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Human categorization
... The motivation for Tanaka and Taylor's (1991) increased accessibility explanation stems from the original operational definition of the basic level put forth by Rosch and her collaborators (Rosch, 1977(Rosch, , 1978Rosch et al., 1976). In particular, Rosch argued that the basic level was the most inclusive level at which objects possess significant numbers of attributes in common, have similar motor programs, and have similar shapes. ...
... 478). Tanaka and Taylor's (1991) decision to abandon the notion of basic-level construction in order to conform to the original operational definition put forth by Rosch and her collaborators (Rosch, 1977(Rosch, ,1978Rosch et al., 1976) seems premature. It is clear that Rosch et al. (1976) did not intend to imply that the basic level is determined entirely by the structure of objects in the world. ...
Six experiments were conducted on the effects of expertise on basic-level categorization. Individuals with varying levels of knowledge about songbirds generated lists of attributes, named objects, identified and discriminated among object silhouettes, verified category membership at 4 hierarchical levels, and visually identified songbirds primed either by species-specific, related, or unrelated birdsong. Results indicated that the original basic level never lost its privileged status. Expertise increased access to categorical information at the subordinate level for intermediate experts and at both the subordinate and sub-subordinate levels for advanced experts, causing these sublevels to function as basic. Throughout the continuum of expertise, conceptual knowledge interacted with perception. Accordingly, experts attended to different and more subtle perceptual features than novices.
... For example, Hess (1982) argued that the prototype abstraction task more closely mimics the concept acquisition process as it occurs in everyday life. The acquisition of conceptual information in natural settings is thought to be an incidental, automatic process that results from day-to-day encounters with concept exemplars, and the ultimate product of this process is a conceptual representation that is not necessarily a rule defining necessary and sufficient features (e.g., Rosch, 1977). In contrast, the classical concept-identification task tends to emphasize intentional, effortful acquisition processes directed toward discovery of such a rule. ...
... Communication concerning this article should be addressed to Thomas M. Hess, Department of Psychology, North Carolina State University, Raleigh, North Carolina 27695-7801. thought to be an incidental, automatic process that results from day-to-day encounters with concept exemplars, and the ultimate product of this process is a conceptual representation that is not necessarily a rule defining necessary and sufficient features (e.g., Rosch, 1977). In contrast, the classical concept-identification task tends to emphasize intentional, effortful acquisition processes directed toward discovery of such a rule. ...
The effects of age differences in retention of information about specific concept members on the ability to abstract central tendency information were examined. Young and older adults were presented with a series of visual patterns that were organized around a prototype. They were then presented with these same patterns plus a set of new patterns varying in prototype similarity in a recognition test. It was found that young adults retained more information about specific acquisition set exemplars, which resulted in slightly different recognition responses for new patterns. However, the recognition behavior of both young and older adults appeared to be governed by the same rules. It is suggested that the organization of conceptual information does not change with age, but the poorer retention of specific item information in older adults may result in a less complete representation.
... Valera et al. [1991] maintain that, for all organisms, categorization is among the most fundamental cognitive processes as it is thereby that "the uniqueness of each experience is transformed into the more limited set of learned, meaningful categories to which humans and other organisms respond" [1991:176]. As such, Rosch [1977] argues that the basiclevel construction n of categories for concrete objects is by no means arbitrary, but is determined by a combination of (i) biological factors (i.e. being used/interacted with by l For example, the human visual system is incapable of observing colors in the infrared spectrum, which other organisms-like rattlesnakes-can access [Peter & Hartline, 1982]. ...
... m For the purposes of this paper, I limit my focus to those aspects that I consider most relevant for my argument on the difficulties of natural language grounding in AI, but I encourage an interested reader to read the related theories discussed in Evans [2019]. n That is, on some standard medium level of specificity; e.g., categorizing something as a chair, rather than a leather sofa (more specific) or piece of furniture (more general) [Rosch, 1977]. similar sensorimotor systems), (ii) being perceived by similar sense modalities (i.e. ...
Recent hype surrounding the increasing sophistication of language processing models has renewed optimism regarding machines achieving a human-like command of natural language. Research in the area of natural language understanding (NLU) in artificial intelligence claims to have been making great strides in this area, however, the lack of conceptual clarity/consistency in how 'understanding' is used in this and other disciplines makes it difficult to discern how close we actually are. In this interdisciplinary research thesis, I integrate insights from cognitive science/psychology, philosophy of mind, and cognitive linguistics, and evaluate it against a critical review of current approaches in NLU to explore the basic requirements--and remaining challenges--for developing artificially intelligent systems with human-like capacities for language use and comprehension.
... Nie ma bowiem uczucia, przekonania czy przypuszczenia lub doznania fizyczno-fizjologicznego bez doświadczającej go osoby. Kanoniczna postać sceny doznania czegoś w języku i poznaniu jest zatem konstytuowana przez subiekt oraz stan doznania (Rosch 1977(Rosch , 1978(Rosch : 28-30, 1981: fizyczno-fizjologiczny, mentalny lub emocjonalny. W języku przybiera to prototypową postać formuły syntaktycznej, w której osoba mówiąca i subiekt stanu zarazem staje się podmiotem ktoś czuje coś. ...
... Zaproponowana przez Annę Wierzbicką formuła porównawcza "x czuje się tak, jak czujemy się zwykle, wtedy kiedy…" odnosi do intersubiektywnie podzielanej zgody w kwestii podobieństwa ludzkich doznań uczuciowych oraz określa zwykły, czyli typowy, normalny → prototypowy stan rzeczy (por. Rosch 1977Rosch , 1978Rosch , 1981. Od początku naszych rozważań staramy się podkreślić, jak ważną funkcję pełni w nich czasownik czuć się nastawiony na opis uczuć, a w definiowaniu uczuć uważany za swoiste genus proximum wszystkich tych definicji i nazwę kategorii UCZUCIE. ...
The article concentrates on the concept of CZUĆ (FEEL) in Polish as it underlies semantico-syntactic constructions and emerges as the auxiliary verb czuć. The authors discuss essential meanings of the concept and analyse those phrasal and clausal constructions which are based on the verb czuć. Consequently, they characterize the way the verb is understood and explain how its meanings are constructed. Finally, the article shows how the sensory meanings of the verb czuć have been extended to the emotional and cognitive meanings of premonitions and presumptions.
... In the search for roots of the cognitivist theory of language, commonly known today as Cognitive Linguistics, researchers tend to turn to writings in the field of cognitive psychology from the second part of the 20 th century. It is a demonstrably correct approach: for example the research by an American psychologist Eleanor Rosch (1977), focusing on the way the processes of categorization work, remains to this day a pillar of the radial category theory and prototype theory-based cognitive semantics, which recognizes the primacy the cognitive processes of human mind have in creating, acquiring and using languages (Lakoff 1987;Langacker 1987Langacker , 2008. ...
Works written in the cognitivist vein have been clearly inspired by and connected with Gestalt psychology – a fact recognized by scholars who describe the beginnings and subsequent development of cognitive theories of language. However, the discoverers of hidden aspects of the history of Cognitive Linguistics hardly ever put on their lists of forerunners the name of Roman Ingarden. And yet many of fundamental principles that underlie cognitivist theories of language and grammar can be found in Ingarden’s writings, notably in his The Cognition of the Literary Work of Art, first published in 1937 – exactly half a century before the year 1987, the annus mirabilis of Cognitive Linguistics, when its founding fathers published their groundbreaking monographs. Ingarden wrote about “literature”, while Langacker and his followers focus upon “non-literature”, i.e. text and discourse as elements of everyday communication. But both the (narrower) aesthetic concepts of Ingarden and the wider (linguistic) notions of Langacker, Lakoff or Talmy are based upon the fundamental opposition between the objectivist and the subjectivist approach. Most striking is the convergence of their view upon the shape of language as it occurs in verbal expression, inevitably connected with consciousness and mental activity of the producer: a cognizant subject of perception, conceptualization and expression. Deeper knowledge of Ingarden’s phenomenological thought might enrich cognitivist reflection on language and by taking account of phenomenological aspects of language use promote the search for markers of “everyday literariness”.
... No caso da SE apresentada, a partir deHeine et al. (1991a, p. 46), podemos dizer que o significado de pé é reconhecido como literal e na sequência, pelo processo metafórico, sofre a abstratização na interpretação conotativa do termo.A essa forma-fonte, ressaltada porGonçalves et al. (2007), alinhamos a ideia contida na definição de protótipo. SegundoRosch (1978), para ISSN: 1983-0882 Page 30 REVISTA CADERNO PEDAGÓGICO -Studies Publicações e Editora Ltda., Curitiba, v.21, n.13, p. 01-40. 2024. ...
Este artigo propõe-se a compreender o processo metafórico no contínuo de gramaticalização do léxico pé, recorrente na letra da canção infantil Pé com Pé. Tematizado pela metaforização de pé, este texto foi pensado a partir da língua em uso. Para tanto, recorremos ao Funcionalismo linguístico, que nos reporta ao processo de gramaticalização da forma em decorrência da função, apresentada no contexto de fala. Frente aos parâmetros de gramaticalização, analisamos a metáfora, um mecanismo capaz de transferir conceitos, que aproximam domínios cognitivos diferentes, com vistas às metáforas de pé. Por esse viés, olhamos as relações estabelecidas entre corpo e mente, ancorados na linguística cognitiva, cuja teoria nos embasa, principalmente, por meio de Lakoff e Johnson; Votre e Rocha; Croft e Cruse. Assim, os estudos da abstratização dos conceitos sobre pé, explicados pela semântica cognitiva, nos portam à conclusão de que as metáforas corporificam a mente sempre que houver similaridade e analogia das coisas do mundo com o corpo humano. Logo, o gesto interpretativo sobre as metáforas já fixadas na língua portuguesa, propostas na canção infantil, demonstra que a expansão metafórica pode levar às crianças à identificação das coisas que existem no mundo, partindo do concreto ao abstrato, que, imageticamente, estão correlacionados.
... In cognitive linguistics, categorization explains the relationship between conceptual categories and linguistic meanings. It is important to introduce Eleanor Rosch's prototype theory (Rosch 1975;Rosch et al. 1976;Rosch 1977) first as it exerts an influence on Lakoff 's Idealized Cognitive Models (ICMs, see discussion below). Prototype theory has two tenets: one is vertical dimension, known as the principle of cognitive economy; the other is horizontal dimension, termed the principle perceived world structure. ...
It is now well established that English phrasal verbs cause English as foreign language learners no small degree of confusion due to the semantic complexity. However, the influence of crosslinguistic transfer on learning phrasal verbs has remained unclear. There even has been little qualitative analysis of the crosslinguistic difference between literal and metaphorical meanings of particles. This paper proposes an instructional approach underpinned by metaphor and categorization in cognitive linguistics and highlights particles as a means of disentangling polysemous verb-particle constructions. Fifteen students from four universities in Taipei City and City of Newcastle upon Tyne participated in the study. Results of the qualitative data, i.e., discussion tasks, in-session tasks, and interviews, suggested that despite the difficulty of understanding some target items, the crosslinguistic similarities and differences generally aid the learning of the phrasal verbs via the proposed approach. Raising an awareness of crosslinguistic difference between metaphorical meanings of particles can be pedagogically useful.
... Al contrario, la significación ye, si se mos permite la metáfora, un espaciu munches veces ampliu, pero lo suficientemente centrípetu, por asina dicir, como pa consideralu unitariu: nesti sen van güei mesmo les corrientes más formalistes y mentalistes que, como Pustejovsky, los autores que, con una perspeutiva más cognitiva, tomada de la psicoloxía, propunxeren nos años setenta (Berlin & Kay, 1969;Rosch, 1977), tal que la teoría de prototipos, un modelu pal pensamientu y la categorización humanos en xeneral que s'aplica tamién a la llingüística y a la semántica. ...
Nel marcu d’una investigación más amplia sobre verbos mentales en llatín, con especial atención a los verbos de perceición y opinión (vid. Viberg, 2001), esti artículu trata de rastrexar la diacronía léxica del verbu llatín sentiō y la so continuación (constante o anovadora) nel lexema asturianu sentir. N’efeutu, los verbos que signifiquen «sentir», como’l llatín sentiō, los sos continuadores romances (gallegu, portugués sentir; asturianu sentir; castellanu sentir; catalán sentir; francés sentir; italianu pandialectal sentire; friulianu sintî, romanche sentir, santir; rumanu simți) y otres unidaes léxiques análogues (inglés feel, neerlandés voel, rusu чувствовать [chuvstvovat’] por exemplu), representen un casu de «multimodalidá» o polisemia (Delmas, 2006; Jansegers, Enghels & Cruz-Domínguez, 2016; Fernández-Jaén, 2016), típicamente estudiáu ente los verbos cognitivos del llinguaxe. El nuestru trabayu parte de los datos lexicográficos del ThLL (1900-), el DELLA (2018-2022) y otros diccionarios del llatín y del asturianu, asina como de trabayos propios, de corpus y encuestes feches a falantes de l’Asturies de güei, col oxetivu de presentar una triple carauterización del verbu dende estremaos puntos de vista: sincrónicamente, como continuador del llatín (diacrónicamente) y nel conxuntu de la Romania (comparativamente), y, en tou casu, considerando fechos que correspuenden a estremaos niveles d’analís llingüísticu. L’artículu conclúi encetando la diacronía sentiō-sentir dende una perspeutiva sociollingüística, pal continuum ástur-castellanu del nuesu dominiu llingüísticu, col enfotu de dar rempuestes a la entruga que motiva esti estudiu: ¿qué ye sentir n’Asturies? ¿Siéntese n’asturianu igual qu’en castellanu o en llatín?
... Considerando los tres modelos de categorización de personalidad derivados de la investigación de Eleanor Rosch (1977) acerca de cómo las personas estructuramos nuestro conocimiento de la realidad (Iraegui Torralbo, 1998), el estudio de la noción prototípica de responsabilidad en psicología de la personalidad podemos hacerlo siguiendo una de estas tres estrategias: ...
Resumen Antecedentes: se investiga mediante análisis factorial la estructura dimensional subyacente a las creencias implícitas acerca de dos prototipos: persona responsable e irresponsable. Método: 520 estudiantes universitarios evaluaron el grado de adecuación a estos prototipos de los 50 adjetivos de personalidad de la Taxonomía de términos de personalidad en español (TAX 50) de Iraegui Torralbo y Quevedo-Aguado (2002). Los resultados se analizaron mediante análisis factoriales con rotaciones oblicuas y ortogonales, y método de extracción Análisis de Componentes Principales. Resultados: los análisis factoriales con rotación ortogonal mostraron cuatro componentes independientes que explicaban la estructura subyacente a las creencias sobre los prototipos. El componente que más varianza explicaba era combinación de dos factores de la taxonomía TAX 50: Responsabilidad e Integridad. Conclusiones: desde una aproximación léxica, el método utilizado permite conocer la estructura factorial subyacente a las creencias acerca de prototipos de personas responsables e irresponsables. La metodología utilizada ayuda a investigar la contribución de cada uno de los Cinco Grandes factores de personalidad a la descripción lega de prototipos de personas. Palabras clave: personalidad, teorías implícitas, Cinco Grandes, responsabilidad, irresponsabilidad. Abstract Background: The dimensional structure underlying the implicit beliefs about two prototypes: responsible and irresponsible person is investigated by means of factor analysis. Method: 520 university students evaluated the degree of adaptation to these prototypes of the 50 personality adjectives of the Taxonomy of Personality Terms in Spanish (TAX 50) by Iraegui Torralbo and Quevedo-Aguado (2002). The results were analyzed using factor analysis with oblique and orthogonal rotations, and the Principal Components Analysis extraction method. Results: Factor analyzes with orthogonal rotation showed 4 independent components that explained the structure underlying the beliefs about the prototypes. The component that explained the most variance was the combination of two factors from the TAX 50 taxonomy: Responsibility and Integrity. Conclusions: From a lexical approach, the method used allows us to know the factorial structure underlying the beliefs about prototypes of responsible and irresponsible people. The methodology used helps to investigate the contribution of each of the Big Five personality factors to the lay description of prototypes of people.
... Indeed, some members seem to be better examples of the category than others (Rosch, 1977), and giving definitions can ease the task of mutual understanding, but it is more complicated when it comes to emotions because they build "a fuzzy hierarchy" (Russell & Fehr, 1994, p. 202). In meaning," when the primary meaning of a notion (in his case, it was life) taken in its central meaning loses it owing to constant disputes, and acquires another, unrelated meaning. ...
This article delves into the multifaceted notion of overtone, with a particular focus on its applications across various disciplines, including linguistics. Central to this exploration are emotional and evaluative overtones, conceptualized as concealed, inherent components of the semantic structure of words, revealed within specific contextual determinants. Employing a range of research methodologies, including a definition analysis of linguistic expressions of emotions drawn from English fiction, as well as contextual and cognitive interpretation methods, this study offers a novel perspective on emotions, examining them within a broader framework where they intersect and intertwine. By treating emotions as a dynamic and intricate ensemble, the author constructs and investigates lexico-semantic fields using English words that convey emotions, enabling an analysis of emotional and evaluative overtones that emerge through the overlapping of these fields. This overlapping is a result of linguistic units expressing emotions having the capacity to move within their own lexico-semantic field or into the field of a different linguistic unit. The thorough analysis provides a deeper understanding of the emergence and interplay of emotions. Moreover, English fiction confirms to be a valuable source of the expression and implication of emotional states, and the context proves to help create and reveal emotional and evaluative overtones. The analysis also shows that the experience of emotions heavily relies on appraisal and, consequently, is subjective and depends on an individual's world perception.
... Este estudio lo enmarcamos en las TIPs, Teorías Implícitas de Personalidad (Hampson, 1986;Estrada et al.,2007;García-Hernández 2021, pp.51-84), como creencias cognitivo/afectivas acerca de un objeto de creencia o prototipo; siguiendo a Rosch (1977) y Otero (2001), definimos prototipo de personalidad como el ejemplar considerado más perfecto de una categoría. En esta investigación los prototipos son dos: persona responsable y persona irresponsable. ...
... To identify the elemental essence or core meaning of each factor in terms of pure-factor items is not to claim that the pure items exhaustively and fully define each factor. Rather, each of the five dimensions should be seen as categories for which the core meanings are defined by pure items that function as prototypical exemplars (Rosch, 1977;Rosch & Mervis, 1975). The nonpure items are less prototypical but are still important for defining the overall meaning of each factor. ...
This article shows how the Abridged Big Five Dimensional Circumplex (AB5C; W. K. Hofstee, B. de Raad, & L. R. Goldberg, 1992) clarifies disputes about the Big Five or five-factor model. Trait ratings from instruments representing 4 versions of the Big Five (L. R. Goldberg, 1992; R. Hogan & J. A. Johnson, 1981; R. R. McCrae & P. T. Costa, 1985b, 1987; W. T. Norman, 1963) were subjected to separate AB5C analyses for 2,148 American and 1,285 German Ss. Replicated results formed standard designation codes representing trait adjectives’ primary and secondary factor loadings. These codes unveiled the unique coloring imparted by secondary loadings to different scales proffered by researchers to represent the 5 factors.
... The observation that pictures from the same category look more alike than pictures from different categories has been made by several investigators. Rosch (1977Rosch ( ,1978 has noted that objects from the same taxonomic category (i.e., fruits, vehicles, animals) tend to look more similar to one another than do objects from different taxonomic categories. (That is, fruits tend to be round, animals tend to have four legs, vehicles tend to have wheels, etc.) Carr, McCauley, Sperber, and Parmelee (1982) tested this assumption explicitly by asking subjects to rate the visual similarity of picture and word pairs selected from the same categories (related pairs) or different categories (unrelated pairs). ...
Categorization is usually assumed to require access to a concept's meaning. When pictures are categorized faster than words, they are assumed to be understood faster than words. However, pictures from the same category are more similar than pictures from different categories. The present article argues that the use of visual similarity as a cue to category membership may produce the picture advantage. The visual similarity hypothesis was tested in two experiments. In the first experiment, pictures showed a disadvantage for the visually similar categories of fruits and vegetables, but showed their usual advantage for the visually dissimilar categories of fruits and animals. In the second experiment, with a mixed list design, pictures were slower only for visually similar different decisions, but showed the usual advantage for all other decisions. The reliability of visual similarity as a cue to the decision accounted well for these results. Because visual similarity can be shown to have large effects on picture categorization, the use of categorization to compare speed of understanding of pictures and words is questionable.
... Cognitive linguistics assures the need for modern cognitive science in demonstrating works related to human categorization (Evan 2006: 3). Brugman (1981: 1) on her right, highlights the importance of categories, based on Rosch (1977) and Kay and McDaniel (1978), reaching an opinion that "sensory elements in categorizing human experience represent a possibility to describe language, although a single word is but a narrow investigation, not revealing great truths about the language itself" (Brugman, 1981: 1). Evan (2006) defines categorization as "the ability to identify perceived similarities (and differences) between entities and thus group them together" (Evan, 2006: 248). ...
For studying English as a language most learners memorize vocabulary mechanically with unpleasant results. To avoid or reduce such problems, teachers can vary their styles in teaching vocabulary by mixing their ways with using metaphor. Metaphors, as they are fixed in language users' mind and can be remembered for a long time, are good tool for teaching and attracting learners to develop many aspects of their language; including vocabulary. This paper will give a brief discussion about using metaphor in teaching vocabulary and help learners to learn vocabulary thoroughly, systematically, and efficiently. The results suggested some ways of using metaphor in teaching vocabulary that lead to develop the ability of the learners in categorising things in the world, developing thinking by developing semantic maps about various ideas in the world. Moreover, learners can Chains lexis together in a more memorable set of associations, and can develop their imagination in thinking and building vocabulary. This paper emphasizes the need to take into account the impact of teaching metaphors on developing the ability of the learners in memorising and learning vocabulary that, in turn, develop their English in general
... Con relación a los rasgos de significado que caracterizan semánticamente cada lexema (palabra), nos serán de utilidad algunas de las observaciones que, desde la psicología cognitiva, desarrolló la semántica de prototipos, que trabaja en el ámbito de la percepción cognitiva del hablante con relación a los rasgos de significado que necesariamente conforman el concepto que representa la palabra, y que tuvo entre sus primeros iniciadores a Koffka (1926), con su ley de constancia de la figura, cuestión que fue posteriormente retomada y puesta en práctica con el experimento de las figuras de Labov (1973) -que llegó a cuestionar parcialmente la discreción de los rasgos distintivos de significado en la percepción real de los objetos mostrados a los informantes-, lo que llevó a Rosch (1975) Estamos evocando, de nuevo, el concepto de neutralización de las oposiciones que, en este caso, se dan en el campo de las palabras (lexemas) y lo significado por ellas. ...
En nuestro trabajo, establecemos un recorrido histórico dentro del estructuralismo lingüístico (BIRWISCH, 1985) a partir del concepto de archifonema (ALONSO-CORTES, 2015), resultado de un proceso de neutralización en el eje de las sucesiones (SAUSSURE, 1980) en el nivel fónico del lenguaje. El archifonema representaría una entidad de orden lógico distinto al del fonema; este presupone la existencia de un eje paradigmático, lo que no sucede con aquel, de donde se sigue que no es permisible el establecimiento de oposiciones entre archifonemas, pues implicaría la existencia de un doble sistema fonológico: fonemático y archifonemático (JAKOBSON, 1929). En morfología, surge el archimorfema, acuñado por Ruipérez (1953), entendido como forma subyacente o básica que representa las alternancias morfológicas de un mismo morfema debidas a procesos fonológicos regulares (MIRANDA POZA, 2017). En el nivel semántico, partiendo de Bréal (1982) y de Ullmann (1986) sobre los que se fundamenta la semántica tradicional, el estructuralismo creó, dentro la lexemática (SALVADOR, 1985), el concepto de campo léxico (COSERIU, 1991; JUSTO GIL, 1990), que abrió la posibilidad de definir el archilexema de un campo como lexema cuyo semantema es común al resto de lexemas constitutivos. Dicho semantema, al caracterizar por completo al campo, constituiría su archisemema. Aquí, se extrapola el eje paradigmático atendiendo a fenómenos de orden sintagmático –sustitución en el decurso– en el nivel léxico. La necesidad de asegurar una homogeneidad en todos los niveles de análisis lingüístico dentro de la hipótesis estructural sobre el lenguaje condujo al trasvase del concepto de archifonema al resto de niveles.
... Richard (1976) defines "knowing a word" as "the frequency, collocated use, syntactic and semantic qualities, word construction, partners, and functions in a different context."In addition, we can talk about the prototype hypothesis of Rosch (1977) which intersects with the beginner's learning of basic words and becomes easier with time, and then with the creation of a vocabulary storehouse. Rosch talks about the three levels of vocabulary in this prototype, which is shown below. ...
... Este estudio lo realizamos enmarcándolo en las TIP, teorías implícitas de personalidad (Estrada et al., 2007;Hampson, 1986), como creencias cognitivo/afectivas acerca de un objeto de creencia, en este caso, dos prototipos. Definimos prototipo de personalidad como el ejemplar considerado más perfecto de una categoría; la investigación sobre prototipos en psicología se basa en los estudios de Eleanor Rosch (1977) acerca de cómo las personas estructuramos nuestro conocimiento de la realidad. ...
Se investiga cómo las creencias de futuros profesionales del ámbito sociosanitario acerca de los prototipos de persona responsable y persona irresponsable pueden impactar en sus actitudes y conductas respecto a la inclusión social de sujetos vulnerables. Para la investigación, 520 estudiantes universitarios citaron espontáneamente cuatro adjetivos descriptores de los prototipos y luego los ordenaron según su adecuación a cada prototipo. Como resultado se obtuvo que la persona responsable se describe en relación con los términos constante, aplicado, cuidadoso, centrado y trabajador. La persona irresponsable se describe destacando los términos vago, imprudente e inconstante. Los prototipos tienden a describirse según diadas de términos antagónicos: constante-inconstante, cuidadoso-descuidado, organizado-desorganizado, maduro-inmaduro, puntual-impuntual, prudente-imprudente y consciente-inconsciente. Se concluye que la perseverancia, la libertad individual y el desempeño aparecen como tres criterios de inclusión-exclusión relacionados con las creencias sobre la responsabilidad y la irresponsabilidad. Se sugiere que estas creencias son congruentes con actitudes profesionales que busquen más la integración sociolaboral que la inclusión social y el desarrollo personal desde la diversidad.
... Um natursportliche Aktivitäten jedoch von anderen körperlichen Aktivitäten in der Natur wie beispielsweise landwirtschaftlicher Arbeit abzugrenzen, scheint erstens das Charakteristikum des Nicht-Notwendigen und Selbstzweckhaften wichtig: Das Besondere von bergsteigerischen Aktivitäten etwa besteht darin, dass Berge bestiegen werden, ohne dass Berge bestiegen werden müssen (Slusher 1967, S. 40;Russell 2010, S. 441). Das Beispiel zeigt zweitens, dass im Sport Widerständigkeiten überwunden werden, die im Natursport die Natur bietet und nicht wie in vielen anderen Bereichen des Sports -13 Diese Überlegungen basieren auf der Prototypensemantik (Rosch 1977) bzw. der Stereotypentheorie (Putnam 1979). ...
Der Beitrag behandelt das Bewegungsfeld Natursport aus drei unterschiedlichen Perspektiven: Aus einer historisch-soziokulturellen Perspektive wird gefragt, wie unsere Gesellschaft beschaffen ist, dass natursportliche Aktivitäten bei vielen Menschen heute auf Resonanz stoßen. In philosophischer Hinsicht geht es zum einen um den Begriff „Natursport“, zum anderen wird gefragt, wie der Mensch grundsätzlich in die Welt gestellt ist, dass er in die Natur hinauszieht, um sich dort sportlich zu betätigen. In pädagogischer Hinsicht werden schließlich Bildungs- und Erziehungspotenziale natursportlicher Aktivitäten diskutiert. Dieser Beitrag ist Teil der Sektion Sportarten und Bewegungsfelder, herausgegeben vom Teilherausgeber Arne Güllich, innerhalb des Handbuchs Sport und Sportwissenschaft, herausgegeben von Arne Güllich und Michael Krüger.
... Considerando los tres modelos de categorización de personalidad derivados de la investigación de Eleanor Rosch (1977) acerca de cómo las personas estructuramos nuestro conocimiento de la realidad (Iraegui, 1998, p.33 Goldberg (1981), o [3] estudiando prototipos de persona que ejemplifican la esencia del factor: la persona responsable o la irresponsable. Entendemos prototipo genérico de personalidad como aquel ejemplar de una categoría considerado el más perfecto (Cantor y Mischel, 1979). ...
Antecedentes: se investiga mediante análisis factorial la estructura dimensional subyacente a las creencias implícitas acerca de dos prototipos: persona responsable e irresponsable. Método: 520 estudiantes universitarios evaluaron el grado de adecuación a estos prototipos de los 50 adjetivos de personalidad de la Taxonomía de términos de personalidad en español (TAX 50) de Iraegui Torralbo y Quevedo-Aguado (2002). Los resultados se analizaron mediante análisis factoriales con rotaciones oblicuas y ortogonales, y método de extracción Análisis de Componentes Principales. Resultados: los análisis factoriales con rotación ortogonal mostraron cuatro componentes independientes que explicaban la estructura subyacente a las creencias sobre los prototipos. El componente que más varianza explicaba era combinación de dos factores de la taxonomía TAX 50: Responsabilidad e Integridad. Conclusiones: desde una aproximación léxica, el método utilizado permite conocer la estructura factorial subyacente a las creencias acerca de prototipos de personas responsables e irresponsables. La metodología utilizada ayuda a investigar la contribución de cada uno de los Cinco Grandes factores de personalidad a la descripción lega de prototipos de personas.
... Marco: Este estudio lo realizamos enmarcándolo en las TIPs, Teorías Implícitas de Personalidad (Estrada et al.,2007;Hampson, 1986), como creencias cognitivo/afectivas acerca de un objeto de creencia en este caso dos prototipos. Definimos prototipo de personalidad como el ejemplar considerado más perfecto de una categoría; la investigación sobre prototipos en Psicología se basa en los estudios de Eleanor Rosch (1977) acerca de cómo las personas estructuramos nuestro conocimiento de la realidad. ...
(PERSONA). Garcia-Hernández, F.R., y Quevedo-Aguado, M.P.(2022). Creencias de estudiantes universitarios sobre responsabilidad: Implicaciones para la intervención social. Revista Persona – Facultad de Psicología – Universidad de Lima. 25(1). https://doi.org/10.26439/persona2022.n025(1) ///// Resumen (Abstract): Se investiga cómo las creencias de futuros profesionales del ámbito socio-sanitario acerca de los prototipos persona responsable y persona irresponsable pueden impactar en sus actitudes y conductas respecto a la inclusión social de sujetos vulnerables. Método: 520 estudiantes universitarios citaron espontáneamente 4 adjetivos descriptores de los prototipos y luego los ordenaron según su adecuación a cada prototipo. Resultados: La persona responsable se describe en relación a los términos constante, aplicado, cuidadoso, centrado y trabajador. La persona irresponsable se describe destacando los términos vago, imprudente e inconstante. Los prototipos tienden a describirse según diadas de términos antagónicos: constante-inconstante, cuidadoso-descuidado, organizado-desorganizado, maduro-inmaduro, puntual-impuntual, prudente-imprudente, y consciente-inconsciente. Conclusiones: La perseverancia, la libertad individual, y el desempeño aparecen como tres criterios de inclusión-exclusión relacionados con las creencias sobre la responsabilidad e irresponsabilidad. Se sugiere que estas creencias son congruentes con actitudes profesionales que busquen más la integración socio-laboral que la inclusión social y desarrollo personal desde la diversidad.
Palabras Clave: Descripción libre de personalidad; Responsabilidad; Irresponsabilidad; Inclusión Social; Exclusión Social
////// Abstract: We investigate how the beliefs of future social and healthcare professionals about the prototypes responsible person and irresponsible person may impact on their attitudes and behaviours regarding the social inclusion of vulnerable subjects. Method: 520 university students spontaneously cited 4 adjectives describing the prototypes and then ordered them according to each prototype. Results: The responsible person is described around the terms constant, applied, careful, focused and hard-working. The irresponsible person is described by highlighting the terms lazy, reckless and inconsistent. The prototypes tend to describe themselves according to dyads of antagonistic terms: constant-inconstant, careful-careless, organized-disorganized, mature-immature, punctual-impunctual, prudent-imprudent, and conscientious-unconscious. Conclusions: Perseverance, individual freedom, and performance appear as three inclusion-exclusion criteria related to beliefs about responsibility and irresponsibility. It is postulated that these beliefs are congruent with professional attitudes that seek socio-labor integration rather than social inclusion and personal development from diversity.
Keywords: Free personality description; Responsibility; Irresponsibility; Social Inclusion; Social Exclusion.
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... The findings of Rosch and her team suggested that not all members of a category enjoyed "equality" in the category; thus, some members are judged as better examples, taking central positions in the category, while others are at its periphery and assessed as worse examples. A vast amount of experimental work was carried out to support the categorization system presented in the prototype theory (Rosch: 1973(Rosch: , 1977(Rosch: , 1978. ...
The article offers a brief overview of the most prominent landmarks in the development of Cognitive Linguistics. It starts with the very inception of the field in the late 70s as a strong reaction against a doctrine of generative linguistics dominating at that time. Later the paper describes the cornerstone theories which were at the onset of this linguistic enterprise. From the very beginning the movement was rather diverse and still cannot be defined as one unified theory; however, there has always been one common factor in its approaches which is the centrality of meaning in language study. The works of the second wave of cognitive linguists, which are also outlined in the article, focused even more increasingly on cognitive functions providing insights into the nature and organization of human thoughts. Nowadays the postulates of Cognitive Linguistics are applied not only to all levels of language study but extended to other scientific areas.
Badanie percepcyjnej cechy SMAK pozwala w dużym stopniu ujawnić cechy określonej kultury językowej. Jako jedzenie nie przyjmujemy wszystkich substancji, ale po pierwsze te, które są jadalne dla człowieka, a po drugie te, które są akceptowane i kochane w określonej kulturze, czyli „wybrane” przez kulturę narodową. Celem moich badań jest analiza słownictwa związanego ze smakiem odnotowanego w leksykonach polskich, a także – w ramach tła porównawczego – rosyjskich, ukraińskich i angielskich, i identyfikacja prototypów w świadomości użytkowników różnych kultur językowych, ich status. W badaniu zostały wykorzystane następujące metody: analiza definicji słownikowych, analiza pojęciowa, eksperyment lingwistyczny. Na przykładzie definicji smaków wybranych ze słowników języka angielskiego, ukraińskiego, polskiego i rosyjskiego pokazano, że interpretacja tych słów budowana jest na podstawie odniesienia do pewnego desygnatu – nośnika cech, tj. przymiotnika. Autorzy słowników ukraińskiego, polskiego i rosyjskiego skupiają się bardziej na poszukiwaniu pierwowzoru wśród obiektów odgrywających znaczącą rolę w tradycyjnej kulturze ludowej, natomiast słownik języka angielskiego stanowi obiekt odniesienia typowy dla stylu życia współczesnych ludzi. Wyniki eksperymentu pozwoliły na ukazanie różnic i podobieństw w informacjach predstawionych przez leksykografów w definicjach słownikowych oraz informacjach prezentowanych w świadomości współczesnego użytkownika. Respondenci mają inne prototypy smaków, niż prezentowane w słownikach: słodycze, kawę, czekoladę i produkty typu fast food.
Sensory Experiences: Exploring meaning and the senses describes the collective elaboration of a situated cognitive approach with an emphasis on the relations between language and cognition within and across different sensory modalities and practices. This approach, grounded in 40 years of empirical research, is a departure from the analytic, reductive view of human experiences as information processing.
The book is structured into two parts. Each author first introduces the situated cognitive approach from their respective sensory domains (vision, audition, olfaction, gustation). The second part is the collective effort to derive methodological guidelines respecting the ecological validity of experimental investigations while formulating operational answers to applied questions (such as the sensory quality of environments and product design).
This book will be of interest to students, researchers and practitioners dealing with sensory experiences and anyone who wants to understand and celebrate the cultural diversity of human productions that make life enjoyable!
Sensory Experiences: Exploring meaning and the senses describes the collective elaboration of a situated cognitive approach with an emphasis on the relations between language and cognition within and across different sensory modalities and practices. This approach, grounded in 40 years of empirical research, is a departure from the analytic, reductive view of human experiences as information processing.
The book is structured into two parts. Each author first introduces the situated cognitive approach from their respective sensory domains (vision, audition, olfaction, gustation). The second part is the collective effort to derive methodological guidelines respecting the ecological validity of experimental investigations while formulating operational answers to applied questions (such as the sensory quality of environments and product design).
This book will be of interest to students, researchers and practitioners dealing with sensory experiences and anyone who wants to understand and celebrate the cultural diversity of human productions that make life enjoyable!
In this chapter, we present an original model for the measurement of“indi-vidual lexical breadth”. With this construct, we try to represent lexical richnessbased on a solid and non-intuitive foundation, leading to the understanding thata speaker’s lexical breadth is the quantitative reflection of his or her degree oflexical richness. Thus, lexical breadth is a statistically proven quantitative mea-sure of lexical richness. The model presented here is based on both the size andspecificity of the vocabulary produced by a speaker during a lexical test, i.e., ontheir available lexicon. A principal difference between our measure of individuallexical breadth and others relating to lexical richness is that our measure reflectsa characteristic of the speakers and not of the written production they produce.We propose a number of indexes based on our model, notably, the Index of Lexi-cal Decentralization (ILD) and the Index of Lexical Amplitude (ILA). Our intentionis for these indexes to be used in addition to the four above-mentioned parame-ters (i.e., content density, lexical sophistication, lexical accuracy and lexical diver-sity) in the calculation of lexical richness.Our model involves a revised interpretation of the traditional concept of“lex-ical availability”, while still using association tests as source of data. It is based onprevious work in the fields of socio- and psycholinguistic research (see Ávila-Muñoz 2016) in which association tests proved useful, despite the simplicity withwhich they allowed linguistic information to be obtained (López-Morales 1999;Hernández, Izura, and Ellis 2006; Ávila-Muñoz and Villena-Posoda 2010: 177–279)
comparing two pedagogical models: traditional and modern. The traditional model relies on form-focused repetition, while the modern model, inspired by Cognitive Grammar, adopts a meaning-oriented approach, emphasizing the coherent category formed by various senses of a linguistic unit. The study highlights the significance of polysemy in grammar instruction, arguing that a negative prefix encompasses multiple senses beyond its morphological function. The study utilized an online-based classroom for both treatments, employing three tests and a questionnaire as data collection tools. The research concludes that the cognitive meaning-based approach proves more effective than the traditional form-focused method in teaching the selected negative prefixes. Furthermore, the study demonstrates the successful application of this approach in an online setting, as indicated by the questionnaire responses
Capacities for abstract thinking and problem solving are central to human cognition. Processes of abstraction allow the transfer of experiences and knowledge between contexts helping us make informed decisions in new or changing contexts. While we are often inclined to relate such reasoning capacities to individual minds and brains, they may in fact be contingent on human-specific modes of collaboration, dialogue, and shared attention. In an experimental study, we test the hypothesis that social interaction enhances cognitive processes of rule-induction, which in turn improves problem-solving performance. Through three sessions of increasing complexity, individuals and groups were presented with a problem-solving task requiring them to categorize a set of visual stimuli. To assess the character of participants’ problem representations, after each training session they were presented with a transfer task involving stimuli that differed in appearance, but shared relations among features with the training set. Besides, we compared participants’ categorization behaviors to simulated agents relying on exemplar learning. We found that groups performed superior to individuals and agents in the training sessions and were more likely to correctly generalize their observations in the transfer phase, especially in the high complexity session, suggesting that groups more effectively induced underlying categorization rules from the stimuli than individuals and agents. Crucially, variation in performance among groups was predicted by semantic diversity in members’ dialogical contributions suggesting a link between social interaction, cognitive diversity, and abstraction.
For studying English as a language most learners memorize vocabulary mechanically with unpleasant results. To avoid or reduce such problems, teachers can vary their styles in teaching vocabulary by mixing their ways with using metaphor. Metaphors, as they are fixed in language users' mind and can be remembered for a long time, are good tool for teaching and attracting learners to develop many aspects of their language; including vocabulary. This paper will give a brief discussion about using metaphor in teaching vocabulary and help learners to learn vocabulary thoroughly, systematically, and efficiently. The results suggested some ways of using metaphor in teaching vocabulary that lead to develop the ability of the learners in categorizing things in the world, developing thinking by developing semantic maps about various ideas in the world. Moreover, learners can Chains lexis together in a more memorable set of associations, and can develop their imagination in thinking and building vocabulary. This paper emphasizes the need to take into account the impact of teaching metaphors on developing the ability of the learners in memorizing and learning vocabulary that, in turn, develop their English in general.
Language is the most prominent symbolic form and has been the focus of classical philosophy and semiotics. This book has placed the main focus on three symbolic forms, music, art, and myth/religion, because embodiment and morphogenesis are better expressed via these forms. The current chapter will complete the picture and view language from the same perspective as music, art, and myth/religion. The first section discusses an array of predispositions for the morphogenesis of human language, a possible intermediate step called protolanguage, and the route toward historically documented languages. The following chapters sketch a morphogenetic view of the grammar of human language with an emphasis on the lexicon and syntax. In this part, the author’s research on René Thom’s proposals for topological grammar is summarized, actualized, and elaborated.
It has been argued by linguists that language expresses a people’s way of life; this paper examines a cultural-specific metaphor in Ekegusii, an African Bantu language in Kenya. A descriptive research design was used in the collection of the metaphors from the field whereby the native respondents were asked to identify and explain terms and phrases that describe a woman in Ekegusii, describe the social-cultural values and explain the mapping processes involved. The data were analyzed by identifying qualities in the donor domains and mapping them to the recipient domain using the Cognitive Metaphor Theory (CMT). It is clear from the results that in Ekegusii, a woman is perceived as an object, a plant, an animal or the appropriate behavior she exhibits based on the values such as immorality, selfishness, beauty, ugliness, harshness, talking a lot, age, and faithfulness, and also, a metaphor makes our thoughts clearer, richer with imagery, and, act as a conduit between human mind and culture.
In this descriptive study Spanish refranes and Japanese kotowaza of the undesirable emotions anger, fear and sadness are compared from a cognitive approach to understand how these emotions are conceptualized through the analysis of metaphors. The analysis is based on a corpus of 147 Spanish refranes and Japanese kotowaza, compiled from several paremiological collections. To identify the metaphors in the refranes and kotowaza the MIP (Pragglejaz, 2007) and the MIPVU (Steen et al., 2010) were partially applied. In addition, a reliability test was carried out by two experts in Conceptual Metaphor Theory (CMT) to check the validity of the researcher’s findings. After analyzing the metaphors in the refranes and kotowaza and by using CMT (Lakoff and Johnson, 1980), the paradigmatic scenario and the cultural models of the undesirable emotions anger, fear and sadness are described. Our findings indicate that there are both similarities and differences between the two languages of study. Although we have found relevant metaphors that match in Spanish and Japanese, the frequency of usage varies from language to language. Also, some metaphors are unique to one of the languages. In short, refranes and kotowaza constitute ideal cognitive models and through their study we can identify specific cultural elements associated with the undesirable emotions anger, fear and sadness.
在近代實務設計操作裡，越來越多設計師關注人與物之間的關係。除了基本實用功能的滿足之外，他們運用多樣的表現形式，引發使用者對物品的認知，達成另一種人與物之間的互動。本論文嘗試以認知心理學的角度，探討人與物之間的關係，分別從認知歷程研究與認知科學研究兩面向進行。認知歷程研究著重於內心的邏輯思考；認知科學研究檢驗情緒的外部反應。本研究以幽默設計為例，首先研究文學的「失諧–解困」等理論與產品設計中的比喻式設計邏輯來解釋幽默產品的認知歷程。其次為認知科學研究，使用ERP(事件相關電位)設備，包括兩階段實驗，探討幽默認知歷程中的「失諧」狀態與腦波訊號，並驗證幽默認知歷程理論。第一階段實驗研究「物」的圖文失諧，作為初期實驗以累積經驗。第二階段實驗則設計「一致/矛盾前導詞」與「幽默產品/中性產品」之刺激物，記錄受測者的腦波電位，以誘發「失諧」狀態。實驗結果顯示：依認知歷程研究的結論，挑選並操作引發失諧感的刺激物，生理訊號顯示出受測者的失諧感效應的確實存在。
本研究以認知心理為基礎，展示了幽默設計中的人與物對話架構；並嘗試以文字加圖片的方式，誘發出N270與N400，應可讓ERP在視覺研究上跨出一步。
The rapidly growing number of Chinese learners around the world requires us to seek for a more effective definition of Words with Chinese Characteristics (WCCs), which refers to the category of words that bear characteristics of Chinese ethic, life context, natural environment, customs and, religious belief, etc. They reflect the accumulation of Chinese culture. Learning Chinese language is inseparably associated with acquiring certain Chinese culture knowledge. As what Humboldt said, a nation’s language is a nation’s spirit (??? 2005). This study aims at constructing a model for satisfactorily analyzing WCCs from foreigners’ perspective as an important preparing procedure for defining them in the foreign-oriented learning dictionaries. Based on the Ideal Cognitive Model (ICM), the means of structures by which people constantly organize their knowledge (Lakoff 1987: 85), a new model will be effective in describing the WCCs within a theoretical framework connecting language, cognition, and culture. Practically, this study provides samples of defining WCCs and sets up a model of defining them for foreign-oriented dictionaries, helpful for Chinese language learning as SLA. Theoretically, the analysis of these words offers an approach to bringing deeper insight into Chinese language and to appropriately interpreting more culture-loaded words. Furthermore, this study proves the feasibility and advantage of application of cognitive linguistic theories in construing and interpreting language.
Languaging in Real Life: an introduction to dialogical perspectives on language, thinking and communication This book is a comprehensive introduction to a dialogical perspective on language, languaging, thinking, communication and culture. It builds upon social psychology, social and dialogical philosophy (phenomenology), interactional linguistics, and humanistic ideas of thinking and communication. Dialogical terms comprise, for example, dialogue, dialectics, dynamics, extended dialogism, external dialogue, partial holism, situations, contexts and activities, partial and partially shared understandings, participation, appropriation, and meaning-making, interpenetrations of concepts, e.g. persons and culture. According to dialogical theory, a great deal revolves around the assumption that the making of meaning and social order in human activities and cultures is usually and initially built on interactions and relations between Self and Others. Basic properties of contributions to external dialogues are relations between initiatives and responses. Categories of responsive actions include minimal, short (“elliptical”) and expanded (“full”) responses. An important distinction is that between situated and sociohistorical contexts; we can talk about “double dialogicality” (situated vs. sociohistorical). An explanatory context theory must also distinguish between co-textual, other situation-based, and cultural (non-local) types. Pragma-semantic categories are linguistic means and situated (“participants’”) meanings; a parallel distinction is that between meaning potentials (of words and constructions) and message potentialities. (of situated utterances). Communication comprises cognitive, emotional and volitional aspects, and involves partial (and partially shared) understandings, and relations of power and respect. Utterances are characterised by responsivity, addressivity, incrementation, and relatively frequent re(tro)constructions of ongoing processes. The book includes separate sections on evolution and ontogenesis, dialogue and thinking, individual and collective aspects of language and languaging, activity types, multimodality of utterances, conditions production, reception and understanding of utterances, and also some traditional – but partially misguided – ideas in the theorisation of language and communication. This includes a discussion of the “written language bias in linguistics” which is a historical feature of the language sciences despite their shift from “practical” to “theoretical” concerns. All chapters are designed to highlight dialogical aspects. The last two chapters contain a discussions of general dialogical ideas as well as of phenomenology as an overarching framework. The differences between natural-science and humanistic approaches to the mind and mental capacities of man conclude the book. Several arguments build upon earlier work by the author, such as Linell (1998, 2005, 2009) and numerous papers such as Linell & Marková (1993) and Linell (2016, 2020a, 2021a). A list of major sources of inspiration is given in Appendix 1.
Ideology is a social imagination of world's truth that can be shaped and eventually corrected before it becomes historically dangerous. The methodology of linguistic analysis offers the essential approach to a positive resolution of this problem because it suggests how to prevent risky ideologies, or how to change them once they are established. The suggested linguistic strategies refer, particularly, to the textual analysis of meaning as the key to discover the imaginative value of words in a culture from which the people's mentality derives. Cultural interventions in this field of social life are, obviously, very important to foster mutual understanding, welfare, and world peace.
El presente trabajo propone una nueva perspectiva biopoética en los estudios cognitivos del texto "La Deshumanización del Arte" (1925) del filósofo modernista español José Ortega y Gasset. Dentro de este espacio temporal hubo una gran influencia en el pensamiento mundial sobre los conceptos de ARTE, CULTURA, HUMANO, PROGRESO. Las referencias directas las encontramos en autores estadounidenses como T.S. Eliot y en autores españoles, especialmente del Grupo Poético de 1927, e indirectamente en los trabajos artísticos.
This project proposes a new method in the cognitive analysis of the concept HUMAN as it is embodied in the thoughts of the Spanish philosopher Ortega y Gasset, and lexicalized in his essay "the dehumanization of art". The HUMAN element is here understood through cognitive mappings of metaphorical and metonymic projections. We will try to show the importance of the concept DEHUMANIZATION and its application to the notion of social evolution in the 21st century.
Resumen (Abstract): Se pretende -desde una perspectiva psicolingüística- conocer los términos adjetivos en español que sujetos legos utilizan para describir dos prototipos de persona: la persona responsable y la persona irresponsable. Método: 520 estudiantes universitarios citaron espontáneamente 4 adjetivos descriptores de los prototipos y posteriormente los ordenaron según su mayor o menor adecuación; 261 sujetos describieron a la persona responsable y 259 a la persona irresponsable. Resultados: Las creencias respecto a la persona responsable se organizan en torno a los términos constante (de forma muy destacada), aplicado, cuidadoso, centrado y trabajador. Las creencias respecto a la persona irresponsable se organizan en torno a los términos vago (el más destacado), imprudente e inconstante. Destacan varias diadas de términos utilizados para describir los dos prototipos: constante-inconstante, cuidadoso-descuidado, desorganizado-organizado, maduro-inmaduro, puntual-impuntual, prudente-imprudente, y consciente-inconsciente. Conclusiones: La persona responsable se describe en relación a constructos deseables como continuidad y seguridad en las acciones y motivos; la persona irresponsable se describe en relación a los constructos ausencia, desidia e insuficiencia de los constructos responsables. Las diadas de términos antagónicos permiten pensar en la existencia de una estructura psicolingüística común focalizada en un factor Responsabilidad. Se insinúan implicaciones para la práctica de futuros profesionales de la intervención psicosocio-sanitaria.
Palabras Clave: Descripción libre de personalidad; Responsabilidad; Irresponsabilidad
//////// Title: Spontaneous descriptions of the prototype responsible / irresponsible person in future psycho-health professionals
Abstract: From a psycholinguistic perspective, the aim is to find out the adjective terms in Spanish that lay subjects use to describe two prototypes of person: the responsible person and the irresponsible person. Method: 520 university students spontaneously quoted 4 adjectives describing the prototypes and subsequently ordered them according to their greater or lesser appropriateness; 261 subjects described the responsible person and 259 the irresponsible person. Results: Beliefs about the responsible person are organised around the terms constant (most prominently), conscientious, caring, focused and hard-working. Beliefs about the irresponsible person are organised around the terms lazy (most prominently), reckless and inconstant. Several dyads of terms used to describe the two prototypes stand out: constant-inconstant, careful-careless, disorganised-organised, mature-immature, punctual-impunctual, prudent-imprudent, and conscientious-unaware. Conclusions: The responsible person is described in relation to desirable constructs such as continuity and security of actions and motives; the irresponsible person is described in relation to the constructs absence, carelessness, and insufficiency of responsible constructs. The dyads of antagonistic terms suggest the existence of a common psycholinguistic structure focused on a factor Responsibility. Implications for future psicosocial and health intervention practitioners are noted.
Keywords: Free personality description; Responsibility; Irresponsibility.
The subject of this chapter is the mind: the activity of the brain. First, we present an approach to consciousness and concepts of self, based on the latest relevant research from scientific fields as well as the humanities. Since ideas related to selfhood and self-identity are central and crucial concerns in literary studies, this section illuminates particularly the pertinence of the integrated, interdisciplinary approach that we are proposing. Equally important is the section on perceptual systems, including the fact that not all perception is mediated by language, contrary to what is assumed in most theory. The chapter proceeds to a consideration of sleep and dreams, as well as of the cognitive unconscious, and a review of current knowledge about memory, another major focal point of literary and cultural studies today. Next, we consider narrative thought, schema theory, and categorization, ending with what we, following Mark Turner, call the “literary mind,” and the role of mental images and the creative imagination.
After twenty years of developing, researching, and simulation experiments with a business simulation-role-game LEARNGame we finally succeeded in registering payment transactions between all buyers and sellers participating using smart-phones and QR-codes. Nowadays we can measure every mutual money transaction and the money transactions with both markets (LEGO raw materials & LEGO tower orders). Beautifully visualized by Willem Schreuder in flexible and scalable heatmaps.
The transactions are visualized by ellipses in an overview of all participants and the two markets. The color in the ellipses shows the payment direction and the relative amount, because payments can go both directions. The software makes it possible to click on each number to show an individual heatmap immediately. This aspect of reflection on the individual performance is crucial for a memorable experience that increases the retention rate.
In ‘LEARNGame-digital’, the best entrepreneur is selected by measuring several criteria and applying a ranking methodology (not only the most profit, but also the largest network, most effective seller, most efficient buyer, etc.). LEGO contributes to a playful setting, in which positive emotions can support learning processes.
The dynamics of ‘real’ uncertain market situations, pressures of scarcity of resources, money, time, competitors create experiences to learn. During the game, there is continuous exposure to market changes and risks, see https://www.youtube.com/watch?v=vaqaYqLm-8M.
In the ‘LEARNGame- digital’ there is also the opportunity to test whether the individual soft skills of each participant (behavioral style i.e.) is related to their performance in this simulation-role-game.
As part of the international C-Alearn project at the ROCvanTwente (http://www.c-alearn.eu/ ), we will also be doing more experiments in an international setting with our partners in Germany, Austria and The Netherlands. Our developed soft skills tests are multilingual, via smartphones.
With the (big) data of many pilots and experiments, our goal is to validate or falsify entrepreneurship learning theory by using the experimental method. I.e. Action Regulation Theory (Frese, M. & Zacher, H.) and also apply structural equation modeling (a multivariate statistical analysis technique that is used to analyze structural relationships, combining factor analysis and multiple regression analysis) to explain the learning of entrepreneurship.
This book addresses the topic of linguistic categorization from a novel perspective. While most of the early research has focused on how linguistic systems reflect some pre-existing ways of categorizing experience, the contributions included in this volume seek to understand how linguistic resources of various nature (prosodic cues, affixes, constructions, discourse markers, …) can be ‘put to work’ in order to actively build categories in discourse and in interaction, to achieve social goals. This question is addressed in different ways by researchers from different subfields of linguistics, including psycholinguistics, conversation analysis, linguistic typology and discourse pragmatics, and a major point of innovation is represented in fact by the interdisciplinary nature of the volume and in the systematic search for converging evidence.
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