Cognitive Semantics
4B
Members
01. 02.
Tri Jaka Saputra Suciyati Ummu H
03. 04.
Pramitha Cahyana Muhamad Ilsan P
Cognitive semantics
Cognitive semantics is part of the cognitive linguistics movement. Semantics
is the study of linguistic meaning. Cognitive semantics holds that language is
part of a more general human cognitive ability, and can therefore only describe
the world as people conceive of it. It is implicit that different linguistic
communities conceive of simple things and processes in the world differently
(different cultures), not necessarily some difference between a person's
conceptual world and the real world (wrong beliefs)
That grammar manifests a conception of the
The main tenets of
world held in a culture; cognitive semantics are:
That knowledge of language is
acquired and contextual
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That the ability to use language draws upon general
cognitive resources and not a special
language module
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The four tenets of cognitive semantics are:
Semantic structure is conceptual Meaning representation is
structure encyclopaedic
Conceptual structure is Meaning-construction is
embodied conceptualisation
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Cognitive semantics has introduced innovations like prototype
theory, conceptual metaphors, and frame semantics.
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Prototype Theory Conceptual Metaphors: Frame Semantics:
Prototype theory suggests that our Conceptual metaphors propose that we
Frame semantics focuses on how
understanding of categories and concepts understand abstract or complex concepts
language is organized around
is based on a prototype or a central, typical in terms of more concrete and familiar
example that represents the category. concepts. These metaphors map the structured mental frameworks called
Prototypes are mental representations that structure and meaning of one domain frames. Frames consist of a network of
capture the most salient features or (source domain) onto another (target related concepts, roles, and
characteristics associated with a concept. domain), allowing us to comprehend and expectations that are activated when
reason about the target domain more we encounter specific words or
easily. situations.
The structure of
concepts
Cognitive semantics has sought to challenge traditional theories in two
ways: first, by providing an account of the meaning of sentences by going
beyond truth-conditional accounts; and second, by attempting to go beyond
accounts of word meaning that appeal to necessary and sufficient conditions.
It accomplishes both by examining the structure of concepts.
Frame semantics
Frame semantics, developed by Charles J. Fillmore, attempts to explain
meaning in terms of their relation to general understanding, not just in the
terms laid out by truth-conditional semantics. Fillmore explains meaning in
general (including the meaning of lexemes) in terms of "frames". By "frame"
is meant any concept that can only be understood if a larger system of
concepts is also understood.
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The frame-semantic project is motivated by several linguistic
evidence.
Fillmore: framing
Firstly, word meanings are influenced by our bodily and cultural
experiences, as seen in associations with concepts like food, service,
and tables when thinking of a restaurant. Such rich associations cannot
be explained solely through necessary and sufficient conditions.
Secondly, semantic feature analysis alone is insufficient to explain
word usage asymmetries. Words like "boy" and "girl" have semantic
features of [+MALE], [+FEMALE], and [+YOUNG], but people tend
to apply them in ways that go beyond these features. Cultural attitudes
and background assumptions play a role in word meaning, beyond
semantic features.
Thirdly, truth-conditional semantics falls short in capturing certain
aspects of sentence meanings. In cases where the denial is not of the
truth-conditions, but rather the framing of an antecedent, a frame-
semantic approach provides a better explanation.
Lastly, frame semantics allows for a broader understanding of
semantic phenomena compared to necessary and sufficient conditions.
Words with similar definitions and extensions, like "land" and
"ground," can have subtly different domains. Frame semantics enables
the analysis of expressions at more complex levels, including
sentences, by considering background assumptions and framing.
!#!
Categorization and cognition
Categorization and cognition are closely intertwined concepts in cognitive
semantics. Categorization refers to the mental process of grouping and
organizing objects, events, and concepts based on their shared features,
while cognition encompasses the broader mental processes involved in
perception, understanding, and knowledge acquisition.
• in cognitive semantics, categorization is viewed as a fundamental cognitive
process that influences how we perceive, think, and reason about the world. Our
ability to categorize objects and concepts allows us to efficiently navigate and
make sense of our environment by identifying similarities and differences among
various entities
• For example: the word " vehicle". Within this category, a car is often seen as a
more prototypical example because it possesses typical features such as four
wheels, an engine, and the ability to transport people. Other members of the
category, such as bicycles or boats, may deviate from the prototypical features
but are still recognized as vehicles based on shared characteristics.
Mental Spaces
Mental spaces were initially proposed by Gilles Fauconnier, a cognitive
linguist, as a part of his theory of Conceptual Integration (also known as
"blending theory"). According to Fauconnier, mental spaces are temporary
conceptual structures that are constructed and manipulated during the process
of blending different concepts or domains of thought.
• In blending theory, mental spaces are used to represent different conceptual domains
and their associated information. These spaces allow us to mentally integrate and
combine elements from different domains to create new meanings or understandings.
The blending process involves projecting elements from input mental spaces into a
separate "blend" space, which results in the creation of emergent meanings.
• For example, consider the sentence "John is the lion of the classroom." In this
sentence, the mental space for "John" and the mental space for "lion" are blended,
allowing us to understand that John possesses certain qualities associated with lions
(e.g., strength, leadership) within the context of the classroom
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