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Cognitive poetics is a school of literary criticism that applies the principles of cognitive science, particularly cognitive psychology, to the interpretation of literary texts. It has ties to reader-response criticism , and also has a grounding in modern principles of cognitive linguistics .
An interjection is a word or expression that occurs as an utterance on its own and expresses a spontaneous feeling or reaction. [1] [2] It is a diverse category, encompassing many different parts of speech, such as exclamations (ouch!, wow!
Lisa Zunshine is an American literary scholar, who publishes in British literature, comparative literature, film/media studies, and cognitive literary theory. She came to the United States as a refugee, from Latvia, when she was twenty-one, and became a U.S. citizen in 1998.
Following the cognitive revolution, cognitive linguists, computer scientists, and cognitive psychologists have borrowed terms from rhetorical and literary criticism. Specifically, metaphor is a fundamental concept throughout cognitive science, particularly for cognitive linguistic models in which meaning-making is dependent on metaphor ...
His definition of English interjections focused on the semantic and pragmatic dimensions of the words: An interjection is a part of speech that betokeneth a sudden passion of the mind: the signification or meaning of which speech much be understanded by the gesture, countenance, or passion of the speaker, and some time with regard of the person ...
A discourse marker is a word or a phrase that plays a role in managing the flow and structure of discourse.Since their main function is at the level of discourse (sequences of utterances) rather than at the level of utterances or sentences, discourse markers are relatively syntax-independent and usually do not change the truth conditional meaning of the sentence. [1]
Moreover, Piaget claimed that cognitive development is at the centre of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development. [6] Piaget's earlier work received the greatest attention. Child-centred classrooms and "open education" are direct applications of Piaget's views. [7]
It is also explored in cognitive linguistics. An example is Yao-Ying Lai’s 2017 study on the effects of coercion on mental processing; results showed that phrases involving aspectual words (such as “start”) required longer reading times to understand than did phrases with psychological words (such as “enjoy” and “love”). [7]