WORD-FORMATION IN THE CONTEXT OF MULTI-DISCIPLINARY COGNITIVE PARADIGM
Journal: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) (Vol.1, No. 1)Publication Date: 2013-06-20
Authors : Abrosimova Larisa;
Page : 57-62
Keywords : word-formation; cognitive paradigm; derivatives; cognition; conceptual integrity;
Abstract
Traditional structure-oriented analysis of derivatives does not comply with the requirements of the new cognitive paradigm of linguistic knowledge, which incorporates knowledge gained within different sciences. Word-formation serves the explication of human cognitive potential, which originates from linguistic personality’s individual and collective experience. The analysis of -er, -ee, -ant / -ent and -ist revealed that the considered affixes which are characterized by close semantic links can objectify cognitive structures with similar meanings although the derivatives with these suffixes are characterized by a wide degree of polysemy. Thus, any concrete derivational mechanism objectifies the act of thought production in a verbal-sign form. Specificity and regularity of major operations with knowledge structures in mental space of a linguistic personality are represented in the basic derivational mechanisms which take place in a lexico-semantic subsystem of this or that language. The results of this research indicate the inseparable connection of derivational processes with the idea of a language as a mental phenomenon, focusing on organizing, processing and transferring information. Cognitive word-formation analysis of derivatives can represent the basis for our knowledge organization at the junction of ?language? and ?thought?.
Other Latest Articles
- MULTICULTURALISM AS IMPORTANT CHARACTERISTIC OF CONTEMPORARY EDUCATION
- IMPLEMENTATION OF BOLOGNA PROCESS AT THE SS. CYRIL AND METHODIUS UNIVERSITY IN SKOPJE: A VIEW FROM INSIDE
- PECULIARITIES OF SOCIAL AND COMMUNICATIVE COMPETENCE OF TEENAGERS WITH DIFFERENT THINKING STYLES
- EFFECTIVENESS AND THE WAYS OF SOLVING PSYCODIAGNOSTIC TASKS BY STUDENTS-PSYCHOLOGISTS WITH DOMINANCE OF DIFFERENT STYLES OF THINKING
- PARENT'S AND FRIEND’S AS FACTORS OF CHILD’S BEHAVIOR AT SCHOOL: A COMPARISON OF MULTIPLE CORRELATIONS
Last modified: 2015-04-14 18:55:06