TAILIEUCHUNG - The Oxford Handbook of Cognitive Linguistics Part 106

The Oxford Handbook of Cognitive Linguistics Part 106. In the past decade, Cognitive Linguistics has developed into one of the most dynamic and attractive frameworks within theoretical and descriptive linguistics The Oxford Handbook of Cognitive Linguistics is a major new reference that presents a comprehensive overview of the main theoretical concepts and descriptive/theoretical models of Cognitive Linguistics, and covers its various subfields, theoretical as well as applied. | 1020 ERIC PEDERSON other contexts but it does help ensure that the linguistic description is the most exact match for the cognitive enquiry. . Subvocalization or What Is Nonlinguistic If independent measures are to be taken of both language use and cognitive processes then great care is necessary to ensure that the behavioral measure for the nonlinguistic cognitive process is not covertly measuring linguistically mediated behavior. Ideally the entire cognitive task would be nonlinguistic but as a practical minimum the instructions and training for the task must be couched in language which is neutral with respect to the current hypothesis. This is particularly difficult to manage when a language has grammatically obligatory encoding. How do we interpret an effect which may be due to obligatory encoding in the instructions Is this just an effect of the instructions or can we interpret this as a general language effect because the instructions only exemplify the continual linguistic context the subjects live within There is a general presumption that instructions to the subjects should be in the subjects native language. One might be tempted to use a shared second language as a type of neutral metalanguage for task instructions but this introduces unexplored variables. If there is the possibility of a cognitive effect from the regular use of one s native language then there is also the possibility of an effect from the immediate use of the language of instruction. Additionally it is more difficult to be certain that all subjects understand the second-language instructions in exactly the same way as the experimenter. Finally it is unclear how one would guarantee that the language of instruction is neutral with respect to anticipated behavioral outcomes. The very fact that it may mark different categories from the native language may influence the outcome in unpredictable ways. It is safest therefore to minimize any language-based instruction. General instructions .

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