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Declinatio : a study of the linguistic theory of Marcus Terentius Varro / / Daniel J. Taylor
| Declinatio : a study of the linguistic theory of Marcus Terentius Varro / / Daniel J. Taylor |
| Autore | Taylor Daniel J |
| Pubbl/distr/stampa | Amsterdam/Philadelphia : , : John Benjamins B.V., , 1974 |
| Descrizione fisica | 1 online resource (152 pages) |
| Disciplina | 475 |
| Collana | Amsterdam studies in the theory and history of linguistic science. Series III, Studies in the history of linguistics |
| Soggetto topico |
Latin language - Grammar, Historical
Linguistics - Rome |
| ISBN |
1-283-09312-X
9786613093127 90-272-8658-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | DECLINATIO A STUDY OF THE LINGUISTIC THEORY OF MARCUS TERENTIUS VARRO; Editorial page; Title page; Copyright page; PREFACE; Table of contents; I. THE NATURE OF THE STUDY; II. THE NATURE OF LANGUAGE; III. THE NATURE OF GRAMMATICAL INQUIRY; IV. SUMMARY AND CONCLUSION; V. GLOSSARY; VI. INDEX VERBORUM; VII. INDEX LOCORUM; VIII. BIBLIOGRAPHY OF TEXTS CONSULTED; IX. BIBLIOGRAPHY OF WORKS CITED; The series Studies in the History of the Language Sciences |
| Record Nr. | UNINA-9910781266203321 |
Taylor Daniel J
|
||
| Amsterdam/Philadelphia : , : John Benjamins B.V., , 1974 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Declinatio : a study of the linguistic theory of Marcus Terentius Varro / / Daniel J. Taylor
| Declinatio : a study of the linguistic theory of Marcus Terentius Varro / / Daniel J. Taylor |
| Autore | Taylor Daniel J |
| Pubbl/distr/stampa | Amsterdam/Philadelphia : , : John Benjamins B.V., , 1974 |
| Descrizione fisica | 1 online resource (152 pages) |
| Disciplina | 475 |
| Collana | Amsterdam studies in the theory and history of linguistic science. Series III, Studies in the history of linguistics |
| Soggetto topico |
Latin language - Grammar, Historical
Linguistics - Rome |
| ISBN |
1-283-09312-X
9786613093127 90-272-8658-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | DECLINATIO A STUDY OF THE LINGUISTIC THEORY OF MARCUS TERENTIUS VARRO; Editorial page; Title page; Copyright page; PREFACE; Table of contents; I. THE NATURE OF THE STUDY; II. THE NATURE OF LANGUAGE; III. THE NATURE OF GRAMMATICAL INQUIRY; IV. SUMMARY AND CONCLUSION; V. GLOSSARY; VI. INDEX VERBORUM; VII. INDEX LOCORUM; VIII. BIBLIOGRAPHY OF TEXTS CONSULTED; IX. BIBLIOGRAPHY OF WORKS CITED; The series Studies in the History of the Language Sciences |
| Record Nr. | UNINA-9910825735603321 |
|
Taylor Daniel J
|
||
| Amsterdam/Philadelphia : , : John Benjamins B.V., , 1974 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin
| Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (268 p.) |
| Disciplina | 371.35/8 |
| Collana | Dialogue Studies |
| Soggetto topico |
Dialogue analysis - Data processing
Dialogue analysis - Technical innovations Communication in education - Technological innovations Distance education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 90-272-6934-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking - what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization
2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 - Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 - Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain 4.2.3 Step 3 - Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 - Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 - Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 - Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces |
| Record Nr. | UNINA-9910460173103321 |
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin
| Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (268 p.) |
| Disciplina | 371.35/8 |
| Collana | Dialogue Studies |
| Soggetto topico |
Dialogue analysis - Data processing
Dialogue analysis - Technical innovations Communication in education - Technological innovations Distance education |
| ISBN | 90-272-6934-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking - what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization
2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 - Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 - Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain 4.2.3 Step 3 - Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 - Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 - Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 - Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces |
| Record Nr. | UNINA-9910787007003321 |
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin
| Educating in dialog : constructing meaning and building knowledge with dialogic technology / / edited by Sebastian Feller, Ilker Yengin |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (268 p.) |
| Disciplina | 371.35/8 |
| Collana | Dialogue Studies |
| Soggetto topico |
Dialogue analysis - Data processing
Dialogue analysis - Technical innovations Communication in education - Technological innovations Distance education |
| ISBN | 90-272-6934-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking - what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization
2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; Understanding ExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company 1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 - Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 - Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain 4.2.3 Step 3 - Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 - Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 - Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 - Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; Programme Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spaces |
| Record Nr. | UNINA-9910817111703321 |
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Frames of understanding in text and discourse : theoretical foundations and descriptive applications / / Alexander Ziem
| Frames of understanding in text and discourse : theoretical foundations and descriptive applications / / Alexander Ziem |
| Autore | Ziem Alexander |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (440 p.) |
| Disciplina | 401/.43 |
| Collana | Human Cognitive Processing |
| Soggetto topico |
Frames (Linguistics)
Semantics - Psychological aspects Cognition |
| Soggetto genere / forma | Electronic books. |
| ISBN | 90-272-6964-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Frames of Understanding in Text and Discourse; Editorial page; Title page; LCC data; In memory of Chuck Fillmore; Table of contents; Preface; Introduction; 1. Semantic interest in frames; 1.1 Evidence for frames ; 1.2 Frames in research ; 1.2.1 The development of frame research ; 1.2.2 Frames and other representation formats ; 1.3 Frames in cognitive science ; 1.3.1 Cognition, representation, categorization ; 1.3.2 Positions in cognitive theory ; 1.3.3 Frames in modularist and holistic approaches ; 2. Cognitive theory and semantic issues ; 2.1 Holism vs. Modularism: an example
2.2 Modularism 2.2.1 Two-level semantics (M. Bierwisch) ; 2.2.2 Frame semantics vs. two-level semantics: some issues ; 2.2.3 Example analyses ; 2.2.4 Three-level semantics (M. Schwarz) ; 2.3 Holism ; 2.3.1 Meaning as conceptualization ; 2.3.2 Language as conceptualization (R. Langacker vs. R. Jackendoff) ; 3. The holistic paradigm ; 3.1 Are linguistic and conceptual knowledge distinct entities? ; 3.1.1 Essence vs. accidence? ; 3.1.2 Synthetic vs. analytic truths? ; 3.1.3 Culture vs. language? ; 3.1.4 Semantics vs. pragmatics? ; 3.2 The "space of understanding" (C. Demmerling) 3.3 The postulate of U-relevance 3.3.1 Busse's explicative semantics ; 3.3.2 Approaches in psycholinguistic research on language-processing ; 3.3.3 Comparison of knowledge types ; 4. Semiotic issues ; 4.1 Linguistic signs as constructions ; 4.1.1 The symbolic principle in construction grammar and Cognitive Grammar ; 4.1.2 What are constructions and symbolic units? ; 4.1.3 Constructions in the "space of understanding" ; 4.2 Frames and symbolic units ; 4.2.1 Conventional vs. contextual aspects of meaning (R. Langacker) 4.2.2 Are "situations" and "backgrounds" elements of semantic units? (J. Zlatev) 4.2.3 Are "scenes" elements of semantic units? (C. Fillmore) ; 4.3 Relations ; 4.3.1 Evoked and invoked frames (C. Fillmore) ; 4.3.2 Meaning potentials (J. Allwood) ; 5. Frames as schemata ; 5.1 Categorization ; 5.2 Schemata ; 5.2.1 Schemata as representational formats of non-specific modality ; 5.2.2 Shared features of frames and schemata ; 5.3 Frames as schemata: example analysis ; 6. The structural constituents of frames ; 6.1 Issues ; 6.2 Reference ; 6.2.1 Frames as a projection area of referentiality 6.2.2 Every word evokes a frame 6.3 Predication potential: slots ; 6.3.1 What are slots? ; 6.3.2 Hyperonym type reduction: determining slots ; 6.3.3 Example analysis ; 6.4 Explicit predications: fillers ; 6.4.1 When are predications explicit? ; 6.4.2 Linguistic manifestations ; 6.5 Implicit predications: default values ; 6.5.1 Recurrent schema instantiations: token and type frequency ; 6.5.2 "Cognitive trails" as phenomena of the third kind ; 6.5.3 Type frequency: an example ; 7. Frames in discourse: the financial investors as Locusts metaphor ; 7.1 Preliminaries 7.1.1 Frames as an instrument of corpus-based analysis |
| Record Nr. | UNINA-9910460171803321 |
|
Ziem Alexander
|
||
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Frames of understanding in text and discourse : theoretical foundations and descriptive applications / / Alexander Ziem
| Frames of understanding in text and discourse : theoretical foundations and descriptive applications / / Alexander Ziem |
| Autore | Ziem Alexander |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (440 p.) |
| Disciplina | 401/.43 |
| Collana | Human Cognitive Processing |
| Soggetto topico |
Frames (Linguistics)
Semantics - Psychological aspects Cognition |
| ISBN | 90-272-6964-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Frames of Understanding in Text and Discourse; Editorial page; Title page; LCC data; In memory of Chuck Fillmore; Table of contents; Preface; Introduction; 1. Semantic interest in frames; 1.1 Evidence for frames ; 1.2 Frames in research ; 1.2.1 The development of frame research ; 1.2.2 Frames and other representation formats ; 1.3 Frames in cognitive science ; 1.3.1 Cognition, representation, categorization ; 1.3.2 Positions in cognitive theory ; 1.3.3 Frames in modularist and holistic approaches ; 2. Cognitive theory and semantic issues ; 2.1 Holism vs. Modularism: an example
2.2 Modularism 2.2.1 Two-level semantics (M. Bierwisch) ; 2.2.2 Frame semantics vs. two-level semantics: some issues ; 2.2.3 Example analyses ; 2.2.4 Three-level semantics (M. Schwarz) ; 2.3 Holism ; 2.3.1 Meaning as conceptualization ; 2.3.2 Language as conceptualization (R. Langacker vs. R. Jackendoff) ; 3. The holistic paradigm ; 3.1 Are linguistic and conceptual knowledge distinct entities? ; 3.1.1 Essence vs. accidence? ; 3.1.2 Synthetic vs. analytic truths? ; 3.1.3 Culture vs. language? ; 3.1.4 Semantics vs. pragmatics? ; 3.2 The "space of understanding" (C. Demmerling) 3.3 The postulate of U-relevance 3.3.1 Busse's explicative semantics ; 3.3.2 Approaches in psycholinguistic research on language-processing ; 3.3.3 Comparison of knowledge types ; 4. Semiotic issues ; 4.1 Linguistic signs as constructions ; 4.1.1 The symbolic principle in construction grammar and Cognitive Grammar ; 4.1.2 What are constructions and symbolic units? ; 4.1.3 Constructions in the "space of understanding" ; 4.2 Frames and symbolic units ; 4.2.1 Conventional vs. contextual aspects of meaning (R. Langacker) 4.2.2 Are "situations" and "backgrounds" elements of semantic units? (J. Zlatev) 4.2.3 Are "scenes" elements of semantic units? (C. Fillmore) ; 4.3 Relations ; 4.3.1 Evoked and invoked frames (C. Fillmore) ; 4.3.2 Meaning potentials (J. Allwood) ; 5. Frames as schemata ; 5.1 Categorization ; 5.2 Schemata ; 5.2.1 Schemata as representational formats of non-specific modality ; 5.2.2 Shared features of frames and schemata ; 5.3 Frames as schemata: example analysis ; 6. The structural constituents of frames ; 6.1 Issues ; 6.2 Reference ; 6.2.1 Frames as a projection area of referentiality 6.2.2 Every word evokes a frame 6.3 Predication potential: slots ; 6.3.1 What are slots? ; 6.3.2 Hyperonym type reduction: determining slots ; 6.3.3 Example analysis ; 6.4 Explicit predications: fillers ; 6.4.1 When are predications explicit? ; 6.4.2 Linguistic manifestations ; 6.5 Implicit predications: default values ; 6.5.1 Recurrent schema instantiations: token and type frequency ; 6.5.2 "Cognitive trails" as phenomena of the third kind ; 6.5.3 Type frequency: an example ; 7. Frames in discourse: the financial investors as Locusts metaphor ; 7.1 Preliminaries 7.1.1 Frames as an instrument of corpus-based analysis |
| Record Nr. | UNINA-9910787006903321 |
|
Ziem Alexander
|
||
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Frames of understanding in text and discourse : theoretical foundations and descriptive applications / / Alexander Ziem
| Frames of understanding in text and discourse : theoretical foundations and descriptive applications / / Alexander Ziem |
| Autore | Ziem Alexander |
| Pubbl/distr/stampa | Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 |
| Descrizione fisica | 1 online resource (440 p.) |
| Disciplina | 401/.43 |
| Collana | Human Cognitive Processing |
| Soggetto topico |
Frames (Linguistics)
Semantics - Psychological aspects Cognition |
| ISBN | 90-272-6964-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Frames of Understanding in Text and Discourse; Editorial page; Title page; LCC data; In memory of Chuck Fillmore; Table of contents; Preface; Introduction; 1. Semantic interest in frames; 1.1 Evidence for frames ; 1.2 Frames in research ; 1.2.1 The development of frame research ; 1.2.2 Frames and other representation formats ; 1.3 Frames in cognitive science ; 1.3.1 Cognition, representation, categorization ; 1.3.2 Positions in cognitive theory ; 1.3.3 Frames in modularist and holistic approaches ; 2. Cognitive theory and semantic issues ; 2.1 Holism vs. Modularism: an example
2.2 Modularism 2.2.1 Two-level semantics (M. Bierwisch) ; 2.2.2 Frame semantics vs. two-level semantics: some issues ; 2.2.3 Example analyses ; 2.2.4 Three-level semantics (M. Schwarz) ; 2.3 Holism ; 2.3.1 Meaning as conceptualization ; 2.3.2 Language as conceptualization (R. Langacker vs. R. Jackendoff) ; 3. The holistic paradigm ; 3.1 Are linguistic and conceptual knowledge distinct entities? ; 3.1.1 Essence vs. accidence? ; 3.1.2 Synthetic vs. analytic truths? ; 3.1.3 Culture vs. language? ; 3.1.4 Semantics vs. pragmatics? ; 3.2 The "space of understanding" (C. Demmerling) 3.3 The postulate of U-relevance 3.3.1 Busse's explicative semantics ; 3.3.2 Approaches in psycholinguistic research on language-processing ; 3.3.3 Comparison of knowledge types ; 4. Semiotic issues ; 4.1 Linguistic signs as constructions ; 4.1.1 The symbolic principle in construction grammar and Cognitive Grammar ; 4.1.2 What are constructions and symbolic units? ; 4.1.3 Constructions in the "space of understanding" ; 4.2 Frames and symbolic units ; 4.2.1 Conventional vs. contextual aspects of meaning (R. Langacker) 4.2.2 Are "situations" and "backgrounds" elements of semantic units? (J. Zlatev) 4.2.3 Are "scenes" elements of semantic units? (C. Fillmore) ; 4.3 Relations ; 4.3.1 Evoked and invoked frames (C. Fillmore) ; 4.3.2 Meaning potentials (J. Allwood) ; 5. Frames as schemata ; 5.1 Categorization ; 5.2 Schemata ; 5.2.1 Schemata as representational formats of non-specific modality ; 5.2.2 Shared features of frames and schemata ; 5.3 Frames as schemata: example analysis ; 6. The structural constituents of frames ; 6.1 Issues ; 6.2 Reference ; 6.2.1 Frames as a projection area of referentiality 6.2.2 Every word evokes a frame 6.3 Predication potential: slots ; 6.3.1 What are slots? ; 6.3.2 Hyperonym type reduction: determining slots ; 6.3.3 Example analysis ; 6.4 Explicit predications: fillers ; 6.4.1 When are predications explicit? ; 6.4.2 Linguistic manifestations ; 6.5 Implicit predications: default values ; 6.5.1 Recurrent schema instantiations: token and type frequency ; 6.5.2 "Cognitive trails" as phenomena of the third kind ; 6.5.3 Type frequency: an example ; 7. Frames in discourse: the financial investors as Locusts metaphor ; 7.1 Preliminaries 7.1.1 Frames as an instrument of corpus-based analysis |
| Record Nr. | UNINA-9910827886803321 |
|
Ziem Alexander
|
||
| Amsterdam, The Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins B.V., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of Australian languages / / edited by R.M.W. Dixon and Barry J. Blake
| Handbook of Australian languages / / edited by R.M.W. Dixon and Barry J. Blake |
| Pubbl/distr/stampa | Amsterdam : , : John Benjamins B.V., , 1979 |
| Descrizione fisica | 1 online resource (xviii, 390 page) : illustrations, maps |
| Disciplina | 499.15 |
| Altri autori (Persone) |
DixonRobert M. W
BlakeBarry J |
| Collana | Handbook of Australian languages |
| Soggetto topico |
Australian languages
Aboriginal Australians - Languages |
| Soggetto genere / forma | Electronic books. |
| ISBN |
9027205124
9789027205124 1283549034 9786613861481 9027273553 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Title Page ""; ""Contents""; ""List of Maps""; ""Preface""; ""Contributors' addresses""; ""Abbreviations""; ""Introduction by Barry J. Blake and R.M. W. Dixon""; ""Guugu Yimidhirr by John Haviland""; ""Pitta-Pitta by Barry J. Blake""; ""Gumbaynggir by Diana Kades""; ""Yaygirby Terry Crowley""; ""References"" |
| Record Nr. | UNINA-9910452158003321 |
| Amsterdam : , : John Benjamins B.V., , 1979 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of Australian languages / / editors, R.M.W. Dixon, Barry J. Blake
| Handbook of Australian languages / / editors, R.M.W. Dixon, Barry J. Blake |
| Pubbl/distr/stampa | Amsterdam : , : John Benjamins B.V., , 1979 |
| Descrizione fisica | 1 online resource (xviii, 390 page) : illustrations, maps |
| Disciplina | 499.15 |
| Altri autori (Persone) |
DixonRobert M. W. <1939->
BlakeBarry J |
| Collana | Handbook of Australian languages |
| Soggetto topico |
Australian languages
Aboriginal Australians - Languages |
| ISBN |
9027205124
9789027205124 1283549034 9786613861481 9027273553 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Title Page ""; ""Contents""; ""List of Maps""; ""Preface""; ""Contributors' addresses""; ""Abbreviations""; ""Introduction by Barry J. Blake and R.M. W. Dixon""; ""Guugu Yimidhirr by John Haviland""; ""Pitta-Pitta by Barry J. Blake""; ""Gumbaynggir by Diana Kades""; ""Yaygirby Terry Crowley""; ""References"" |
| Record Nr. | UNINA-9910779193303321 |
| Amsterdam : , : John Benjamins B.V., , 1979 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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