedagogy and provides illustrations from previous work in L2 Spanish by the author and colleagues of some of the factors that can influence findings in quasi-experimental research. More specifically, the study addresses some of the difficulties encountered in the design of materials and assessment tests, during the pedagogical intervention and the data collection and data analysis phases. These include choice of assessment, test effects, sample size, withdrawal, and time-on-task, among others. Along with these methodological issues, a discussion of possible solutions as well as pedagogical and methodological implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"The Pragmatics of Humour in Interactive Contexts" is a collective work edited by Esther Linares Bernabéu, focusing on the analysis of interactional humour in various contexts. The book comprises 10 chapters divided into sections covering digital settings, everyday interactions, and fictional settings. The articles within the book explore topics such as COVID-19 memes, political-electoral memes on Twitter, and humour in stand-up comedy, providing insights into the role of humour in communication. The volume incorporates diverse theoretical frameworks and methodological approaches, offering a comprehensive examination of humour in different interactive contexts." [Extracted from the article]

It is now well established that English phrasal verbs cause English as foreign language learners no small degree of confusion due to the semantic complexity. However, the influence of crosslinguistic transfer on learning phrasal verbs has remained unclear. There even has been little qualitative analysis of the crosslinguistic difference between literal and metaphorical meanings of particles. This paper proposes an instructional approach underpinned by metaphor and categorization in cognitive linguistics and highlights particles as a means of disentangling polysemous verb-particle constructions. Fifteen students from four universities in Taipei City and City of Newcastle upon Tyne participated in the study. Results of the qualitative data, i.e., discussion tasks, in-session tasks, and interviews, suggested that despite the difficulty of understanding some target items, the crosslinguistic similarities and differences generally aid the learning of the phrasal verbs via the proposed approach. Raising an awareness of crosslinguistic difference between metaphorical meanings of particles can be pedagogically useful. [ABSTRACT FROM AUTHOR]

The study aims to examine the syntactic and semantic behaviors of predicative possession (i.e., have-possessive constructions) in Malwai Punjabi, an underdocumented dialect within the Indo-Aryan language family. Data were collected from longitudinal online interviews with native speakers as consultants, with audio recordings for transcribed target sentences. The results revealed that all the alienable possession, either permanent/temporary or abstract/concrete, could be marked by the postposition koḷ 'near/with', whereas inalienable possession, such as whole-part relation and kinship, could not be encoded using koḷ. The prototypicality model and schema-based metaphors explained why koḷ was widely used to express alienable possession in Malwai Punjabi. The analysis of companion and proximity schemata also justified the extended semantics of predicative possession, suggesting a metaphorical mapping of accompaniment and location onto possession. From a typological angle, the case study can not only provide further evidence for the existence of split possession but also contribute to a cognitive understanding of predicative possession in relation to other languages. [ABSTRACT FROM AUTHOR]

The noun category exhibits diverse dissimilarities, characterised at the semantic (e.g., countable/uncountable) or/and morphosyntactic (e.g., determined/determinerless) level, which may be more or less important depending on languages. In this paper, we would like to discuss those differences, which we named inter-word and inter-process morphosyntactic variations. The Riffian language served us as a reference in our enquiries, before referring to other languages to show how our discoveries could be applied to them. By putting in perspective those aspects, this led us to propose a formal mathematical model denoted as a Template-Based and Modular Cognitive model. The latter is able to predict the nonlinear dynamic mapping of lexical items onto morphological templates. The aims of this article are thus manifold and cover theoretical issues. We demonstrate that nouns are organised and distributed in modular cognitive sets, having their own morphological template and unmarked forms. The extent of these sets and their number as well as the template, are specific to each language. All sorts of markers can compose with the template, but some, namely countability markers, are prevalent among several languages with no relationship. This approach allows us to explain the marking discrepancies existing between different kinds of nouns (borrowed, proper, countable and uncountable nouns) for a given linguistic variety or between languages. The main assumption of this model is that these irregular markings are caused by a template shift, occurring when items undergo a process of word and meaning formation. Our contribution represents an initial stride toward understanding the fundamental patterns of morphosyntax and opens venues for applying this mathematical model with other behavioural and natural phenomena. [ABSTRACT FROM AUTHOR]

Diverse research in the field of cognitive linguistics at the end of the twentieth century led to a completely new perception of metaphor. Once interpreted only as stylistic figure, the metaphor becomes a mechanism for understanding the way we think and comprehend the world around us. As a result of the changes in its understanding, a different observation of the translation process occurs, and in this paper, we will focus on the transfer of the conceptual metaphor from the source language to the target language. The theoretical framework will refer to the interpretation of metaphor according to the cognitive-linguistic approach where we will point out as well the influence that the functioning of our cognitive system has on the appearance of metaphor in literature. We will also analyze the competencies that the translator should have to transfer the conceptual metaphor from the original to the target text in the most adequate way. In order to determine how this translation process can be carried out, this paper will include the practical analysis of the conceptual metaphor present in the novel Silk written by Alessandro Barrico and its transfer from Italian to Serbian. Examples of metaphorical expressions will be excerpted from the entire novel, while their translation analysis will be based on Schmidt's theory of conceptual metaphor transfer, according to which there are several possibilities: translating a metaphorical expression by using the same conceptual metaphor in both languages, translating a metaphorical expression with a different conceptual metaphor in the target language, translating a metaphorical expression with a non-metaphorical expression of similar meaning and deleting the metaphor, i.e. omitting it in the target language. To show more clearly how the analyzed terms are conceptualized in the Italian language, we will divide the selected metaphorical expressions into two groups according to the original domains on which these metaphors are based on - living beings as the original domain and inanimate nature and objects as the original domain. [ABSTRACT FROM AUTHOR]

The nature of this research is applied and attempts to benefit from cognitive science as a science that has been shaped by several partial sciences, including practical philosophy, neuroscience, computer science, anthropology, and linguistics at the same time, after moving the subject of its study from reality to perception as a broad field of authorship, .creation, and creativity Cognitive rhetoric advanced important steps when it moved its subject from material reality to mental perception, and metaphorical and metaphorical expressions became realistic, scientific and social discourse that achieved intellectual achievement, after it had been viewed as linguistic luxury, aesthetic embellishment, lying, or both. Because it does not apply to reality; Therefore, taking cognitive rhetoric as an approach to studying eloquent texts that provide new insights that contribute to the development of this science, by moving from theory to application. [ABSTRACT FROM AUTHOR]

Giving is a unique attribute of human sharing. In this review, we discuss evidence attesting to our species' preparedness to recognize interactions based on this behavior. We show that infants and adults require minimal cues of resource transfer to relate the participants of a giving event in an interactive unit (A gives X to B) and that such an interpretation does not systematically generalize to superficially similar taking events, which may be interpreted in nonsocial terms (A takes X). We argue that this asymmetry, echoed in language, reveals the operations of a mechanism of event construction where participant roles are encoded only when they are crucial to rendering an action teleologically well-formed. We show that such a representation of giving allows people to monitor the direction (who gave to whom) and kind (what was given) of resource transfer within a dyad, suggesting that giving may be interpreted as indicative of a relationship based on long-term balance. As this research suggests, advancing the study of the prelinguistic representation of giving has implications for cognitive linguistics, by clarifying the relation between event participants and syntactic arguments, as well as social cognition, by identifying which kinds of relational inferences people draw from attending to acts of sharing. [ABSTRACT FROM AUTHOR]

Conceptual metonymy which is based on the contingent relationship between a source concept and a target concept helps people perceive the world. The article discusses the concept and principles of conceptual metonymy and analyses the conceptual metonymy of COVID-19 pandemic used in official online newspapers published in Vietnam. 100 articles were selected for analysis. The study focuses on the "PLACE FOR EVENT" metonymy with the aim of shedding light on the Vietnamese's cognitive ways of thinking. Vietnamese people tend to use the geographical location where the COVID-19 pandemic occurs as a substitute for the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Lexical polysemous words are often misidentified as homophones, i.e., words that have same pronunciation but different semantic interpretation. However, lexical polysemy words are not homophones. Lexical polysemy refers to one constituent having multiple readings or usages with closely related sense. Lexical polysemy was observed in multiple fields of studies like semantics, psycholinguistics and cognitive linguistics. Sweetser's (1988) cognitive semantic view states that when a word is polysemous, the core sense of the word is shared with all its entries. Therefore, in lexical polysemic words, there is no shift from core semantic schema of the word. If the core semantic interpretation is not observed in its entries, then those entries are homophones of the word. This cross-sectional study focuses on the emergence and development of polysemous verb veyyi in Teluguspeaking children and whether the verb veyyi--to throw--is used containing the core meaning of the word or is evidence of homophones. Veyyi has multiple meanings, which can be misinterpreted as homophone in Telugu; however, it is evidence of lexical polysemy, in other words, semantic extension of the word. The study also observes how children acquire lexical polysemy in early stages of their acquisition. [ABSTRACT FROM AUTHOR]

Copyright of Naqd Va Nazar is the property of Islamic Sciences & Culture Academy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses spatio-temporal metaphors in three regions in and around China from the perspective of language contact, looking for evidence of areal convergence or transfer of the conceptual metaphors. The approach fits broadly within the framework of Cognitive Contact Linguistics. After a review of spatio-temporal metaphors in the Sinitic languages, I sketch out the relevant metaphors in languages spoken in northwest China (Xinjiang and the Qinghai-Gansu Sprachbund), in and near northeast China, and in south China and Taiwan – many of which have not been discussed previously in the literature on conceptual metaphor. The study reveals evidence for metaphor transfer involving the up-down spatial dimension from Sinitic to Japanese and Korean, contact-facilitated extension of metaphor involving the front-back dimension in Tsou, and possible transfer of front-back metaphor to other languages of Taiwan. Several of the lexical items used in front-back metaphorical expressions in Santa, two Hmong varieties, Japanese, and Korean are borrowed from Sinitic, but these do not clearly represent transfer of the conceptual mapping. [ABSTRACT FROM AUTHOR]

Construction Grammar is an emerging theory of language, but the analysis of sociolinguistic variation is still relatively underdeveloped in the framework. In this article, we consider the representation of social meaning in Construction Grammar through a corpus-based analysis of double modals in British English on social media. We describe the use of double modals in a large corpus of geolocated Twitter posts, including presenting an inventory of observed double modals and maps showing the regional distribution of each of these forms. We find that double modals show a general northern pattern and are concentrated in the Scottish Borders. We also find various rare double modals that occur more widely across the UK. To account for these results, we propose a Construction Grammar account of double modals. We argue that defining double modals as grammatical constructions requires that aspects of their social meaning be delimited, especially register and region. Furthermore, we argue that double modals may be enregistered as dialect constructions, distinguished from standard constructions of British English. We conclude by considering the importance of incorporating social meaning into Construction Grammar, underlining the value of a Cognitive Sociolinguistic approach to grammatical theory. [ABSTRACT FROM AUTHOR]

This article offers a description and discussion of minority features in visual art audio description (AD). For this purpose, a qualitative analysis of a multilingual corpus of visual art ADs and their context of creation and implementation was carried out, drawing on Langacker's (Cognitive grammar: a basic introduction, Oxford University Press, Oxford, 2008) and its further development by Croft and Cruse (Cognitive linguistics, Cambridge University Press, Cambridge, 2004). The results show that some ADs in the corpus conceptualize the artwork as a process, moving from a static to a dynamic description, utilize an internal and subjective viewpoint that places the describer and users in the space of the work, or shift the focus of attention to the subjective sensations elicited by the work. These minority features could facilitate users' multisensory experience of the work and enhance their understanding of contextual information. This could benefit blind and partially blind people, as well as other visitors to art museums and exhibitions. [ABSTRACT FROM AUTHOR]

Creativity is a design feature of human language. This paper presents a cognitive model of verbal creativity that draws on insights from the psychological research into creativity--particularly Glăveanu's 5A model that distinguishes five crucial perspectives on a creative act (actors, audience, artefacts, actions and affordances). The paper will outline a linguistic version of this model that adopts Construction Grammar as its theoretical foundation. The resulting "5C model of constructional creativity" argues that the central elements of linguistic creativity are constructors, co-constructors, constructs, constructional blending and the constructional network. [ABSTRACT FROM AUTHOR]

The way and degree to which people in different cultures consider a metaphor to be appropriate, acceptable, or apt has been the subject of controversy in recent decades. According to structure-mapping models, metaphors are understood by mapping relations from the base domain to relations in the target domain. However, previous research lacks literature on cross-cultural contexts and differences in the degree of acceptability of metaphors in different cultures. To address this gap, in this study we examined cross-cultural differences in metaphor aptness among participants from three different cultures. We developed two questionnaires, an acceptability judgment-task and a parallel-relation test using the COCA (English), PLDB (Persian), and KorAP (German) corpus databases. The results suggest striking differences in the acceptance of a metaphor in different cultures where the vehicle of a metaphor is not present. It is suggested that metaphors are considered apt through the process of categorizing the salient features that are considered structurally similar. This idea is partially consistent with studies that support class-inclusion models which suggest that hearers place the topic of a metaphor in a category in which the vehicle fits. The absence of a domain (whether topic or vehicle) may lead to unacceptability of a metaphor. Lack of cultural background in the use of these words hinders the process of finding a salient feature between them and the counter domain in a metaphor to form an appropriate alignment. [ABSTRACT FROM AUTHOR]

The Handbook of Cognitive Semantics, edited by Li, Thomas Fuyin, is a comprehensive reference work that explores the field of cognitive semantics. It covers a wide range of topics, including conceptual semantics, embodied semantics, metaphor and metonymy, spatial-temporal cognition, and more. The handbook features contributions from both established researchers and emerging scholars, providing diverse perspectives and expertise. While the breadth of coverage is impressive, some areas may be addressed only superficially, and certain topics may receive more attention than others. Overall, the handbook is a valuable resource for scholars and students interested in cognitive semantics. [Extracted from the article]

This study delves into the metaphorical nature of the OHG Muspilli. Employing cognitive linguistics, the research aims to explore the deeper implications of metaphors, which are believed to be deeply ingrained in our thought processes and reasoning about the world. According to Lakoff and Johnson's theory, metaphors are more than just linguistic tools; they are integral to understanding and interacting with the world around us. Moreover, the meaning of language is not solely determined by individual words or grammar but is also shaped by the social and cultural context in which it exists. The poet and their work are intertwined in a syncretistic world where diverse cultural expressions converge. In this context, the Muspilli becomes a center for religious syncretism, where metaphors of the older belief system intersect with those of the newer one. As a place of "polyvocality," it seeks to be didactic, shedding light on the complex interplay between language, culture, and religion. Overall, this research offers a nuanced understanding of the OHG Muspilli, revealing its significance as a cultural artifact. [ABSTRACT FROM AUTHOR]

Metaphor and simile, two prevalent forms of figurative language widely employed in daily communication, serve as significant research subjects in linguistics. The Career of Metaphor Theory in cognitive linguistics posits that as conventionality increases, the cognitive mechanisms of metaphor comprehension shift from "comparison" to "categorization." In line with this notion, prior electrophysiological investigations have revealed that novel metaphors elicit a stronger N400 brain response compared to conventional metaphors. However, the observed N400 difference between conventional and novel metaphors may merely stem from the familiarity contrast between them, as conventional metaphors are typically more familiar than novel ones. To address this dichotomy, the present study not only compared the N400 responses between conventional and novel metaphors but also between conventional and novel similes. While conventional and novel similes differ in familiarity, similar to conventional and novel metaphors, both are processed via "comparison" mechanisms. The results revealed that novel metaphors elicited larger N400 amplitudes compared to conventional metaphors, aligning with previous findings. In contrast, no significant N400 differences were observed between conventional and novel similes, suggesting that familiarity disparity is unlikely to account for N400 distinctions. Our findings imply that conventional and novel metaphors undergo distinct cognitive processing mechanisms ("comparison" versus "categorization"), thereby providing further empirical validation for the Career of Metaphor Theory. [ABSTRACT FROM AUTHOR]

In this study, we investigated the comprehension of metonymy with children aged 3 to 8 years old, by replicating the method of the Köder and Falkum (2020) study, from the Cognitive Linguistics perspective. In the test, 133 participants, children and adults, were exposed to a visual stimulus, which consists of a set of images, and an auditory stimulus, which consists of a literal or metonymic vignette. The results obtained in this work partially corroborate the result of the original study (Köder; Falkum, 2020), in which there was a significant difference in the comprehension of metonymy in the different age groups studied. Here, the level of metonymic comprehension of this task did not increase at 6 years of age, as in the replicated study, and some hypotheses for this change are formulated. Also, the 8-year-old children's level of comprehension turned out not to be similar to the comprehension of the adult control group. In addition, significant differences were also found between the literal and metonymic conditions, regarding the levels of comprehension. From this general result, issues that may have led to this result are discussed, involving both age and linguistic cultural influences. [ABSTRACT FROM AUTHOR]

This special issue of Cognitive Linguistics reexamines the notions of uniformity and variability within morphological systems from a cognitive linguistic standpoint. It challenges traditional perspectives that regard morphological variability as mere deviations from the norm, suggesting instead that such variability is systematic and shaped by external influences including language acquisition and processing constraints. The contributions in this issue promote a shift from isolated analysis to a holistic view of paradigms, classes, and systems, advocating for a framework where morphological structures are seen as integral to communicative and functional aspects of language. By accounting for the broad adaptive dynamics of language systems, the complex interplay between uniformity and variability is revealed as an inherent aspect of language usage. [ABSTRACT FROM AUTHOR]

This study investigated the knowledge of English phrasal verbs (PVs) among Japanese university students. PVs have been described by learners as ambiguous and difficult, often resulting in their avoidance, and much of the literature has focused on how they can be taught effectively. However, it is relatively unknown as to what knowledge learners typically develop on their own without undergoing classroom interventions that focus specifically on PVs. To investigate this issue, a survey on PVs was distributed to eight different departments at universities across Japan resulting in 221 participants, with six students participating in follow‐up interviews. The data from the PV survey provided qualitative data for analysis, the interviews were transcribed, and axial coding was utilized to formulate a holistic examination of the participants' knowledge of PVs. The results revealed that the participants had an awareness of PVs but had acquired most of them as chunks of language without much knowledge of their individual parts, which was found to lower their confidence and increase their perceived difficulty. Additionally, directional PVs, particularly with go and come, were the easiest for the participants due to L1–L2 similarities. However, their understanding of idiomatic and aspectual PVs appeared to be superficial and lacking. [ABSTRACT FROM AUTHOR]

Cognitive linguists do not negate the metaphorical creativity inherent in the works of poets and writers. According to the ‘Cognitive Poetics’ theory proposed by Lakoff and Turner (1989), poets and writers frequently employ the same conventional conceptual metaphors in their compositions that are prevalent in everyday language. The creative aspect of poetry emerges from the adept manipulation and modification of these commonplace conceptual metaphors, achieved through the application of four conceptual tools: expansion, complication, questioning, and combination. The primary objective of this research is to introduce these strategies and assess their applicability in conducting a cognitive analysis of certain novel metaphors found in two collections of short stories authored by Zakaria Tamer (1931), a distinguished contemporary Syrian writer. The analysis of the data indicates that Tamer has utilized the same everyday conceptual metaphors in his narratives. Consequently, the creativity exhibited by this author could potentially be attributed to the proficient application of the aforementioned tools in the usage of ordinary metaphors. Based on the data analysis, it is observed that Tamer, in the creation of the metaphors examined, has predominantly employed the tool of combination, sparingly used the tool of questioning, and has made moderate use of the tools of expansion and complication. The findings also suggest that Tamer, through his judicious use of metaphor, not only imparts elegance and beauty to his prose but also effectively communicates the underlying concepts and messages of his stories to the reader. [ABSTRACT FROM AUTHOR]

Efficiently communicating sustainability initiatives is critical to generating positive attitudes and pro-environmental behavior in hotel consumers. However, research on the combined effect of various message factors to improve environmental message persuasiveness is scant. To fill this gap, two studies were conducted with a sample of onsite and online hotel guests to offer new insights into the combined effect of language design elements that identify connectives and prepositional phrases with message content as essential grounding components of persuasion. Our results demonstrate the effectiveness of restriction-based language design on booking intention through nuanced mechanisms involving perceived environmental performance, perceived greenwashing, and environmental concern. This study contributes to the growing literature on sustainability marketing by examining the design and integration of linguistic tools that hospitality managers can use in their sustainability communication campaigns. Additional practical and theoretical implications are provided. [ABSTRACT FROM AUTHOR]

This article combines ideas and concepts deriving from grammaticalization studies, cognitive linguistics and construction grammar. Specifically, it takes three important ideas developed within grammaticalization research, namely untypical context, bridging or critical context and isolating or switch context (Evans & Wilkins 2000, 2006; Heine 2002), and remodels them with the concepts construct and construction. This enables the definition of three salient construct types present in historical corpora that are placed in the continuum between individual variation and language change: extensional constructs, ambiguous constructs and adaptive constructs. Each construct type characterizes a specific phase in language change. The data presented as illustration of the construct types stem from historical and contemporary corpora of written French, Italian and Spanish. [ABSTRACT FROM AUTHOR]

Many modern works in the field of linguistics feature three main terms: cognitive linguistics, concept and conceptual sphere. Modern researchers, as a rule, consider the concept and the conceptual sphere as part of the concepts of cognitive linguistics quite broadly. Both notions are fairly interpreted as important mental units bordering on linguistics in all their fundamental features, attributes and parameters. At the same time, these concepts are closely related to lingvoculturology. The article attempts to reflect national realities in the conceptual sphere within the framework of cognitive linguistics. Thereby the research as a whole acquires not only a purely linguistic, but also a linguistic and cultural orientation.