再来探析“头”转喻、隐喻与一词多义现象——与李瑛、文旭教授商榷

本文主要对<外语教学>2006年第3期上刊栽的李瑛、文旭教授<从"头"认知-转喻、隐喻与一词多义现象研究>一文中的一些结论提出商榷.通过对该文中一些立论的辩驳,进一步讨论隐喻和转喻的本质区别,隐喻和转喻在多义词词义扩展中的作用以及多义词词义的扩展方式,强调从历时的角度探讨多义词词义扩展机制以及词义演变认知过程的必要性.     

英语多义词中的概念隐喻认知机制

多义词的认知过程是非常复杂的,但也有其规律可循。根据认知语言学的理论,隐喻是词义扩展的重要途径之一。通过探讨概念隐喻理论与多义词认知之间的关系,可以看出概念隐喻在多义词认知的过程中起到了不可替代的作用,对现有的认知方式进行了补充。     

壮汉英词义的衍生机制

本文试图通过对身体部位"laeng"在壮汉英三本词典的主要义项的对比研究,旨在揭示词义的衍生机制。具体来说,研究"laeng"的认知域和范畴化特征与语用以及社会文化认知之间的关系。     

范畴化原型理论和大学英语词汇教学

随着认知语言学的发展以及范畴化理论研究的逐步深入,人们开始关注如何将认知语言学理论与外语教学结合起来。本文根据认知语言学原型理论的特点,分析了词义的演变过程和一词多义现象,探究如何能够拓展学生词汇知识的广度、深度以及应用性,揭示了认知范畴化理论对英语词汇教学的积极指导作用。     

隐喻与课堂环境下二语词汇教学研究——以中国英语学习者为例

隐喻是词义产生的重要方式,隐喻是词汇语义演变的一个重要认知机制,隐喻的关系是词汇网络节点的连接方式之一,因此,隐喻能力应成为学习者词汇能力的一个重要维度。本文以中国英语学习者为例,论述如何通过在课堂词汇教学中融合隐喻观,以及培养学习者的隐喻意识,促进学习者词汇能力发展。     

网络民族主义思潮对大学生政治认知的影响

本文重点研究网络民族主义思潮对大学生政治认知产生的影响,政治认知作为大学生政治社会化的前提和基础,对大学生政治社会化的顺利进行发挥着至关重要的作用.作为思想意识的网络民族主义思潮对大学生政治认知产生了多重影响,既有积极的一面,又有消极的一面.本文从四个方面具体阐述了网络民族主义思潮对大学生政治认知产生的影响.     

从认知隐喻的视角解读英语中的一词多义现象

一词多义不仅属于一种语言现象,而且是一种认知现象。通常,语义理论从语言结构与社会历史的视角对一词多义进行分析与探讨,然而随着认知语言学的发展,不少语言学家逐渐从认知的视角来阐释词义的扩展和延伸。本文以前人对一词多义进行的认知研究为基础,从认知隐喻思维模式的视角,并结合具体例子,试图对英语中的多义现象进行分析与解读。从而揭示出在大学英语词汇教学中引入认知隐喻理论具有一定的启示和指导意义,英语教师在英语词汇教学过程中应重视培养学生的认知隐喻思维。     

原型范畴理论与大学英语词汇教学

本文从认知语言学的原型范畴理论出发,论述了原形范畴理论的形成及特点,探讨了其对英语词汇教学的有益启示,认为应在教学中强调基本范畴词汇的教学,加强多义词各词义间深层联系的讲解,有效地帮助学习者习得词汇.     

英汉经济新闻中“head”与“头”的认知解读

本文在隐转喻视域下,基于体验哲学、认知隐喻理论、认知转喻理论,对英汉经济新闻语篇中"head"与"头"进行认知解读,探究"head"与"头"人体隐转喻的异同,并分析产生异同的原因,试图探讨英汉语言中人体隐转喻的认知共性和个性,说明人类具有普遍意义和共性的认知模式对语言意义理解所起的重要作用。     

学生情感在初级英语学习中的促进作用

情感是人所特有的一种心理活动,是在认知过程活动中产生并影响着认知过程。本文通过列举教师与学生、学生与父母、学生与学生之间不同的关系来论证情感对学生的初级英语学习所起促进的作用。     

Cognitive Semantics and English Word Learning

Vocabulary is the foundational of a language,so word learning is very important for English learners.Cognition is the starting point of memorizing English words.English learners should pay more attention to cognitive contexts and cognitive features of English words.In order to enlarge the vocabulary,English learners should activate the inference ability based on cognitive semantics,whether image schemas or categonzanons.     

The Effect of Health and Poverty on Early Childhood Cognitive Development

Although evidence of a link between socioeconomic status and child health has been researched extensively, much less attention has been devoted to studying the link between child health and cognitive development. This paper seeks to determine whether early childhood illnesses and poverty significantly impede cognitive development. The empirical model attempts to control for observed and unobserved heterogeneity through the use of panel data models. Results indicate that a child’s cognitive development is not directly related to health problems acquired after birth or socioeconomic standing. Rather, cognitive development is primarily influenced by unobserved child- and family-specific factors that happen to be correlated with health and socioeconomic status. On the other hand, birth weight appears to affect cognitive performance later in childhood, even after taking unobserved heterogeneity into account.     

Late-life cognition: Do childhood conditions play any role?

Individual's cognitive ability tends to reduce with ageing. Recently, whether and how to buffer this age-related decline is one of the greatest concerns. One well-established hypothesis argues that early life conditions play a particularly crucial role in developing individual's cognitive skills. People who grew up in good conditions are more likely to obtain a higher level of cognitive stocks and are more efficient producers of cognitive skills. In this paper, we analyze the impact of childhood conditions on the individuals' late life cognitive functioning by addressing the question whether the same change in age will have different consequences on the late life cognition given different levels of childhood conditions based on the China Health and Retirement Longitudinal Study (CHARLS) data. Our empirical evidence supports that more advantageous childhood conditions can shave off the decline of cognition as measured by word recall with ageing after controlling for individual fixed effects.     

Parental socioeconomic status and children’s cognitive ability in China

It is widely recognized that intergenerational transmission is one of the primary causes of persistent social inequality. Using nationally representative data, the China Family Panel Studies, this paper is one of the first to comprehensively investigate parental SES and children’s cognitive outcomes in China and moves beyond existing work by accounting for the direct intergenerational transmission of cognitive ability and by examining various novel mechanisms. Our results show that parents’ education rather than income is positively associated with their children’s cognitive abilities. The analysis of mechanisms shows that educational disparity widens the gap in parental investment, as well as parental beliefs regarding education and expectations for their children. Nevertheless, we do not find differences in parenting productivity. In addition, we find that the impact is more prominent in rural areas where education resources are much more limited. Various tests have been performed to prove the robustness of our findings.     

战略变革过程协同演化机制研究现状与新设想

依据协同演化思想,纵向分析在理性视角、学习视角、认知视角、演化视角和复杂科学视角下的战略变革过程研究,认为对于战略变革过程研究是由静态环境到动态环境再到组织与环境协同演化的认识过程,同时是由他组织向自组织转变的认识过程,这一过程都在试图寻找主宰组织变革过程由无序向有序的转换的关键因素——序参量。基于序参量视角提出战略变革过程的研究新设想。     

How and why do Chinese urban students outperform their rural counterparts?

This paper aims to measure and understand the rural–urban student cognitive ability gap in China. Using the China Education Panel Survey (CEPS) 2013/2014 data, we find that the cognitive ability test scores of urban students are approximately 1.41 points (17%) higher than those of rural students, on average. This difference is equivalent to 37 and 41% of the standard deviation of urban and rural students' test scores, respectively. Instead of the raw test score, when the cognitive ability is estimated with the 3-parameter Logistic item response theory model, the rural–urban gap is somewhat reduced. The regression and Oaxaca–Blinder decomposition analyses show that nearly one-half of the rural–urban gap can be accounted for by differences in observed characteristics, especially number of siblings, parental education, and interaction between parents and teachers. We then discuss the policy implications of these results and propose a few potential ways to reduce the rural–urban gap in students' cognitive abilities.     

从认知角度看词汇教学与记忆

从认知学的角度,根据记忆理论、范畴理论和加工层次理论,探讨认知心理学和认知语言学对英语教学的启示。指出重视语言信息的输入、将词汇归类以系统教授单词、将词汇组块化帮助学生理解单词,以及引导学生联想记忆单词都是行之有效的词汇教学方法,这些方法不但能帮助学生理解词汇还能帮助他们记忆词汇。     

旅游服务认知特征的演进及营销策略探究

文章通过整理相关研究成果,总结出旅游服务认知特征演变的三个阶段,并且在不同的演进阶段下,通过实证研究识别出现代旅游服务认知特征。研究结果表明,与前两个阶段相比较,现代旅游服务较为突出的四个认知特征分别为:服务公平性、信息化、参与性和迁移性,且这些特征对旅游满意有不同的影响以及不同的旅游者认知差异;最后,在以上研究的基础上,文章为旅游目的地管理机构和旅游企业提出了有效的服务营销策略。     

Job-worker mismatch and cognitive decline

We have used longitudinal test data on various aspects of people'scognitive abilities to analyse whether overeducated workersare more vulnerable to a decline in their cognitive abilities,and undereducated workers are less vulnerable. We found thata job-worker mismatch induces a cognitive decline with respectto immediate and delayed recall abilities, cognitive flexibilityand verbal fluency. Our findings indicate that, to some extent,it is the adjustment of the ability level of the overeducatedand undereducated workers that adjusts initial job-worker mismatch.This adds to the relevance of preventing overeducation, andshows that being employed in a challenging job contributes toworkers’ cognitive resilience.     

How do changes in household economic conditions affect cognitive function?

This study examines the effects of changes in household economic conditions on cognitive function using individual panel data from the National Survey of the Japanese Elderly. This study captures the objective and subjective economic conditions and examines which aspects of economic conditions affect cognitive function. The results demonstrate that deterioration in economic conditions damages cognitive function. In particular, objective economic conditions measured by income affect the cognitive function of Japanese men. This study also assesses possible pathways through which economic conditions affect cognitive function.