Bibliographies thématiques / Linguistica, neurolinguistica

Littérature scientifique sur le sujet « Linguistica, neurolinguistica »

Auteur : Grafiati

Publié le 10 mars 2023

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres

Choisissez une source :

Sommaire

Articles de revues
Thèses
Livres
Chapitres de livres
Actes de conférences

Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Linguistica, neurolinguistica ».

À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.

Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.

Articles de revues sur le sujet "Linguistica, neurolinguistica"

Eikmeyer, Hans-Jürgen, et Ulrich Schade. « The Role of Computer Simulation in Neurolinguistics ». Nordic Journal of Linguistics 16, n^o 2 (décembre 1993) : 153–69. http://dx.doi.org/10.1017/s0332586500002791.

Texte intégral

Résumé :

As a result of present-day technological standards, the technique of computer simulation is constantly gaining influence in cognitive science. Neurolinguistics is a special branch of this field in which cognitive capacities connected with language are related to the structure and functions of the brain. It is argued that computer simulation is a useful technique for evaluating neurolinguistic models. This is demonstrated with respect to neural network models of the process of language production.

Styles APA, Harvard, Vancouver, ISO, etc.

Blumenthal-Dramé, Alice. « What corpus-based Cognitive Linguistics can and cannot expect from neurolinguistics ». Cognitive Linguistics 27, n^o 4 (1 novembre 2016) : 493–505. http://dx.doi.org/10.1515/cog-2016-0062.

Texte intégral

Résumé :

AbstractThis paper argues that neurolinguistics has the potential to yield insights that can feed back into corpus-based Cognitive Linguistics. It starts by discussing how far the cognitive realism of probabilistic statements derived from corpus data currently goes. Against this background, it argues that the cognitive realism of usage-based models could be further enhanced through deeper engagement with neurolinguistics, but also highlights a number of common misconceptions about what neurolinguistics can and cannot do for linguistic theorizing.

Styles APA, Harvard, Vancouver, ISO, etc.

Feruza Sherali qizi, Mannonova. « NEUROLINGUISTICS AS AN INTERDISCIPLINARY SCIENCE ». International Journal of Business, Law, and Education 2, n^o 2 (29 juin 2021) : 63–66. http://dx.doi.org/10.56442/ijble.v2i2.14.

Texte intégral

Résumé :

The article makes a certain contribution to Methodology, Neuro-linguistics, Classroom Management, Cognitive Linguistics, and Text Interpretation. For further investigation we can suggest the followings: cross-level competence on language learning in different types standards and distinguishing skills of language. According to this helpful investigation the state of congruence in neuro-linguistic programming is believed to help with language fluency, as it suggests that teaching non-verbal communication in conjunction with phonology and functional language produces better language learning results.

Styles APA, Harvard, Vancouver, ISO, etc.

Niemi, Jussi, Matti Laine et Jürgen Tesak. « Brains and Languages : A Survey of Neurolinguistics ». Nordic Journal of Linguistics 16, n^o 2 (décembre 1993) : 83–98. http://dx.doi.org/10.1017/s0332586500002742.

Texte intégral

Résumé :

Neurolinguistics, the study of language representations and processes in the human brain, is at the crossroads of fields of science such as linguistics, psychology, neuropsychology, and neurology. The present survey starts with a historical outline and continues with a review of recent studies on mental lexicon and syntax in aphasia. Those studies support the psychological reality of certain linguistic distinctions. We finish by mentioning some future trends in neurolinguistics.

Styles APA, Harvard, Vancouver, ISO, etc.

Budianingsih, Tri. « Peran Neurolinguistik dalam Pengajaran Bahasa ». JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 3, n^o 2 (20 décembre 2017) : 137. http://dx.doi.org/10.36722/sh.v3i2.203.

Texte intégral

Résumé :

Abstrak-Pertama kali peneliti mengetahui peran neurolinguistik dalam pengajaran bahasa sempat mengalami kebingungan dalam memahami peran tersebut, karena penamaan yang terdengar asing bagi peneliti yang belum pernah didengar sebelumnya, tapi setelah peneliti memahami dan mengetahuinya peneliti mulai tertarik dalam penerapannya di dalam kelas dalam proses belajar mengajar. Metode ini sangat menerapkan pemahaman bahasa dalam otak kanan dan otak kiri manusia, memahami bahasa sasaran atau bahasa asing dengan menggunakan otak kiri atau otak kanan, hal ini dapat diketahui dalam makalah ini. Dari uraian tersebut dapat didefinisikan bahwa Neuro Linguistic Programming merupakan sebuah model yang memprogram interaksi antara pikiran dan bahasa (verbal dan nonverbal) sehingga dapat menghasilkan pikiran dan perilaku yang diharapkan. Kata Kunci: Neurolinguistict, Language Teaching, Right Brain and Left Brain Abstract - The first time researchers know the role of neurolinguistics in language teaching was confused in understanding the role, because the naming that sounds unfamiliar to researchers who have never heard before, but after researchers understand and find out researchers began to be interested in the application in the classroom in the learning process. This method greatly applies the understanding of language in the right brain and the human left brain, understand the target language or foreign language using the left brain or right brain, this can be known in this paper. From the description can be defined that Neuro Linguistic Programming is a model that program the interaction between the mind and language (verbal and nonverbal) so as to generate thoughts and behaviors that are expected. Keywords: Neurolinguistik, Pengajaran Bahasa, Otak Kanan dan Otak Kiri

Styles APA, Harvard, Vancouver, ISO, etc.

Onyshchak, Halyna, Liudmyla Koval, Olena Vazhenina, Ivan Bakhov, Roksolana Povoroznyuk et Antonina Devitska. « Cognitive and Neurolinguistic Aspects of Interpreting ». BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, n^o 4 (20 décembre 2021) : 224–37. http://dx.doi.org/10.18662/brain/12.4/246.

Texte intégral

Résumé :

Over the past decade, a large and growing body of literature has explored the cognitive and neural foundations of interpreting processes. The article explores the relevance of cognitive and neurolinguistic approaches to the process of both simultaneous and consecutive interpreting. The main objective is to reveal the interpreter’s status, his/her mental and linguistic operations as cognitive units in the approaches under review. Firstly, we discuss how both interpreting modes have been understood and defined by various researchers. Secondly, we present the overview of diverse research works on cognitive and neurolinguistic scientific approaches to interpretation, trying to understand and explain the operating of interpreters’ minds. Finally, we focus on the issues of bilingualism and its impact on language comprehension and its production. It has been revealed that interpreting contributes significantly to improving cognitive and neural functions of the brain. Interpreters have always been a key figure in facilitating and bridging communication across cultures and languages. They can input, retain, retrieve, and output data but are limited in processing capacity at any given time. Quite recently, scholars in both interpreting and neurolinguistics have attempted to provide insight into the organization of bilingual speakers’ minds. In interpreting and translation tasks, it has been complemented by research works into language control in a bilingual language mode, with both language systems being simultaneously activated. Taken together, the cognitive and neurolinguistic studies reviewed in the paper support strong recommendations to regard an interpreter as a conceptual mediator relying on both his/her decision-making and probability thinking mechanisms.

Styles APA, Harvard, Vancouver, ISO, etc.

Akkurt, Vladyslava. « ANALYSIS OF MANIPULATIVE TECHNIQUES IN LINGUISTICS ». Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky : Linguistic Sciences 2020, n^o 30 (mars 2020) : 5–23. http://dx.doi.org/10.24195/2616-5317-2020-30-1.

Texte intégral

Résumé :

Words are usually used in their direct meaning, but often the information provided is hidden. Manipulation is used in almost all spheres of human activity — in politics, advertising, jurisprudence, literature, psychotherapy, training, informal communication, etc., that makes it relevant for researchers. The article deals with the main points of view on linguistic manipulation as a complex psycholinguistic process and a kind of linguistic influence by the method of analysis, synthesis and generalization of scientific researches of native and foreign specialists in linguistics, psychology, rhetoric, neurolinguistic programming and discourse theory. Although the manipulative capacity of language is increasingly becoming the object of various linguistic studies, the main complexities of studying the phenomenon of speech influence remain. They are due to the interdisciplinary nature of the subject matter, the confusion of different modes of influence in language practices, and the lack of a generally accepted classification of means and methods of manipulation in linguistics. The main features of manipulation are: the hidden nature of the influence; the desire to subordinate the addressee of his will, change his views, perceptions, etc.; mastery of language and psychological skills; special linguistic organization of the text that contributes to errors in the interlocutor’s mind; lack of a defensive response from the addressee and the creation of the illusion of decision-making independence. Taken together, all these features distinguish linguistic manipulation from other forms of influence (rhetorically organized language, linguistic demagogy, propaganda, and neurolinguistic programming).

Styles APA, Harvard, Vancouver, ISO, etc.

Roberts, Leah, Jorge González Alonso, Christos Pliatsikas et Jason Rothman. « Evidence from neurolinguistic methodologies : Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications ? » Second Language Research 34, n^o 1 (13 octobre 2016) : 125–43. http://dx.doi.org/10.1177/0267658316644010.

Texte intégral

Résumé :

This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramatically in the past 20 years, providing a wealth of exciting findings, many of which are discussed in the articles in this issue of the journal. The goal of this commentary is twofold. The first is to critically assess the current state of neurolinguistic data from the point of view of language acquisition and processing – informed by the articles that comprise this special issue and the literature as a whole – pondering how the neuroscience of language/processing might inform us with respect to linguistic and language acquisition theories. The second goal is to offer some links from implications of exploring the first goal towards informing language teachers and the creation of linguistically and neurolinguistically-informed evidence-based pedagogies for non-native language teaching.

Styles APA, Harvard, Vancouver, ISO, etc.

Rastelli, Stefano. « Neurolinguistics and second language teaching : A view from the crossroads ». Second Language Research 34, n^o 1 (15 décembre 2016) : 103–23. http://dx.doi.org/10.1177/0267658316681377.

Texte intégral

Résumé :

The topic of this article is the link between research on the neurocognition of the teaching–acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner’s brain even in a short period of time. In this article, I analyse how neurolinguists have operationalized three aspects specifically related to second language teaching: (1) learners’ proficiency; (2) the between-groups experimental design; (3) the implicit vs. explicit teaching dichotomy. I suggest that the degree of replicability of such neurolinguistics studies can be increased by adopting non-circular operational definitions. Such definitions should not be based on psycholinguistic or neurolinguistic metrics, but on standards that are commonly discussed in the literature on instructed second language acquisition, second language teaching, and assessment. Finally, I suggest that for future research neurolinguists should consider the advantages of welcoming on board more developmental linguists and teachers.

Styles APA, Harvard, Vancouver, ISO, etc.

TRUBA, Hanna M. « NEUROETICS AND NEUROLINGUISTICS IN CONTEMPORARY LINGUISTICS ». Мова, n^o 36 (1 avril 2022) : 29–33. http://dx.doi.org/10.18524/2307-4558.2021.36.249721.

Texte intégral

Résumé :

The article reflects the history of the formation and development of the term Neuroethics in modern scientific opinion. Relevance: at the present stage of development of scientific thought, neurosciences acquire relevance and take their acting place among others. Yes, deep research into neuroscience issues has not spared philology either. Under the influence of modern research, issues of such scientific disciplines as Affective Neurobiology, Computational, Neurochemistry, Neurophysiology are especially relevant and illuminated in a new way. Neuro engineering, Neuroanatomy, Neuroetology, Neuroimmunology, Neuroinformatics, Paleoneurobiology, neuroeconomics, Cognitive science, Neurolinguistics, Social Neurobiology, Cognitive Neurobiology, Cultural Neuropsychology, Neuroethics. Cognitive Science, Cognitive Science, Neurolinguistics, Social Neurobiology, Cognitive Neuropsychology, Social Cognitive Neurobiology, Neuropsychologists. More and more they delve into the processes of thinking, thought of correction, thought of suggestion of a person, and, therefore, the issue of ethics and the limits of this intervention is relevant. The aim of the article is to raise the question of the relevance of Neuroethical problems for linguistic disciplines. The object of the article is the study of issues of Neuroethics, and the subject is the possibility of applying the basic principles of Neuroethics to modern linguistic disciplines.

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Thèses sur le sujet "Linguistica, neurolinguistica"

Ammendola, Giulia <1985&gt. « Prospettive sulle Emozioni e Analisi Neurolinguistica della Prosodia Emotiva ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2012. http://hdl.handle.net/10579/2294.

Texte intégral

Résumé :

Per molti secoli è stata tramandata l’idea che le emozioni fossero un aspetto bestiale dell’essere umano che andava dominato perché in contrasto con la sua parte razionale. Solo a partire dalla pubblicazione di The Expression of the Emotions in Animals and Men (1872), di Darwin, l’emozione ha riconquistato una dignità, ricavandosi uno spazio proprio di indagine all’interno del vasto panorama di ricerche scientifiche. Da quel momento, l’emozione è diventata uno dei fenomeni più interessanti e controversi per la scienza. Sebbene, infatti, negli anni si sono accumulati moltissimi studi sulla natura, il ruolo ed il funzionamento delle emozioni, non siamo ancora arrivati ad una definizione completa del termine ‘emozione’. Questa impossibilità deriva dal fatto che le emozioni sono fenomeni complessi e multicompositi. Una delle maggiori difficoltà della scienza nei confronti delle emozioni è, infatti, quella di riuscire a descrivere attraverso i rigidi strumenti scientifici un fenomeno dai contorni sfumati. Per questo, negli anni, le ricerche hanno finito per concentrarsi su singoli o pochi aspetti di questo fenomeno, nel tentativo di arrivare ad una spiegazione globale e definitiva. Questa ricerca si apre con un’analisi degli aspetti problematici legati allo studio delle emozioni (storici, linguistici, metodologici e deontologici). Si è passati poi alla descrizione delle teorie più rilevanti in campo neurofisiologico, neuropsicologico e psicologico, con il tentativo di delineare attraverso una prospettiva storica il percorso che ha portato alle conoscenze attuali su questo processo. Un capitolo a parte è dedicato alle ultime ricerche sulla neurofisiologia delle emozioni. Diversamente dai primi studi, che ritenevano l’emozione un processo unitario e riconducibile ad un sostrato neurale unico, un ‘cervello emotivo’, i risultati delle ultime ricerche hanno evidenziato che l’emozione è piuttosto un fenomeno multicomposito che coinvolge non una ma molte strutture cerebrali, sia sottocorticali sia corticali, connesse tra di loro. Infine, l’ultimo capitolo è focalizzato su un aspetto particolare degli studi neurofisiologici, relativo alla prosodia emotiva. Questi studi, relativamente recenti, stanno cercando di capire le connessioni neurali e l’eventuale specializzazione emisferica che è possibile riconoscere nella prosodia emotiva. Poiché alla prosodia emotiva è stata data meno attenzione rispetto ad altri aspetti dell’emozione, si crede che un’attenzione posta su questi studi sia essenziale per contribuire allo scopo più generale di queste ricerche: rispondere alla famosa domanda di James: “Cos’è un’emozione?”.

Styles APA, Harvard, Vancouver, ISO, etc.

Franco, Ludovico <1976&gt. « The lexical/functional divide in aphasic production : five Italian case studies ». Doctoral thesis, Università Ca' Foscari Venezia, 2012. http://hdl.handle.net/10579/1252.

Texte intégral

Résumé :

This thesis is structured as a collection of case studies in clinical linguistics all addressing the relationship between Lexicon and syntax. We have showed that various less-studied aphasic syndromes (e.g. Logopenic Primary Progressive Aphasia, Mixed Trascortical Aphasia, Crossed aphasia), and not only ‘classic’ Broca’s Aphasia can enhance findings worth to be considered in contemporary theoretical debates on the status of traditional categories and particularly on the lexical/functional divide in grammar.
Questa tesi è strutturata come collezione di studi di caso in linguistica clinica, che hanno tutti come focus il rapporto tra lessico e sintassi. In questo lavoro abbiamo mostrato come diverse e poco studiate sindromi afasiche (ad esempio Afasia Lentamente Progressiva Logopenica, Afasia Transcorticale Mista, Afasia crociata) possano essere cruciali per la verifica sperimentale di approcci correnti in linguistica teorica.

Styles APA, Harvard, Vancouver, ISO, etc.

Semtner, Elizabeth Ann. « An investigation into the relevance of using Neuro-linguistic programming as an aid in individualizing college reading programs / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1986.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Gomes, Tatiana de Melo. « Quatro estados de afasia e um sujeito da linguagem : um estudo neurolinguistico ». [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270978.

Texte intégral

Résumé :

Orientador: Maria Irma Hadler Coudry
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-10T18:51:48Z (GMT). No. of bitstreams: 1 Gomes_TatianadeMelo_M.pdf: 1545245 bytes, checksum: d3142094a35cdeb7ef380ba838667948 (MD5) Previous issue date: 2007
Resumo: Este trabalho apresenta o estudo de caso de um jovem (RS) que, aos 21 anos, sofreu um grave traumatismo crânioencefálico (TCE) que acometeu todo o hemisfério esquerdo de seu cérebro, além de regiões subcorticais, deixando como principais seqüelas uma hemiplegia à direita e dificuldades relacionadas a linguagem, corpo, gestos e percepção. O estudo visa compreender o funcionamento da linguagem de RS, dadas a extensão e a profundidade da lesão e, a partir do estudo do caso, trazer à reflexão questões neurolingüísticas relevantes como: a importância da orientação para o discurso da prática clínica (o exercício da linguagem de forma ativa); a visão, baseada na teoria de Freud (1891/1973), da afasia como desintegração das associações entre elementos visuais, acústicos e cinestésicos que compõem os processos lingüístico cognitivos (sobretudo em processos superassociativos), mas cuja reconstituição é possível através dos elementos mais preservados que atuam de forma solidária nos processos de significação e no acesso aos elementos mais prejudicados (oferecendo um caminho para a prática clínica); a heterogeneidade da afasia e a problemática da classificação afasiológica; as relações entre a afasia e a aquisição da linguagem; a relevância do letramento na afasia; e a importância do fator social para a melhora dos quadros afásicos, como, no caso de RS, sua (re)inserção nos estudos e no trabalho, aspecto clinicamente restaurador das atividades lingüístico-cognitivas e da subjetividade
Abstract: This study will present the case of a young man (R.S.) who, at 21, suffered a severe cranio-encephalic trauma (CET) which affected his whole left hemisphere as well as sub-cortical regions, leaving as main sequels right-side hemiplegia and difficulties in terms of language, body, gestures and perception. The study will try to understand the workings of R.S.'s language, given the extent and severity of his injuries and, using his case as a springboard, to bring up some considerations on relevant neurolinguistic issues, such as the importance of discourse-oriented clinical practice (the importance of actively exercising language); aphasia, as seen according to Freud's theory (1891/1973), as a dissociation (especially in super-associative processes) between visual, acoustic and kinesthetic elements which make up linguistic-cognitive processes, but whose recovering is possible by means of the more well-preserved elements acting jointly in meaningcreating processes and in accessing the most damaged elements (offering thereby a path to clinical practice); aphasia's heterogeneity and its attendant classification problems; the relationships between aphasia and language-acquisition; the relevance of literacy in aphasia; and the importance of the social factor in the recovering process as, in R.S.'s case, his (re)insertion in the realm of study and work, clinically healing aspects for his linguistic-cognitive activities and his subjectivity
Mestrado
Linguistica
Mestre em Linguística

Styles APA, Harvard, Vancouver, ISO, etc.

Donzeli, Camila Polon. « A interpretação de piadas por afasicos : aspectos linguisticos e socio-cognitivos ». [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270623.

Texte intégral

Résumé :

Orientador: Edwiges Maria Morato
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-10T14:58:34Z (GMT). No. of bitstreams: 1 Donzeli_CamilaPolon_M.pdf: 879465 bytes, checksum: 0b6fe17e1906f4729523118f748a7896 (MD5) Previous issue date: 2008
Resumo: Este estudo explora precisamente aspectos lingüístico-pragmáticos da manipulação enunciativa de piadas, assinalando sua importância para os estudos neurolingüísticos, em especial aqueles que se encontram ancorados numa perspectiva interacionista ou sócio-cognitiva dessa relação. O que se propõe no presente estudo é aprofundar a consideração de que o problema da afasia não pode ser reduzido a uma questão lingüística (stricto sensu), nem a de que o componente ¿meta¿, importante para as ações reflexivas dos sujeitos, reduz-se à ordem cognitiva; por isso, a competência relativamente à linguagem (à qual se vinculam processos meta de várias ordens: lingüística, enunciativa, pragmática, discursiva) não estaria necessariamente destruída nas afasias. Neste trabalho foram analisados dados lingüísticos de 5 sujeitos não-afásicos (grupo controle) e 5 sujeitos afásicos que freqüentam o Centro de Convivência de Afásicos (CCA), que é situado no Instituto de Estudos da Linguagem da UNICAMP. Através de entrevistas individuais, foi solicitado aos sujeitos que, após ouvir as piadas, explicassem ou comentassem seus efeitos de humor. Para a coleta de dados, elaborou-se um Protocolo de Estudos de Piadas com base na relevância de determinado nível lingüístico. Contudo, cumpre ressaltar que uma concepção enunciativa de língua pressupõe a mobilização de processos pragmáticos, contextuais, discursivos. Nesse sentido, ainda que determinados mecanismos léxico-sintático-semânticos fiquem em evidência, todo enunciado chistoso é da natureza dos fenômenos pragmáticos, intersubjetivos, sócio-culturais. A partir da aplicação do Protocolo, observou-se a presença de processos meta relativamente à linguagem (lingüísticos, enunciativos, pragmáticos, discursivos), pois os sujeitos, na interpretação e manipulação das piadas, questionaram e reformularam o texto original, ou seja, produziram comentários, reformulações, recontagens, inserções (pedido de esclarecimentos ou exemplificações), paráfrases; além de terem reconhecido pré-construídos, pressupostos e/ou implícitos culturais envolvidos nas piadas, realizaram ajustes enunciativos sobre os sentidos veiculados, leis conversacionais e regras de etiqueta. Relevante, também, para análise dos dados foi observar diferentes aspectos do ponto de vista da construção e mesmo da explicitação do sentido: a interpretação; a explicação; os marcadores conversacionais; a presença de processos semiológicos co-ocorrentes, como o contexto, o gesto, a melodia etc.; e o riso. Tendo em vista os dados obtidos na pesquisa, ressalta-se que as piadas se constituem, bem como outros fenômenos de ordem meta-enunciativa, em um interessante expediente para a análise da competência pragmático-textual dos sujeitos para produzir e interpretar linguagem. Observou-se essa competência através de manobras lingüísticas e sócio-cognitivas realizadas pelos sujeitos na busca ou na mobilização lingüístico-cognitiva da significação, do conhecimento enciclopédico, da memória cultural e discursiva, de um savoir-faire específico. Com isso, entende-se essa competência como uma espécie de conhecimento sócio-cognitivo dos objetos e estados de coisa no mundo que se constitui e se revela enunciativamente no decorrer das ações dos sujeitos
Abstract: This study explores linguistic-pragmatic aspects of the enunciative manipulation of jokes, designating its importance for the neurolinguistics studies, in special those that were find anchored in an interacionist perspective. What is consider in the present study is to deepen the consideration that the problem of the aphasia cannot be reduced to a linguistic question (stricto sensu), nor of that the component ¿meta¿, important for the reflexives actions of the individuals, reduce to the cognitive order; therefore, the competence relatively to the language (which is connect to ¿meta¿ processes of some orders: linguistics, enunciative, pragmatic, discursive) necessarily would not be destroyed in the aphasias. In this work it had been analyzed linguistic data of 5 not-aphasics individuals (control group) and 5 aphasics individuals that frequent the ¿Centro de Convivência de Afásicos¿ (CCA), that is situated in the Institute of Studies of the Language (IEL/UNICAMP), by individual interviews. The proposal presented was that after hearing the joke, the individuals were requested to explained or commented the jokes. For the collection of data, a Protocol of Studies of Jokes was elaborated on the basis of the relevance of determined linguistic level. However, it fulfills to stand out that an enunciative conception of language estimates the mobilization of pragmatic processes, contextual, discursives. In this direction, despite lexic-syntactic-semantic mechanisms are in evidences, all jokes are a pragmatic, intersubjetive, sociocultural phenomena. From the application of the Protocol, it was observed the presence of ¿meta¿ processes relatively to the language (linguistic, enunciative, pragmatic, discursives), therefore the individuals, in the interpretation and manipulation of the jokes, had questioned and reformulated the original text, that is, had produced commentaries, reformularizations, recount, insertions (asked for of clarifications or exemplifications), paraphrase; beyond having recognized pre-constructed and/or implicit cultural involved in the jokes, carrying through enunciative adjustments about conversational laws and label rules. Also relevant, for data analysis it was to observe different aspects of the construction and explicitation of the sense: the interpretation, the explanation; the conversational markers; the presence of co-ocorrentes semiologics processes (as the context, the gesture, the melody) and the laugh. With the data in the research, it was observe that the jokes are constitute, as well as other phenomena of meta-enunciative order, in an interesting expedient for the analysis of the pragmatic-textual competence of the individuals to produce and to interpret language. This competence through linguistic and socio-cognitives abilities carried through by the individuals in the search or in the linguistic-cognitive mobilization of the signification, the enciclopedic knowledge, the cultural and discursive memory, one specific savoir-faire. With this, the competence is understand as a socio-cognitive knowledge of objects and states of thing in the world that it constitutes and it reveals enunciatively in elapsing of the individuals actions
Mestrado
Linguistica
Mestre em Linguística

Styles APA, Harvard, Vancouver, ISO, etc.

Levin, Alexandra. « Writing Out Your Feelings : Linguistics, Creativity, & ; Mood Disorders ». Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/963.

Texte intégral

Résumé :

The purpose of this study proposal is to examine the potential relationship between linguistic creativity and mood disorders, specifically depression and bipolar disorder. Participants will be approximately 67 adults who have either bipolar disorder, major depressive disorder, or serve as a healthy control group. Participants will complete prompts in order to measure linguistic creativity and then fill out several questionnaires relating to depressed mood, mania, general creativity, and rumination levels. It is predicted that bipolar disorder will have higher levels of certain types of linguistic creativity, such as lexical and semantic creativity, whereas depression will have more syntactic creativity. Furthermore, it is anticipated that higher rumination levels in the depressed group will be associated with higher levels of linguistic creativity, as opposed to participants in the depressed group with lower levels of rumination. Lastly, it is predicted that the type of writing prompt will influence the amount of creativity exhibited by each participant group. The proposed study has implications for therapeutic benefits, the emergence of a new area of research in two separate fields, and a new way of analyzing shifts in speech patterns of those with mood disorders.

Styles APA, Harvard, Vancouver, ISO, etc.

Lam, Chun-hung, et 林振雄. « Learning experience of "six-step reframing" in neuro-linguistic programming and its possible influences on thinking styles ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/210158.

Texte intégral

Résumé :

This is a multiple-case study about 16 university students’ (hereafter called participants) learning experience of “six-step reframing” in Neuro-Linguistic Programming (NLP) and an exploration about whether the practice of such reframing (hereafter called the Practice) could be used to enhance the participants’ Type I thinking styles. Each participant was treated as a case on his/her own. The researcher met each voluntary participant individually on three occasions. First, each participant was given a pre-test of thinking styles, a NLP workshop, the first NLP “six-step reframing” practice, a first post-test of thinking styles and a first follow-up interview. One week later, the participant was given a second NLP “six-step reframing” practice, a second post test of thinking styles and a second follow-up interview. One month later, the participant was given a delayed final post test of thinking styles and in-depth interview for review of their experience and validation of the observations and measurements made in the entire process. All measurement results and practice and interview transcripts were analyzed quantitatively and qualitatively according to the nature of the data. Results indicated that all participants felt positively towards the experience of the Practice. Through the Practice, they were able to identify their own limiting beliefs in learning and discover some new learning methods to overcome the problems. Furthermore, a desirable increase in Type I thinking styles was observed for most of the participants after the Practice. 8 of the participants showed marked increase (with effect size≥0.8) and 3 showed slight increase (with effect size <0.8). For the remaining 5 participants, 2 of them showed marked decrease (with effect size≥0.8) and 3 showed slight decrease (with effect size <0.8). Case-by-case analysis indicated the marked increase in Type I thinking styles could reasonably be explained by certain characteristics of the methods that the participants discovered in solving their problems, as well as characteristics of the processes they experienced in the Practice, such as the internal dialogue among different sensing “parts” within their awareness and the stimulation of multiple perspective perceptions in generating new insights to overcome their limiting beliefs, which share a lot of commonality with the characteristics of Type I thinking styles. In the 2 cases of marked decrease in Type I thinking style, interfering factors like fear and illness were identified. Based on the results, the researcher argues that in order that the problem solving experience can lead to desirable changes in the participants’ preferred ways of thinking, affective aspects of the experience is also highly important. Salient features in the Practice such as “generation of positive affection”, “provision of serene environment”, “autonomy to choose freely”, “reflection upon past life experiences” and “ownership of the self-identified problems” might have contributed to explain why the Practice was effective to most participants in this research in enhancing their Type I thinking style but similar success had not been observed so far in other intervention studies using problem solving tasks. The thesis also discussed the limitations of the study and implications for further education and psychological research.
published_or_final_version
Education
Doctoral
Doctor of Education

Styles APA, Harvard, Vancouver, ISO, etc.

Olsen-Rodrigues, Janaina 1989. « Estratégias de categorização em contextos patológicos e não patológicos : construções referenciais através da hiperonímia ». [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270615.

Texte intégral

Résumé :

Orientador: Edwiges Maria Morato
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-23T18:55:27Z (GMT). No. of bitstreams: 1 Olsen-Rodrigues_Janaina_M.pdf: 1548985 bytes, checksum: d36032a0d2d5e7ea261ceb62c9a29894 (MD5) Previous issue date: 2013
Resumo: Com base em uma abordagem sociocognitiva da linguagem, esta pesquisa investiga e analisa as construções referenciais da hiperonímia, bem como as estratégias de ativação dos objetos de discurso a elas subjacentes, formuladas por afásicos, por indivíduos com Doença de Alzheimer em fase inicial e por indivíduos pertencentes a casos não patológicos. Como instrumento metodológico, adota-se um protocolo composto por dezoito conjuntos de três co-hipônimos cada. Tal ferramenta tem como intuito focalizar e delimitar o trabalho linguístico e sociocognitivo, assim como o percurso enunciativo realizado pelos sujeitos ao categorizar. Em consonância com esse protocolo, foi elaborado um comando que propõe aos participantes a atividade de agrupar os itens lexicais (co-hipônimos) em um mesmo "conjunto", sendo essa a noção que ampara o conceito da relação semântica de hiperonímia. A análise das estratégias empregadas pelos participantes dos casos patológicos, tal como a comparação entre elas e aquelas mobilizadas por indivíduos não afásicos e não Alzheimer, constitui a investigação científica pretendida propriamente dita. Tendo como principal motivação a necessidade de um melhor entendimento acerca das relações entre linguagem e cognição, a pesquisa fundamenta-se, do ponto de vista teóricometodológico, em três domínios: o da Semântica, o da Linguística Textual e o da Neurolinguística. Partindo da tentativa de categorizar e culminando na elaboração de enquadres cognitivos, apreciações, hiperônimos com diferentes graus de prototipicidade, holônimos, etc., os participantes revelam uma pluralidade de referentes, e explicitam o papel dos objetos de discurso como elementos dinâmicos, que são inseridos, mantidos, identificados, retomados, construindo ou reconstruindo, por esta via, os sentidos no curso da progressão textual (KOCH & MARCUSCHI, 1998; KOCH, 2002). Assim, observando como os indivíduos constroem seus agrupamentos e os representam, podemos inferir as motivações que subjazem a esse procedimento de categorização
Abstract: From a socio-cognitive approach to language, this research aims to investigate and to analyze the constructions of reference through hyperonymy formulated by individuals with aphasia, with Alzheimer's disease (in its early stages) and by individuals without any linguistic disorders from co-hyponyms presented to them. As a methodological resource, we adopt a protocol composed of eighteen sets of three co-hyponyms each. This tool has the intention to focus on and define the social cognitive and linguistic work, as well as the enunciative path used by the subjects in order to categorize. In line with this protocol, we designed a command that proposes to the participants the activity of grouping lexical items (co-hyponyms) in the same "set". This notion of grouping supports the concept of the studied semantic relationship: hyperonymy. The analysis of these strategies and also the comparison among them and those used by the control group (non-aphasic and non- Alzheimer individuals) compose the scientific investigation itself. Taking as main motivation the necessity of a better understanding of the relations among brain, language and cognition, the theoretical and methodological underpinnings of this research rest on works from three sound domains: Semantics, Textual Linguistics and Neurolinguistics. From the attempt to categorize and culminating in the development of cognitive framings, appraisals, hyperonyms with different degrees of prototypicality, holonyms, etc., participants reveal a plurality of referents, and demonstrate the role of objects of discourse as dynamic elements that are inserted, maintained, identified, building or rebuilding, in this way, the meanings in the course of textual progression (KOCH & MARCUSCHI, 1998; KOCH, 2002). Thus, by observing how individuals construct their groups and represent them, we can infer the underlying motivations in this categorization process
Mestrado
Linguistica
Mestra em Linguística

Styles APA, Harvard, Vancouver, ISO, etc.

Knaus, Johannes [Verfasser], et Richard [Akademischer Betreuer] Wiese. « Looking at feet. A neurolinguistic and constraint-based analysis of German word stress / Johannes Knaus. Betreuer : Richard Wiese ». Marburg : Philipps-Universität Marburg, 2016. http://d-nb.info/1113183756/34.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Saunders, Dawn Elizabeth. « A psycho-educational programme for cricket players using neuro-linguistic programming ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1164.

Texte intégral

Résumé :

Thesis (PhD (SportPsych))--University of Stellenbosch, 2009.
There has been a greater awareness in the psychological aspects of sport over the past few decades, and in particular, how the psyches of the players affect their performance. The game of cricket has been no exception. Neuro-Linguistic Programming (NLP) has been used successfully in the business world, but very little research has been done in the sport milieu. The motivation for this research was two-fold. First, there was the need for a cricket team to be mentally prepared to play at their highest potential on provincial level; second, the researcher was curious about NLP techniques being successfully applied in sport. NLP is the study of human excellence. It describes human functioning, and focuses on experience and experimenting rather than prescription; it can focus on how to intervene, transform and improve human functioning. NLP uses modelling to identify particular skills in successful people. (They like to say: “If he can do it, then I can do it too”.) Neuro refers to the nervous system and how it processes particular codes in the body through the five senses. Linguistic refers to the use of language and how it gives meaning to the neural processes through communication and symbolic systems. Programming refers to how a person sequences his actions to achieve his goals.

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Livres sur le sujet "Linguistica, neurolinguistica"

Neurolinguistics and linguistic aphasiology : An introduction. Cambridge [Cambridgeshire] : Cambridge University Press, 1987.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Introduction to neurolinguistics. Amsterdam : John Benjamins, 2006.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Brigitte, Stemmer, et Whitaker Harry A, dir. Handbook of neurolinguistics. San Diego : Academic Press, 1998.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Chalidze, Valeriĭ. On the linguistic brain code. Benson, VT : Chalidze's Research Diary, 1985.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Shapiro, Mo. Neuro linguistic programming. London : Hodder Arnold, 2007.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Maria, Bada, Consonni Monica et Franceschini Rita, dir. Le facce del plurilinguismo : Fra metodologia, applicazione e neurolinguistica. Milano, Italy : FrancoAngeli, 2009.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Ready, Romilla. Neuro-linguistic Programming for Dummies. New York : John Wiley & Sons, Ltd., 2009.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Ready, Romilla. Neuro-linguistic programming for dummies. Hoboken, NJ : Wiley Pub., 2004.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

John, Seymour, dir. Introducing neuro-linguistic programming : Psychological skills for understanding and influencing people. London : Aquarian, 1993.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

John, Grinder, et Andreas Steve, dir. Frogs into princes : The introduction to neuro-linguistic programming. Enfield : Eden Grove, 1990.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Chapitres de livres sur le sujet "Linguistica, neurolinguistica"

Schumacher, Petra B. « Context in neurolinguistics ». Dans Linguistik Aktuell/Linguistics Today, 33–54. Amsterdam : John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/la.196.05sch.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Hung, Daisy L., et Ovid T. L. Tzeng. « Neurolinguistics : A Chinese Perspective ». Dans New Horizons in Chinese Linguistics, 357–79. Dordrecht : Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1608-1_11.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Travis, Lisa. « Linguistic Theory, Neurolinguistics and Second Language Acquisition ». Dans Studies in Theoretical Psycholinguistics, 90–108. Dordrecht : Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9_6.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Büttner, Julia. « Chapter 3. Neurolinguistic view into narrative processing ». Dans Linguistic Approaches to Literature, 63–88. Amsterdam : John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lal.21.04but.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Peng, Fred C. C. « 3. The interface of sociolinguistics and neurolinguistics ». Dans Prehistory, History and Historiography of Language, Speech, and Linguistic Theory, 379. Amsterdam : John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cilt.64.27pen.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Witkowski, Tomasz, et Stawomir Jarmuz. « Neurolinguistic programming for managers and engineers as evidence-based practitioners ». Dans Emotional Intelligence and Neuro-linguistic Programming, 73–96. Boca Raton, FL : CRC Press, 2019. | : CRC Press, 2019. http://dx.doi.org/10.1201/b22180-4.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Asp, Elissa. « Neurolinguistic and neuropsychological evidences for functionally organized language networks ». Dans Empirical Evidences and Theoretical Assumptions in Functional Linguistics, 7–36. New York : Routledge, 2022. http://dx.doi.org/10.4324/9780429031427-2.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Blumenthal-Dramé, Alice. « Entrenchment from a psycholinguistic and neurolinguistic perspective. » Dans Entrenchment and the psychology of language learning : How we reorganize and adapt linguistic knowledge., 129–52. Washington : American Psychological Association, 2017. http://dx.doi.org/10.1037/15969-007.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Latkowska, Jolanta. « Chapter 8. Cross-Linguistic Conceptual Infl uence from a Bilingual Perspective : In Search of Research Paradigm ». Dans Neurolinguistic and Psycholinguistic Perspectives on SLA, sous la direction de Janusz Arabski et Adam Wojtaszek, 106–25. Bristol, Blue Ridge Summit : Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692429-010.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Balconi, Michela. « Biological Basis of Linguistic and Communicative Systems : From Neurolinguistics to Neuropragmatics ». Dans Neuropsychology of Communication, 3–27. Milano : Springer Milan, 2010. http://dx.doi.org/10.1007/978-88-470-1584-5_1.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Actes de conférences sur le sujet "Linguistica, neurolinguistica"

Caplan, David N. « Neurolinguistics ». Dans ExLing 2006 : 1st Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2006/01/0002/000002.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Popovici, Alexandrufilip, Adelina Mirzea, Dumitru Grigore, Nicolae Goga, Ionel Petrescu, Ramona Dragomir et Marinel cornelius Dinu. « A NEUROLINGUISTICS EXPERIMENT BASED ON A NOVEL PSYCHOLOGICAL ASSESSMENT TOOL ». Dans eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-112.

Texte intégral

Résumé :

The science of neurolinguistics represents the study of brain activity as related to the control, acquisition, and production of language. Neurolinguistics looks to the mechanism through which the brain processes language concepts. It is an interdisciplinary field at the intersection of linguistics, neuropsychology, communication, computer science, and the theory of languages. It is taught in the field of learning foreign languages but it is of interest in other educative disciplines such as psychology, computer science, etc., as well. Neurolinguistics is based both on experimental methods and theoretical models. In this paper, we present a novel neurolinguistics experiment done with a psychological iOT tool, namely MindMiTM System, which is described in a patent. MindMiTM System is based on the bio-potentials measurements (response and levels of skin potentials) taken from the hand's fingers with the help of a finger scanner (for both hands) with monopolar electrodes. All the data needed for a psychological measurement is collected in approximately five minutes. Based on the gathered data, the psychological profile is computed through an innovative method. The system was calibrated on 5000 subjects. The method is based on relevant variables related to personality traits such as the level of cortical arousal, the lability, and amplitude of electro-dermal response, etc. The algorithm based on those key variables computes a kernel of psychological indicators that reflect cognitive, emotional and social abilities. For the first time in the reported literature, we used the MindMiTM System for a neurolinguistics experiment. The experiment is based on interpreters translating the same text in Romanian, English, and German. We present the core technology of the system and the results obtained. The system itself can be used also in educational settings by students in psychology, linguistics computer science, etc.

Styles APA, Harvard, Vancouver, ISO, etc.

Andreou, Georgia, et Ioannis Galantomos. « Neurolinguistic aspects of metaphor theory ». Dans 2nd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2008/02/0005/000064.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Nurhadi, Jatmika, Rosita Rahma, Lestari Kusuma Dewi et Aswan. « An Anxiety Phenomenon in Reading Scientific Articles in Indonesian and English : A Neurolinguistics Analysis ». Dans Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.042.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Nous offrons des réductions sur tous les plans premium pour les auteurs dont les œuvres sont incluses dans des sélections littéraires thématiques. Contactez-nous pour obtenir un code promo unique!