scholarly journals WHY IN SPANISH “ NOS PONEMOS CONTENTOS ” BUT NOT “ SATISFECHOS ”: A COGNITIVE‐LINGUISTIC REVIEW OF THE “CHANGE‐OF‐STATE VERB PONERSE + ADJECTIVE” CONSTRUCTION *

2022 ◽  
Author(s):  
Beatriz Martín‐Gascón
Keyword(s):  
Cognitive Linguistic ◽  
Change Of State

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

Change of state of generalized trusses

2009 ◽  
Vol 37 (3-4) ◽  
pp. 215-224
Author(s):  
Zsolt Gáspár
Keyword(s):  
Change Of State

Cognitive Linguistic Profile Post Road Traffic Accident

2019 ◽  
Vol 10 (12) ◽  
pp. 2240
Author(s):  
M. Vasanthi ◽  
B. Nithya ◽  
Krishna Prasanth ◽  
S. Bhuminathan
Keyword(s):  
Road Traffic Accident ◽  
Traffic Accident ◽  
Road Traffic ◽  
Cognitive Linguistic

Language and creativity: a Construction Grammar approach to linguistic creativity

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Thomas Hoffmann
Keyword(s):  
Construction Grammar ◽  
Linguistic Theory ◽  
Human Cognition ◽  
Evolutionary Adaptation ◽  
Theory Construction ◽  
Conceptual Blending ◽  
Cognitive Linguistic ◽  
Explanatory Account ◽  
The Way

AbstractCreativity is an important evolutionary adaptation that allows humans to think original thoughts, to find solutions to problems that have never been encountered before and to fundamentally change the way we live. One particular domain of human cognition that has received considerable attention is linguistic creativity. The present paper discusses how the leading cognitive linguistic theory, Construction Grammar, can provide an explanatory account of creativity that goes beyond the issue of linguistic productivity. At the same time, it also outlines how Construction Grammar can benefit from insights from Conceptual Blending.

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