語(yǔ)言學(xué)第十章

語(yǔ)言學(xué)第十章第1頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月FOCUSES：PsycholinguisticsLanguageacquisition:stagesandtheoriesLanguagecomprehensionLanguageproductionCognitivelinguisticsImageschemaMetaphorMetonymy2第2頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月1.WhatisCognition?什么是認(rèn)知？Mentalprocessesofanindividual,informationprocessing信息加工過(guò)程Mentalprocessorfacultyofknowing,includingawareness察覺(jué),perception感知,reasoning推理,andjudgment判斷.3第3頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Threeapproachestothestudyoflgeandcognition:Theformalapproach形式法:addressesthestructuralpatterns,includingthestudyofmorphological,syntactic,andlexicalstructure.4第4頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Thepsychologicalapproach:looksatlgefromtheperspectiveofgeneralcognitivesystemsrangingfromperception感知,memory記憶,attention注意力toreasoning推理.PSYCHOLOGICALLINGUISTICS心理語(yǔ)言學(xué)Theconceptualapproach:addresseshowlanguagestructures(processes&patterns)conceptualcontent.

COGNITIVELINGUISTICS認(rèn)知語(yǔ)言學(xué)5第5頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月2.PsycholinguisticsThestudyofPsychologicalaspectsoflgePsychologicalstates心理狀態(tài)andmentalactivity思維活動(dòng)withtheuseoflge6第6頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月StructurallinguisticsCognitivepsychologyAnthropologyNeurosciencesRelatedfields7第7頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Languageacquisition(L1/L2)LanguagecomprehensionLanguageproductionLanguagedisordersLanguageandThoughtNeurocognitionSixsubjectsofresearch8第8頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月2.1LanguageAcquisitionLgeacquisition:thelearninganddevelopmentofaperson’slge.FLA:thelearningofanativeorfirstlge.SLA:thelearningofasecondorforeignlge.9第9頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Stages:

Pre-linguisticstages(3-11months)cooing:3months,[k][g][i][u]babbling:6months,fricatives,nasals9months,intonationpatterns10-11months,expressemotions

10第10頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Holophrastic(One-word)stage:objects,actions,motions,routines.11第11頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Two-wordstage:around18monthsChildutteranceMaturespeakerPurposeWantcookieIwantacookieRequestMoremilkIwantsomemoremilkRequestJoeseeI(Joe)seeyouInformingMycupThisismycupWarningMommychairThischairbelongstoMWarningBigboyIamabigboyBraggingRedcarThatcarisredNamingThatcarThatisacarNaming12第12頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月ChildutteranceMaturespeakerPurposeNosleepIdon’twanttogotosleepRefusalNottiredIamnottiredRefusalWheredoll?Whereisthedoll?QuestionTrucktableThetruckisonthetableInformingDaddyrunDaddyisrunningInformingJoepushI(Joe)pushed(thecat)InformingPushcatIpushedthecarInformingGivecandyGivemethecandyRequest13第13頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Three-word-utterancestageGivedoggiepaper.Puttruckwindow.Tractorgofloor.14第14頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月FluentgrammaticalconversationstageEmbedoneconstituentinsideanother:Givedoggiepaper.Givebigdoggiepaper.Usemorefunctionwords:missingfunctionwordsandinflectioninthebeginningbutgooduse(90%)bytheageof3,withafullrangeofsentencetypes.Allpartsoflgeareacquiredbeforethechildturns4.15第15頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月LanguageacquisitiontheoriesReinforcementtheory強(qiáng)化論:stimulus-responsetheory(Bloomfield,Skinner)16第16頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Innatenesstheory內(nèi)在論：

childrenarebornwithlgeacquisitionsystem,lgedevelopmentmodelconsistsof2parts:lgeinformationandassessmentprocess.17第17頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Cognitivetheory認(rèn)知論：

childrenacquirethelgethroughassimilationandadaptationandlearnfromtheenvironmentthroughinteractionwiththeenvironment.

18第18頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月2.2LanguagecomprehensionAprocessforustogetfamiliarwiththerealword.Mentallexicon:fromapsychologicalpointofview,westoreagreatdealof

infaboutthepropertiesofwords,retrievablewhenunderstandinglge.Wecaninstinctivelyconnecttheknownitemsstoredinourmindtotheunknownonesandaccesstomoreinfinprocessingandcomprehendinglge.19第19頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月e.g.,wemayusemorphologicalrulestodecomposeacomplexwordlikerewritablethefirstfewtimesweencounteritandafterseveralexposureswemaystoreandaccessitasaunitorword.Itmeansthatfrequencyofexposuredeterminesourabilitytorecallstoredinstances.

20第20頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Connectionism聯(lián)結(jié)主義:readersusethesamesystemoflinksbetweenspellingunitsandsoundunitstogeneratethepronunciationsofwrittenwordsliketoveandtoaccessthepronunciationsoffamiliarwordslikestove,orwordsthatareexceptionstothesepatterns,likelove.Similarityandfrequencyplayimportantrolesinprocessingandcomprehendinglge,withthenovelitemsbeingprocessedbasedontheirsimilaritytotheknownones.21第21頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月AninitialstepinunderstandinganymessageHowdowegoaboutrecognizingwords?Assoonaspeoplehearspeech,theystartnarrowingdownthepossiblewordsthattheymaybehearing.Awordisidentifiedassoonasthereisonlyonepossibilityleft.speakWordrecognition22第22頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Cohorttheory(集群理論)

:Marslen-Wilson&Welsh(1978)Thefirstfewphonemesofaspokenwordactivateasetofwordcandidatesthatareconsistentwiththeinput.23第23頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Ithypothesizesthatauditorywordrecognitionbeginswiththeformationofagroupofwordsattheperceptionoftheinitialsoundandproceedssoundbysoundwiththecohortofwordsdecreasingasmoresoundsareperceived.24第24頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月交股模型：是Marslen-Wilson提出來(lái)的，它包括兩個(gè)階段。在詞辨認(rèn)的第一個(gè)階段里，一個(gè)詞的聲學(xué)/語(yǔ)音信息激活了記憶中和它相近的詞，所以如果這個(gè)詞是“drive”，所有以[d]開(kāi)始的詞，如“dive,drink,date,dunk”等，都會(huì)被激活。這些激活的詞構(gòu)成一個(gè)“股”；這些交股的詞是在一個(gè)目標(biāo)詞的聲學(xué)信息的基礎(chǔ)上提取的，并沒(méi)有受到其他層面的分析所影響。一個(gè)交股結(jié)構(gòu)產(chǎn)生后，詞辨認(rèn)的第二個(gè)階段就開(kāi)始了。在第二階段里，所有可能的信息都會(huì)影響目標(biāo)詞的選擇，這些交互作用的信息資源都起到排除那些和交股不相似的的詞的作用。例如進(jìn)一步的聲學(xué)/語(yǔ)音信息可能排除一些交股的詞，如“date”和“dunk”，而高層次的信息源也可能產(chǎn)生，把別的語(yǔ)義和句法上不合適的詞，如“dive”和“drink”，加以排除。最后才辨認(rèn)到目標(biāo)詞。(桂詩(shī)春)25第25頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月26第26頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Factorsinvolvedinwordrecognition:Frequencyeffect(頻率效應(yīng)，詞頻效應(yīng)）

:

Oneofthemostimportantfactorsthataffectswordrecognitionishowfrequentlythewordisusedinagivendiscourseorcontext.FrequencyeffectdescribestheadditionaleasewithwhichawordisaccessedduetoitsmorefrequentusageintheL.27第27頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月RECENCYEFFECTS(近期效應(yīng),近現(xiàn)率）:Peoplerecognizeawordfasterwhentheyhavejusthearditorreaditthanwhentheyhavenotrecentlyencounteredit.Recencyeffectsdescribetheadditionaleasewithwhichawordisaccessedduetoitsrepeatedoccurrenceinthediscourseorcontext.例如在奧運(yùn)會(huì)期間一些體育項(xiàng)目成為報(bào)章雜志和人們交談的熱點(diǎn)，成了高頻詞，辨認(rèn)的閾限因而就降低。但是奧運(yùn)會(huì)后，它們又慢慢降溫，辨認(rèn)的閾限又升高。所以近現(xiàn)效應(yīng)實(shí)際上是動(dòng)態(tài)的頻率效應(yīng)。28第28頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月AnotherfactorthatisinvolvedinwordrecognitionisCONTEXT.Peoplerecognizeawordmorereadilywhentheprecedingwordsprovideanappropriatecontextforit.e.g.Thisistheaorta主動(dòng)脈.Theheartsurgeoncarefullycutintothewalloftherightaorta.29第29頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月

語(yǔ)境可以促進(jìn)詞的辨認(rèn)，解決詞的歧義。

Thecarturnedright.OnemechanismthathasbeenproposedtoaccountforthiskindofcontexteffectisaSEMANTICASSOCIATIONNETWORK(語(yǔ)義關(guān)聯(lián)網(wǎng)絡(luò)).Itrepresentstherelationshipbetweenvarioussemanticallyrelatedwords.Wordrecognitionisthoughttobefasterwhenothermembersoftheassociationnetworkareprovidedinthediscourse.辨認(rèn)有語(yǔ)義聯(lián)系的詞比無(wú)意義聯(lián)系的詞要快。butter-bread,nurse-doctor等30第30頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月LexicalambiguityHowareambiguouswordsunderstood?Twotheories:1)All

themeaningsassociatedwiththewordareaccessed2)Only

onemeaningisaccessedinitially.31第31頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Areyouengaged?Myfrienddrovemetothebank.Pleasegivemeacamel.32第32頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Theclerk(entering):Areyouengaged?Augustus:Whatbusinessisthatofyours?However,ifyouwilltakethetroubletoreadthesocietypapersforthisweek,youwillseethatIamengagedtotheHonourableLucyPopham,youngestdaughterof...Theclerk:Thatisn’twhatImean.Canyouseeafemale?Augustus:Ofcourse,Icanseeafemaleaseasilyasamale.DoyousupposeIamblind?(GeorgeBernardShaw:AugustusDoesHisBit)33第33頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Anexperiment:Whenpeopleareaskedtofinishasentence,theytakelongerwhenthefragmenttobefinishedcontainsanambiguouswordthanwhentheambiguouswordisreplacedbyanunambiguousterm.e.g.Aftertakingtherightturnattheintersection…AftertakingtheleftturnattheintersectionThisdelaysuggeststhatallmeaningsofambiguouswordsareaccessedandthattimehastobetakentodecideamongthem.34第34頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Otherexperimentssuggestthatundersomecircumstances,onlyonemeaningisinitiallyaccessed.Thefrequencyandcontexteffectshavebeenshowntobeimportanthere.First,ifoneofthemeaningsismuchmorefrequentthantheother,peopletendtoassumethatthewordhasthemorefrequentmeaning.ChairThesemanticcontexteffectalsoplaysasignificantpartindecidingwhichmeaningisthemostappropriate.Bug(spy,spidersandroaches)35第35頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月ComprehensionofsentencesOnceawordhasbeenidentified,itisusedtoconstructasyntacticstructure.Insomecasesthisisquitestraightforward.Thejealouswomanwentaway.However,therearecomplicationsduetotheambiguityofindividualwordsandtothedifferentpossiblewaysthatwordscanbefitintophrases.Sometimesthereisnowaytodeterminewhichstructureandmeaningasentencehas.36第36頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月SyntacticambiguityDifferentpossiblewaysinwhichwordscanbefitintophrases.Thecopsawthespywiththebinoculars.

ThePPwiththebinocularsisambiguous.Itcaneitherbeacomplementoftheverb

seeorbepartofthenounphrase.Someambiguitiesareduetotheambiguouscategoryofsomeofthewordsinthesentence.

thedeserttrains37第37頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Johnpaintedthecarinthegarage.38第38頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Maylikesthevaseonthecupboardwhichsheboughtyesterday.Thestudentswilldiscusstheirplantoholdadancingpartyintheclassroom.IknowSimonbetterthanyou.Tellmeifyouhavetime.39第39頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Mybrotherwasn’treadingallthetime.ThechairmanappointedMr.Brownanassistant.Thescholarwrotelongthesisandbooks.Flyingplanescanbedangerous.40第40頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月GardenpathsentenceThehorseracedpastthebarnfell.Themanwhohuntsducksout奇妙地抽出時(shí)間onweekends.ThecottonclothingisusuallymadeofgrowsinMississippi.Fatpeopleeataccumulates.41第41頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Asentenceinwhichthecomprehenderassumesaparticularmeaningofawordorphrasebutdiscoverslaterthattheassumptionwasincorrect,forcingthecomprehendertobebacktrackandreinterpretthesentence.42第42頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月agrammaticallycorrectsentencethatstartsinsuchawaythatareader'smostlikelyinterpretationisanincorrectone,luringhiminitiallyintoanimproperparsethatthenturnsouttobeadeadend.GPSsareusedinpsycholinguisticstoillustratethat,whilereading,humanbeingsprocesslgeonewordatatime.The"gardenpath"isareferencetothesaying"tobeleddownthegardenpath",meaning"tobemisled."43第43頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Themanpushedthroughthedoorfell.大多數(shù)聽(tīng)者在語(yǔ)言處理過(guò)程的瞬間會(huì)傾向于將Themanpushedthroughthedoor理解為NP+V+PP的一個(gè)句子結(jié)構(gòu)。只有當(dāng)聽(tīng)到動(dòng)詞fell時(shí)，才折回頭對(duì)語(yǔ)言輸入重新進(jìn)行處理。這種現(xiàn)象被很形象地稱之為“花園路徑現(xiàn)象”，就像在花園中走錯(cuò)了道，折回頭再尋路徑。一般認(rèn)為，這類歧義現(xiàn)象會(huì)對(duì)語(yǔ)言的處理過(guò)程造成較大的困難。44第44頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Animportantquestioninsentenceprocessingishowpeopledecidewhichstructureanambiguoussentencehas.Peopleeitherconsiderallpossibilitiesanddecidewhichisthebest,orelsetheyusesomestrategytodecidewhichstructuretoconsiderfirst.Severalsuggestionshavebeenmadeabouthowpeopledecidewhichanalysistotryfirst.Oneguessisthatthereisastrongtendencytobuildaslittlestructureaspossible.

45第45頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月MINIMALATTACHMENTTHEORY(最少接觸理論):Peoplearemostlikelytochoosethesimplest.Theideaisthatpeopleinitiallyconstructthesimplestsyntacticstructurewheninterpretingthestructureofsentences.46第46頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月ComprehensionoftextSentencescomeintextsanddiscourses,andtheentiretextordiscourseisrelevanttothemessagesconveyed.Textisthenetofpropositions命題

thatmakeupthesemanticinterpretationsofindividualsentences.47第47頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Readersabstractthemainthreadsofadiscourseandinfermissingconnections,constrainedbylimitationsofshort-termmemoryandguidedbyhowargumentsoverlapacrosspropositionsandbylinguisticcuessignaledbythetext.讀者受短期記憶的限制，在文本命題中重疊論元和語(yǔ)言線索的引導(dǎo)下抽象出語(yǔ)篇的主要思路并推斷出潛在的聯(lián)系。48第48頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Discourseinterpretation

Resonancemodel共振模式:informationinlong-termmemoryisautomaticallyactivatedbythepresenceofmaterialthatapparentlybearsaroughsemanticrelationtoit.SchemataanddrawinginferencesSchema圖式:apre-existingknowledgestructureinmemorytypicallyinvolvingthenormalexpectedpatternsofthings.49第49頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月[RESTAURANT]Schema:Entering,ordering,eatingandexiting.EnteringScene:Thecustomerentersarestaurant,looksforatable,decideswheretosit,walkstothetable…50第50頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Johnwentintoarestaurant.Heaskedthewaitressforcoqauvin酒悶仔雞.Heateit,paidthebillandleft.(perfectlyunderstandable)Johnwentintoarestaurant.Hesawawaitress.Hegotupandwenthome.(doesnotseemtomakesense)51第51頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Apartmentforrent.$500.Istoppedtogetsomegroceriesbutthereweren'tanybasketsleftsobythetimeIarrivedatthecheck-outcounterImusthavelookedlikeajugglerhavingabadday.52第52頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月2.3LanguageproductionTheabilitytoproducewordsisacoreingredientoftheabilitytoproducelargerutterances.Singlewordaccesshasbeenandstillisacentralresearchtopic.Accesstowords詞的生成Conceptualization:whattoexpressWordselection:acompetitiveprocessMorpho-phonologicalencoding:targetwords53第53頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月GenerationofsentencesConceptualpreparation:decidingwhattosay–aglobalplanisneededWordretrievalandapplicationofsyntacticknowledgeProcessesofsentencegenerationFunctionalplanning:assigninggrammaticalfunctionsPositionalencoding:gettingintopositionsforeachunit54第54頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月WrittenlanguageproductionSimilartospokenlanguage.Orthographicforminsteadofphonologicalform.However,phonologyplaysanimportantroleinthisprocess.Writershavemoretimeavailableforconceptualpreparationandplanning.55第55頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月3.CognitiveLinguisticsCognitivelinguistics:AnewlyestablishedapproachtothestudyoflgeItisthescientificstudyoftherelationbetweenthewaywecommunicateandthewaywethink.Itisanapproachtolgethatisbasedonourexperienceoftheworldandthewayweperceiveandconceptualizeit.

56第56頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月3.1Construal識(shí)解（方法）Construal:theabilitytoconceiveandportraythesamesituationindifferentways.57第57頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Construaloperation識(shí)解操作:conceptualizingprocessesusedinlgeprocessbyhumanbeings.Theunderlyingpsychologicalprocessesandresourcesemployedintheinterpretationoflinguisticexpressions.58第58頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月1）Attention/salience(注意∕突顯)Weactivatethemostrelevantconceptsmorethanconceptsthatareirrelevanttowhatwearethinkingabout.Wedrovealongtheroad.Sheranacrosstheroad.Theworkersdugthroughtheroad.在知覺(jué)中，我們把注意力集中在感知到的情景部分。馬路被概念化為一條線（一維），一個(gè)平面（二維），一個(gè)立體（三維）59第59頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月a.Hecleanedthewindow.（玻璃）b.Heopenedthewindow.（窗扇）a.I’vebrokenthewindow.（我）b.Astonehasbrokenthewindow.（石頭）60第60頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月2）Judgment/Comparison

判斷∕比較Wecannotattendtoallfacetsofasceneatthesametime.Wecannotpayattentiontoeverything.Instead,wefocusoneventsofparticularsalience.61第61頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Figure-ground（圖形-背景）62第62頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Figure-groundThegroundseemstobeplacedbehindthefigureextendinginthebackground.Thefigureisthusmoreprominent,orevenmoreinteresting,thantheground.63第63頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Figure-groundalsoseemstoapplytoourperceptionofmovingobjects.Inordertodistinguishbetweenstationaryanddynamicfigure-groundrelations,somecognitivelinguists(egLangacker)usethetermtrajector

（射體）foramovingfigureandlandmark

（界標(biāo)）forthegroundofamovingfigure.64第64頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月There’sacat[figure]onthemat[ground]Therearestillsomepeanuts[figure]inthebag[ground]Batman[figure]wasstandingontheroof[ground]Thecomputer[figure]underthetable[ground]ismineThespacecraft[figure]washoveringoverMetropolis[ground]65第65頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Tarzan[trajector]jumpedintotheriver[landmark]Spiderman[trajector]climbedupthewall[landmark]Thebird[trajector]wingeditswayoutthewindow[landmark]We[trajector]wentacrossthefield[landmark]I[trajector]’mgoingtoLondon[landmark]66第66頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月3）Perspective∕Situatedness視點(diǎn)∕情景Perspective

：thewayinwhichweviewasceneintermsofoursituatedness.dependingontwothings:wherewearesituatedinrelationtothescenewe'reviewinghowthesceneisarrangedinrelationtooursituatedness.67第67頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Thetreeisbehindtheman.Themanisinfrontofthetree.68第68頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Thetreeisinfrontoftheman.Themanisbehindthetree.69第69頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月3.2Categorization（范疇化）Theprocessofclassifyingourexperiencesintodifferentcategoriesbasedoncommonalitiesanddifferences.Amajoringredientinthecreationofhumanknowledge;Allowsustorelatepresentexperiencestopastones.70第70頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月PrototypeTheory原型理論：amodeofgradedcategorizationincognitivescience,wheresomemembersofacategoryaremorecentralthanothers.eg,whenaskedtogiveanexampleoftheconceptbird,robinismorefrequentlycitedthan,say,penguin.71第71頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Threelevels:basiclevelsuperordinatelevelsubordinatelevel72第72頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Basiclevel Superordinatelevel

Animal

Horse Dog Cat

Chihuahua German dachshund

shepherd

Subordinatelevel

Verticalorganization73第73頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月BLC:thosethataremostculturallysalientandarerequiredtofulfillourcognitiveneedsthebest.Thisisthelevelwhereweperceivethemostdifferencesbetween“objects”intheworld.Allcategoriesofdogsaredifferent,buttheystillshareenoughtobedistinguishedfromcats,birds,snakes,primates,etc.Soitisatthislevelthatwecanfindtheidealizedconfigurationoffeatureofacategory范疇特性的最理想化的結(jié)構(gòu).74第74頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月SPLC:themostgeneralones.Themembersofasuperordinatecategorydonothaveenoughfeaturesincommontoconjureupacommongestaltatthislevel.ButifsomeoneasksyoutothinkofaVEHICLEyoumightthinkofaCARoraBUSorifsomeoneasksyoutothinkofaPLANTyoumightthinkofaTREEoraFLOWER.Thisisparasiticalcategorization寄生范疇.75第75頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月SLC:Theyhaveclearlyidentifiablegestalts完形andlotsofindividualspecificfeatures.Atthislevelweperceivethedifferencesbetweenthemembersofthebasiclevelcategories.OftenthenamesforSUBORDINATELEVELcategoriesaremorphologicallycomplex.Theyaretypicallycompositeforms.raincoat,applejuice,andwheelchair76第76頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月77第77頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月3.3ImageSchema（意象圖式）Johnson,Mark.1987.Thebodyinthemind:Thebodilybasisofmeaning,imagination,andreason.Chicago:UniversityofChicagoPress.78第78頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月arecurringstructurewithinourcognitiveprocesseswhichestablishespatternsofunderstandingandreasoning.Imageschemasareformedfromourbodilyinteractions,fromlinguisticexperience,andfromhistoricalcontext.79第79頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月80第80頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Center-peripheryschema

（中央—邊緣圖式）

Involves:aphysicalormetaphoricalcoreandedge,anddegreesofdistancefromthecore.Examples(English):ThestructureofanappleAnindividual’sperceptualsphereAnindividual’ssocialsphere,withfamilyandfriendsatthecoreandothershavingdegreesofperipherality81第81頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Containmentschema

（容器圖式）Involvesaphysicalormetaphoricalboundary界限enclosedareaorvolume

閉合的區(qū)域或容器excludedareaorvolume

不閉合的范圍或容器82第82頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Bodilyexperience:humanbodiesascontainers.Structuralelements:interior,boundary,exteriorTheshipiscomingintoview.She’sdeepinthought.Westoodinsilence.83第83頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Cycleschema

（循環(huán)圖式）Involvesrepetitiouseventsandeventseries.Itsstructureincludesthefollowing:AstartingpointAprogressionthroughsuccessiveeventswithoutbacktracking不受阻礙的事件進(jìn)程Areturntotheinitialstate回到起始點(diǎn)84第84頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Examples(English)DaysWeeksYearsSleepingandwakingBreathingCirculationEmotionalbuildupandrelease85第85頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Forceschema

（力量圖式）Involvesphysicalormetaphoricalcausalinteraction生理或隱喻因果互動(dòng)關(guān)系.Itincludesthefollowingelements:AsourceandtargetoftheforceAdirectionandintensityoftheforceApathofmotionofthesourceand/ortargetAsequenceofcausation86第86頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Examples(English):Physical:Wind,GravityStructuralelements:force,path,entity,etc.Interaction,directionality,causalityCompulsionBlockageCounterforceDiversionRemovalofrestraint87第87頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Linkschema（連接圖式）Consistsoftwoormoreentities,connectedphysicallyormetaphorically,andthebondbetweenthem.

EntityA EntityB88第88頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Examples(English):Achildholdinghermother’shandSomeonepluggingalampintothewallAcausal“connection”Kinship“ties”89第89頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Part-wholeschema（部分—整體圖式）

Involvesphysicalormetaphoricalwholesalongwiththeirpartsandaconfigurationoftheparts.Examples(English):Physical:ThebodyanditspartsMetaphorical:Thefamily; ThecastestructureofIndia

印度種姓等級(jí)90第90頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Pathschema（路徑圖式）Involvesphysicalormetaphoricalmovementfromplacetoplace,andconsistsofastartingpoint,agoal,andaseriesofintermediatepoints.91第91頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Examples(English):Physical:Paths;TrajectoriesMetaphorical:Thepurpose-as-physical-goalmetaphor,asexpressedinthefollowingsentences:Tomhasgonealongwaytowardchanginghispersonality.Youhavereachedthemidpointofyourflighttraining.She'sjuststartingouttomakeherfortune.Janewassidetrackedinhersearchforself-understanding.92第92頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Scaleschema（刻度圖式）Involvesanincreaseordecreaseofphysicalormetaphoricalamount,andconsistsofanyofthefollowing:Aclosed-oropen-ended progressionofamountApositionintheprogression ofamount數(shù)量級(jí)數(shù)的位置Oneormorenormsofamount93第93頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Examples:PhysicalamountsPropertiesinthenumbersystemEconomicentitiessuchassupplyanddemand94第94頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Verticalityschema（垂直圖式）Involves“up”and“down”relations.Examples:StandinguprightClimbingstairsViewingaflagpoleWatchingwaterriseinatub95第95頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月3.4MetaphorGeorgeLakoffandMarkJohnson(1980).MetaphorsWeLiveBy.UniversityofChicagoPress.96第96頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Metaphoristheconceptofunderstandingonethingintermsofanother.Ametaphorisafigureofspeechthatconstructsananalogybetweentwothingsorideas;theanalogyisconveyedbytheuseofametaphoricalwordinplaceofsomeotherword.Forexample:"Hereyeswereglisteningjewels".97第97頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月ConceptualMetaphorTheory

（概念隱喻理論）Metaphorsareactuallycognitivetoolsthathelpusstructureourthoughtsandexperiencesintheworldaroundus.Metaphorisaconceptualmapping,notalinguisticone,fromonedomaintoanother,notfromawordtoanother.98第98頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Targetdomain-whatisactuallybeingtalkedabout.Sourcedomain-thedomainusedasabasisforunderstandingtargetXisY.

Targetdomain(X)Sourcedomain

(Y)RATIONALARGUMENTWAR99第99頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Therearethreecategoriesofconceptualmetaphors:Ontologicalmetaphors實(shí)體隱喻Structuralmetaphors結(jié)構(gòu)性隱喻Orientationalmetaphors方位性隱喻100第100頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月(1)OntologicalmetaphorsHumanexperienceswithphysicalobjectsprovidethebasisforwaysofviewingevents,activities,emotions,ideas,etc.,asentitiesandsubstances.

Categorizeevents,actionsandstatesassubstances.

人類以自身經(jīng)驗(yàn)和生理實(shí)體為基礎(chǔ)，把事件、行為、情感、思想等抽象概念轉(zhuǎn)換為實(shí)體。

101第101頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Example:INFLATIONISANENEMYa.Inflationisloweringourstandardofliving.b.Ifthereismuchmoreinflation,we’llneversurvive.c.Weneedtocombatinflation.d.Inflationisbackingusintoacorner.102第102頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Example:THEMINDISAMACHINEa.Mymindjustisn’toperating.b.I’malittlerustytoday.c.We’restilltryingtogrindoutthesolutiontothisequation.103第103頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月(2)StructuralmetaphorsProvideshighlystructured,clearlydelineatedsourcedomaintostructuretargetdomain.Themappinginvolvestwotypesofcorrespondencebetweentargetandsourcedomain,whicharebothgroundedinourexperiencesintheworld.Itimplieshowoneconceptismetaphoricallystructuredintermsofanother.104第104頁(yè)，課件共144頁(yè)，創(chuàng)作于2023年2月Example:ARGUMENTISWARYourclaimsareindefensible.Heattackedeveryweakpointinmyargument.Hiscriticismswererightontarget.Idemolishedhisargument.I’veneverwonanargumentwithhim.Youdisagree?OK,shoot!Ifyouusethatstrategy,he’llwipeyouout.Heshotdownallofmyarg