E-book: The Cambridge Handbook of Metaphor and Thought (2008)

The Cambridge Handbook of Metaphor and Thought

Posted By : tot167 | Date : 10 Nov 2008 20:57 | Comments : 4

Jr., Raymond W. Gibbs “The Cambridge Handbook of Metaphor and Thought" 
Cambridge University Press | 2008-09-22 | ISBN: 0521841062 | 564 pages | PDF | 5,7 MB

The Cambridge Handbook of Metaphor and Thought offers the most comprehensive collection of essays in multidisciplinary metaphor scholarship that has ever been published. These essays explore the significance of metaphor in language, thought, culture, and artistic expression. There are five main themes of the book: the roots of metaphor, metaphor understanding, metaphor in language and culture, metaphor in reasoning and feeling, and metaphor in nonverbal expression. Contributors come from a variety of academic disciplines, including psychology, linguistics, philosophy, cognitive science, literature, education, music, and law.

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E-book: The Oxford Handbook of Cognitive Linguistics (Oxford Handbooks Oxford Handbooks) (2007)

The Oxford Handbook of Cognitive Linguistics (Oxford Handbooks Oxford Handbooks)

Posted By : matmochue | Date : 01 Feb 2008 09:32 | Comments : 1

The Oxford Handbook of Cognitive Linguistics (Oxford Handbooks Oxford Handbooks) 
Publisher: Oxford University Press, USA | 2007-10-17 | 1364 pages | ISBN: 0195143787 | 6.77 MB | Rapidshare&Megaupload

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. The first twenty chapters give readers the opportunity to acquire a thorough knowledge of the fundamental analytic concepts and descriptive models of Cognitive Linguistics and their background. The book starts with a set of chapters discussing different conceptual phenomena that are recognized as key concepts in Cognitive Linguistics: prototypicality, metaphor, metonymy, embodiment, perspectivization, mental spaces, etc. A second set of chapters deals with Cognitive Grammar, Construction Grammar, and Word Grammar, which, each in their own way, bring together the basic concepts into a particular theory of grammar and a specific model for the description of grammatical phenomena. Special attention is given to the interrelation between Cognitive and Construction Grammar. A third set of chapters compares Cognitive Linguistics with other forms of linguistic research (functional linguistics, autonomous linguistics, and the history of linguistics), thus giving a readers a better grip on the position of Cognitive Linguistics within the landscape of linguistics at large. The remaining chapters apply these basic notions to various more specific linguistic domains, illustrating how Cognitive Linguistics deals with the traditional linguistic subdomains (phonology, morphology, lexicon, syntax, text and discourse), and demonstrating how it handles linguistic variation and change. Finally they consider its importance in the domain of Applied Linguistics, and look at interdisciplinary links with research fields such as philosophy and psychology. With a well-known cast of contributors from around the world, this reference work will be of interest to researchers and advanced students in (cognitive) linguistics, psychology, cognitive science, and anthropology.

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LACON DE DE LUCIA, Nelsi y ORTEGA DE HOCEVAR, Susana. Cognición, metacognición y escritura. Rev. signos, 2008, vol.41, no.67, p.231-255. ISSN 0718-0934.

Este artículo presenta una contribución a la compleja problemática de la enseñanza de la escritura. Tiene como base tanto investigaciones teóricas como empíricas realizadas con alumnos de escolaridad común de nivel básico y medio. En primer lugar, explicitamos el marco teórico. A continuación, enfatizando especialmente los aspectos cognitivos y metacognitivos, desarrollamos un modelo didáctico de fases interactivas para la enseñanza de la producción escrita, el cual fue aplicado en cursos experimentales. Final-mente, exponemos las principales conclusiones.

Palabras claves: Competencia; escritura; cognición; metacognición.

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