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- Volume 24, Issue 3, 2017
Pragmatics & Cognition - Volume 24, Issue 3, 2017
Volume 24, Issue 3, 2017
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When “Goal!” means ‘soccer’
Author(s): Esther Pascual, Aline Dornelas and Todd Oakleypp.: 315–345 (31)More LessAbstractAutism is characterized by repetitive behavior and difficulties in adopting the viewpoint of others. We examine a communicative phenomenon resulting from these symptoms: non-prototypical direct speech for non-reports involving an actual utterance from previously produced discourse (e.g. quoting somebody’s words to refer to them, Pascual 2014). We video-recorded the naturalistic speech of five Brazilian children with autism, five typically developing children of the same mental age, and five of the same chronological age. They all used so-called fictive speech (Pascual 2014, Dornelas & Pascual 2016) for narration, expressing needs, and referring to individuals and events (e.g. saying Goal! for ‘playing soccer’). Such verbatim fictive speech originated in specific prior interactions or in socio-communicative or socio-cultural knowledge. We found considerable differences in the three groups in the frequency and degree of creativeness of fictive speech as opposed to it representing standard linguistic formulae or echoing previously produced speech word by word.
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Deliberately misleading or unintentionally ambiguous?
Author(s): Ewelina Prażmopp.: 346–372 (27)More LessAbstractThe present paper focuses on the use of deliberately misleading or unintentionally misinformative phrases related to the so called “Polish concentration camp” issue. This problem has been gaining increasing attention in the Polish media and political sphere. In the article I present the background of the problem including the current legal situation, as well as a linguistic analysis of a selection of problematic collocations. I attempt to maintain an objective stance and refrain from passing any emotional judgement on the issue, providing, at the same time, an in-depth analysis of the linguistic data. I frame the present paper within the cognitive linguistics methodology. I combine Gilles Fauconnier and Mark Turner’s (2002)Conceptual Integration Theory with Kerstin Norén and Per Linell’s (2007) concept of meaning potentials in order to account for the emergent and modifiable nature of meanings of complex expressions.
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Cognitive processing of scalar implicatures with Chinese gradable adjectives
pp.: 373–403 (31)More LessAbstractIn previous research comparing the Context-driven Model with the Default Model of meaning processing, the former was preferred. It predicts that contexts play an exclusively decisive role in meaning processing, whereas the latter holds that the inference of literal meaning generally goes through, unless it is subsequently defaulted or cancelled by the context it is associated with. The Standardization Model, which we added to our experiments, highlights that implicatures are figured out from standardized forms typically based on the mutual background belief and speaker’s intention. We tested whether Chinese people’s processing of the gradable adjective scale
conformed more to the Context-driven Model, the Default Model, or the Standardization Model. The results demonstrated that the Standardization Model is the most acceptable among the three. The findings of this study, which is the first study using the experimental paradigm on Chinese gradable adjectives, highlighted a need for further studies to investigate the same questions with different languages and cultures.
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Temporal connectives and verbal tenses as processing instructions
Author(s): Cristina Grisot and Joanna Blochowiakpp.: 404–440 (37)More LessAbstractIn this paper, we aim to enhance our understanding about the processing of implicit and explicit temporal chronological relations by investigating the roles of temporal connectives and verbal tenses, separately and in interaction. In particular, we investigate how two temporal connectives (ensuite and puis, both meaning ‘then’) and two verbal tenses expressing past time (the simple and compound past) act as processing instructions for chronological relations in French. Theoretical studies have suggested that the simple past encodes the instruction to relate events sequentially, unlike the more flexible compound past, which does not. Using an online experiment with a self-paced reading task, we show that these temporal connectives facilitate the processing of chronological relations when they are expressed with both verbal tenses, and that no significant difference is found between the two verbal tenses, nor between the two connectives. By means of an offline experiment with an evaluation task, we find, contrary to previous studies, that comprehenders prefer chronological relations to be overtly marked rather than implicitly expressed, and prefer to use the connective puis in particular. Furthermore, comprehenders prefer it when these relations are expressed using the compound past, rather than the simple past. Instead of using the continuity hypothesis (Segal et al. 1991, Murray 1997) to explain the processing of temporal relations, we conclude that a more accurate explanation considers a cluster of factors including linguistic knowledge (connectives, tenses, grammatical and lexical aspect) and world knowledge.
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Spectrums of thought in gesture
Author(s): Michael Paul Stevens and Simon Harrisonpp.: 441–473 (33)More LessAbstractThis study examines the form and function of gestural depictions that develop over extended stretches of concept explanation by a philosopher. Building on Streeck’s (2009) explorations of depiction by gesture, we examine how this speaker’s process of exposition involves sequences of multimodal, analogical depiction by which the philosophical concepts are not only expressed through gesture forms, but also dynamically analyzed and construed through gestural activity. Drawing on perspectives of gesture as active meaning making (Müller 2014, 2016, Streeck 2009), we argue that the build-up of gestures in depiction sequences, activated through a multimodal metaphor (Müller & Cienki 2009), engages the wider philosophical standpoint of the speaker. Using video analysis supported by interview data, we demonstrate how examination of gestures within and across discourse can lead to understanding of how dynamic, embodied, and subjective processes of conceptualization contribute to philosophical theorizing.
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It’s got some meaning but I am not sure…
Author(s): Sarali Gintsburgpp.: 474–495 (22)More LessAbstractIn this research I aim to contribute to a better understanding of transitionality in poetic language by applying for the first time the hypotheses recently developed by pioneers in the emerging field of cognitive poetics to a living tradition. The benefits of working with a living tradition are tremendous: it is easy to establish the literacy level of the authors and the mode of recording of poetic text is also easy to elicit or, when necessary, to control. I chose a living poetic tradition originating from the Jbala (Morocco). Although it is not epic and local poets create only relatively short poetic texts, memorisation is also used; it has been demonstrated that oral improvisation and the use of memory are not mutually exclusive. This suggests that research on the living Jebli tradition holds promise for our understanding of oral poetry, and for revisiting the intriguing question of formulaic language.
Volumes & issues
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Volume 31 (2024)
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Volume 30 (2023)
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Volume 29 (2022)
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Volume 28 (2021)
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Volume 27 (2020)
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Volume 26 (2019)
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Volume 25 (2018)
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Volume 24 (2017)
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Volume 23 (2016)
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Volume 22 (2014)
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Volume 21 (2013)
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Volume 20 (2012)
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Volume 19 (2011)
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Volume 18 (2010)
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Volume 17 (2009)
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Volume 16 (2008)
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Volume 15 (2007)
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Volume 14 (2006)
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Volume 13 (2005)
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Volume 12 (2004)
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Volume 11 (2003)
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Volume 10 (2002)
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Volume 9 (2001)
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Volume 8 (2000)
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Volume 7 (1999)
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Volume 6 (1998)
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Volume 5 (1997)
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Volume 4 (1996)
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Volume 3 (1995)
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Volume 2 (1994)
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Volume 1 (1993)
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