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    Wyświetlanie 1-5 z 5
    Tytuł:
    Jerzy Bobryk (1949-2016)
    Autorzy:
    Kurcz, Ida
    Powiązania:
    https://bibliotekanauki.pl/articles/561287.pdf
    Data publikacji:
    2016
    Wydawca:
    Polskie Towarzystwo Semiotyczne
    Źródło:
    Studia Semiotyczne; 2016, 30, 1; 7
    0137-6608
    Pojawia się w:
    Studia Semiotyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Język a reprezentacja świata w umyśle
    Autorzy:
    Kurcz, Ida
    Powiązania:
    https://bibliotekanauki.pl/books/1804808.zip
    https://bibliotekanauki.pl/books/1804808.pdf
    https://bibliotekanauki.pl/books/1804808.mobi
    https://bibliotekanauki.pl/books/1804808.epub
    Data publikacji:
    1987
    Wydawca:
    Wydawnictwo Naukowe PWN
    Opis:
    Summary Language and the mental representation of the world The book contains a psychologist’s attempt to incorporate the linguistic approach to language within the cognitive functioning of the human mind, as viewed by cognitive psychologists. The first chapter — “Language: structure and function” — describes the various linguistic definitions of language as contrasted with speech (langue — parole distinction.) The main features of language (based on Hockett’s and Lyons’ characterizations) are examined with major attention to the duality of language structure, which leads into a discussion of linguistic universals. This discussion provides the groundwork for the analysis of language structure into phonological, semantic, and syntactic components, which are contrasted with the basic functions of language, representation and communication. A more detailed description of language functions as presented by Jakobson is also included. The second chapter — “Language: competence and performance” — deals with the generative grammar approach to language and its impact upon psychological investigations and conceptualizations. Chomsky’s theory is outlined with emphasis on his distinction of linguistic competence and linguistic performance. Typical psycholinguistic experiments testing the hypothesis that a theory of grammar provides an account of individual speaker/hearer competence are described, followed by a discussion of their failure to verify the strong version of this hypothesis. Implications of the generative theóry for the biological foundations of language (Lenne @ berg) are examined in the light of developmental comparisons (child acquisition of language) and cross-species comparisons (ape acquisition of language). The third chapter — “Information processing models” — describes models of the human mind offered by the cognitive psychology of the seventies. The chapter deals with the general assumptions of these models, which are presented in terms of four contrasts: (a) bottom-up versus top-down direction of processing, (b) serial versus parallel processing, (c) sequencing of processing (obligatory steps) versus selectivity of processing steps, and (d) declarative versus procedural representations of knowledge. Several models are analyzed as examples of different selections among the alternatives. Over the last decade information processing models have developed from extremely serial to increasingly interactive. The discussion ends with consideration of the necessary constraints upon a fully interactive model, as suggested by Fodor’s conception of modularity. The fourth chapter — “World knowledge and language knowledge” — postulates a clear distinction between the notions of world knowledge and of language knowledge, one which is not very clear in the literature. Martindale’s model in his book "Cognition and Consciousness” is presented as a basis for a world knowledge model, and a parallel model of language knowledge is developed here. Martindale’s model uses Konorski’s conception of sensory and gnostic analyzers and adds the notion of conceptual analyzers. The model is composed of several distinct analyzers with specific cognitive units characteristic of each analyzer type, such as sensory analyzer (cognitive unit: sensations), gnostic analyzers (cognitive unit: unitary percepts), and three types of conceptual analyzers, i.e., semantic analyzer (cognitive unit: conceptual category), episodic analyzer (cognitive unit: propositional representation of events), and action analyzer (cognitive unit: acton). Parallel to this model of world knowledge, a language knowledge model is presented postulating the same types of analyzers. The sensory analyzer is the auditory analyzer that selects speech sounds according to separate channels for linguistic analysis. The gnostic analyzer of speech sounds yields phonological analysis of speech. The mental dictionary, syntactic, and pragmatic or communicative systems constitute conceptual types of analyzers. Language knowledge is divided into purely linguistic competence (speech sound analyzer, mental dictionary, and syntactic analyzer) and communicative competence (pragmatic analyzer). The interconnections between the two types of knowledge are discussed with special attention to the interrelations of conceptual analyzers, according to the principle that world knowledge provides the meaning reference for language knowledge. The semantic analyzer consists of referential meaning for the mental dictionary (for which the cognitive unit is the morpheme or word). The episodic analyzer corresponds to the syntactic analyzer (for which the cognitive unit is the sentence). The action analyzer is the dispositional basis for the pragmatic speech analyzer (for which the cognitive unit is the utterance). The next chapters of the book elaborate on this model. Chapters 5, 6 and 7 are devoted to world knowledge and the remaining chapters (8, 9, 10, 11, and 12) to language knowledge. The fifth chapter — “World knowledge: perceptual analysis” — describes the main rules of perceptual analysis as presented by Konorski. These rules arc juxtaposed with the modularity assumptions of Fodor. The sensory and gnostic analyzers from the world knowledge model are interpreted according to these conceptions. The sixth chapter — “World knowledge: cognitive analysis (semantic and episodic)” — deals with two conceptual analyzers of world knowledge, i.e., semantic and episodic. Tulving’s distinction between semantic and episodic memory systems and their further elaboration in psychology is taken as the basis for the presentation. AU the analyzers are viewed as structured on several levels. The conceptual analyzers are characterized by fewer cognitive units on the deeper levels. For example, the episodic analyzer treats events as input-output surface units, and episodes and schemata as deeper units. The seventh chapter — “Action analyzer” — describes the remaining system in the world knowledge model which is also presented as structured on several levels, such as acton level (input-output units), then action plans and programs, and finally scripts and personal dispositions on the deepest levels. The distinction between declarative and procedural knowledge and the notion of mental strategy are discussed in relation to action and other conceptual analyzers. The eighth and the following chapters deal solely with language knowledge. The eigth — “Linguistic competence: the speech sound analyzer” — deals with phonological analysis from phonemes to morphemes. The discussion of the psychological reality of the phoneme as a basic language unit as contrasted to the syllable is presented with a concluding comment in favor of phonemic reality. The ninth chapter — “Linguistic competence: the mental dictionary” — presents possible modes of word organization. The notion of sense as opposed to reference (Lyons) is introduced as a basic notion for mental dictionary organization by providing lexical dimensions. While reference for words from the mental dictionary can be looked for in the semantic analyzer, sense relations provide the lexical dimensions for between-word structure. This structure is presented as having a surface form (words or lexemes) and a deep form (sememes derived from the componential analysis of words). Some of the lexical dimensions, e.g., mood or gender, might be grammaticalized, and languages differ as to grammaticalization of such dimensions, which accounts for idiosyncratic syntactical rules of particular languages. The phenomenon of asymmetry of lexical dimensions is also analyzed using the example of adjectival antonyms. The tenth chapter — “Linguistic competence: the syntactic analyzer” — describes this analyzer from the point of view of the universal features, distinguishing the surface and deep structures of sentences as the output unit of this analyzer. The X theory (called “X-bar”) and the government-and-binding theory are used as bases for the structural and functional description of the syntactic component of language knowledge. The eleventh chapter — “Communicative competence: the pragmatic speech analyzer” — describes communicative competence as distinct from linguistic competence, which together constitute language knowledge. The unit of communicative competence is the utterance analyzed in the framework of speech act theory. The deeper structural levels of this analyzer are the levels of discourse type, language variant, and personal style. All of these provide the conditions for the realization of actual utterances which, from the angle of communicative competence are treated as speech acts, and from the angle of linguistic competence, as sentences. The twelfth and final chapter — “Discourse production and comprehension” -- is devoted to a particular problem concerning language knowledge, i.e., discourse production and discourse comprehension. Herrmann’s model of discourse production and several models of discourse comprehension (e.g., Kintsch and van Dijk) are described. Some experiments on text understanding during reading arc presented. Special attention is given to the research project on reading in English initiated by Danks at Kent State University and later expanded into the Polish language by Kurcz and Polkowska in Warsaw. The book aims to provide an interdisciplinary link between psychology and linguistics with a strong bias in the perspective of cognitive psychology. As such, the book should be of interest to cognitive psychologists wishing to know about the relation of language to other cognitive processes and to linguists wanting to learn about the cognitive processes of language use.
    Dostawca treści:
    Biblioteka Nauki
    Książka
      Wyświetlanie 1-5 z 5

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