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The book "Conceptions of Meaning" was edited by Shulamith Kreitler and Tomá Urbánek, two psychologists who are known for their contributions to the study of meaning in psychology. The purpose of the book is to introduce Meaning back into psychology. Indeed, it has always been there, but it has not been developed and applied sufficiently to become prominent in the mainstream of science. The editors believe that the potentials of Meaning are too great and too important to be overlooked. The book includes 12 chapters by prominent researchers and thinkers who present different aspects and manifestations of meaning. In this book, the reader will find new conceptions of meaning, new methodologies, a variety of methods for its assessment, and innovative applications in familiar and new domains. There are four parts in this book.
Table of contents
Concepts embody our knowledge of the kinds of things there are in the world. Tying our past experiences to our present interactions with the environment, they enable us to recognize and understand new objects and events. Concepts are also relevant to understanding domains such as social situations, personality types, and even artistic styles. Yet like other phenomenologically simple cognitive processes such as walking or understanding speech, concept formation and use are maddeningly complex. Research since the 1970s and the decline of the "classical view" of concepts have greatly illuminated the psychology of concepts. But persistent theoretical disputes have sometimes obscured this progress. The Big Book of Concepts goes beyond those disputes to reveal the advances that have been made, focusing on the major empirical discoveries. By reviewing and evaluating research on diverse topics such as category learning, word meaning, conceptual development in infants and children, and the basic level of categorization, the book develops a much broader range of criteria than is usual for evaluating theories of concepts.
Grammar, Meaning, and Concepts: A Discourse-Based Approach to English Grammar is a book for language teachers and learners that focuses on the meanings of grammatical constructions within discourse, rather than on language as structure governed by rigid rules. This text emphasizes the ways in which users of language construct meaning, express viewpoints, and depict imageries using the conceptual, meaning-filled categories that underlie all of grammar. Written by a team of authors with years of experience teaching grammar to future teachers of English, this book puts grammar in the context of real language and illustrates grammar in use through an abundance of authentic data examples. Each chapter also provides a variety of activities that focus on grammar, genre, discourse, and meaning, which can be used as they are or can be adapted for classroom practice. The activities are also designed to raise awareness about discourse, grammar, and meaning in all facets of everyday life, and can be used as springboards for upper high school, undergraduate, and graduate level research projects and inquiry-based grammatical analysis. Grammar, Meaning, and Concepts is an ideal textbook for those in the areas of teacher education, discourse analysis, applied linguistics, second language teaching, ESL, EFL, and communications who are looking to teach and learn grammar from a dynamic perspective.
Breaking through the boundaries of traditional psycholinguistics textbooks, The Psychology of Language: An Integrated Approach takes an integrated, cross-cultural approach that weaves the latest developmental and neuroscience research into every chapter. Separate chapters on bilingualism and sign language and integrated coverage of the social aspects of language acquisition and language use provide a breadth of coverage not found in other texts. In addition, rich pedagogy in every chapter and an engaging conversational writing style help students understand the connections between core psycholinguistic material and findings from across the psychological sciences.
"This book includes a comprehensive investigation of the concept of meaning, focusing on its structure, function, and materials. In terms of structure, it is proposed that meaning is a unit which consists of two components: the carrier of meaning, called referent, to which meaning is assigned, and the meaning assigned to the referent, called meaning value. In terms of function, meaning is designed to identify inputs from outside and inside the organism, so as to enable responding to them in forms adequate for the psychological system. Otherwise expressed, meaning turns stimuli into potential triggers of reactions on all psychological levels. In terms of materials, meaning consists of cognitions, which are neither expected to be logical or rational nor are necessarily subjected to awareness, voluntary control or verbal expression. So, in practice, meaning consists of cognitive units, which are characterized in terms of referents and meaning values, forming sequences and networks, providing identification of stimuli and potentialities for grasping reality, reacting to it and transforming it. This book is a culmination of the author's decades of academic experience in pursuit of an understanding of meaning. In this book's thirteen chapters, meaning is explored through a variety of perspectives, including those drawn from evolutionary psychology, linguistics, cognition, personality, and other fields. Also, exercises are included that provide tasks designed to allow readers to familiarize themselves with the system of meaning elucidated in the book"--
How Words Mean introduces a new approach to the role of words and other linguistic units in the construction of meaning. It does so by addressing the interaction between non-linguistic concepts and the meanings encoded in language. It develops an account of how words are understood when we produce and hear language in situated contexts of use. It proposes two theoretical constructs, the lexical concept and the cognitive model. These are central to the accounts of lexicalrepresentation and meaning construction developed, giving rise to the Theory of Lexical Concepts and Cognitive Models (or LCCM Theory).Vyvyan Evans integrates and advances recent developments in cognitive science, particularly in cognitive linguistics and cognitive psychology. He builds a framework for the understanding and analysis of meaning that is at once descriptively adequate and psychologically plausible. In so doing he also addresses current issues in lexical semantics and semantic compositionality, polysemy, figurative language, and the semantics of time and space, and writes in a way that will be accessible tostudents of linguistics and cognitive science at advanced undergraduate level and above.
A novel cognitive theory of semantics that proposes that the meanings of words can be described in terms of geometric structures.
New in paperback-- A transformative book on the way we think about the nature of concepts and the relations between language and thought.