@article{Miklashevsky2017, author = {Miklashevsky, Alex A.}, title = {О высоком и низком: пространственная семантика абстрактных и конкретных существительных}, series = {Tomsk state university journal}, journal = {Tomsk state university journal}, number = {424}, publisher = {Tomsk Stata Univ}, address = {Tomsk}, issn = {1561-7793}, doi = {10.17223/15617793/424/4}, pages = {26 -- 34}, year = {2017}, abstract = {Aim and material: In the present study, the data of the rating study presented earlier, where participants estimated the position of an object or phenomenon in vertical space by using the seven-point Likert scale, are used in order to systematically describe spatial information included in language units of different semantic categories. Background: The role of spatial semantics in language understanding is assumed by modern cognition theories and confirmed in experimental studies. Hypotheses: Based on conceptual metaphor theory, a number of hypotheses are proposed in the present study: different semantic categories of nouns (e.g., tools vs. animals vs. emotions etc.) should significantly differ in their spatial semantics as well; different semantic categories of abstract nouns (e.g., mental states vs. emotions vs. physical sensations) should also differ in their spatial semantics, as the latter is included in their conceptual structure; mental states and phenomena (e.g., imagination, thought or memory) should have higher values (i.e., be located higher in the virtual subjective space) than any other abstract concepts; emotional concepts (e.g., love, disgust or happiness) should be located higher than physical sensations (e.g., pain or softness); positive emotions (like joy or euphoria) should be located higher than negative ones (like feeling of guilt or disappointment). Methods: Statistical methods (parametric and non-parametric ones) are used in order to test the hypotheses. As additional cross-testing methods corpora data and expert assessment are included. Results: The results of the study confirmed all the hypotheses. A number of additional regularities were revealed: in general, abstract concepts get higher values on a scale, i.e., are located higher in the virtual subjective space than concrete ones; tool concepts are related more to the lower space, unlike sound concepts that are related to higher space. No difference was found between action concepts (like attack or running) and physical sensations. Discussion: The results obtained can also be explained in terms of other theories within the embodied cognition framework, as it is discussed in the conclusion (words as social tools by A. Borghi and F. Binkofski; ideas by G. Vigliocco and neurosemantic approach by F. Pulvermuller). The need in an integrative model and larger studies with other semantic categories is underlined.}, language = {ru} } @article{LaurinaviehyuteChrabaszczFarizovaetal.2016, author = {Laurinaviehyute, Anna K. and Chrabaszcz, Anna V. and Farizova, Nina O. and Tolkacheva, Valeria A. and Dragoy, Olga V.}, title = {Влияние сенсомоторных стереотипоВ на понимание пространстВенных конструкций}, series = {Voprosy Jazykoznanij}, journal = {Voprosy Jazykoznanij}, number = {3}, publisher = {Nauka}, address = {Moskva}, issn = {0373-658X}, doi = {10.31857/S0373658X0001002-1}, pages = {99 -- 109}, year = {2016}, abstract = {In an eye-tracking study we tested the hypothesis that comprehension is facilitated by a match between the order of the verb and its arguments in a sentence and the order of the actual sensorimotor interaction with these objects (for example, in the phrase put the bag into the box, the order of the arguments corresponds to the order of motor actions: take the bag, put it into the box) could facilitate comprehension of such constructions. We tested 40 native Russian speakers in a visual world sentence-picture matching task. In prepositional constructions, there was no difference between conditions that matched or mismatched sensorimotor stereotypes, whereas in instrumental constructions, sensorimotor stereotypes facilitated comprehension.}, language = {ru} } @article{SiegmuellerFroehlingHerrmannetal.2008, author = {Siegm{\"u}ller, Julia and Fr{\"o}hling, Astrid and Herrmann, Heike and Gies, Jeannine}, title = {Zur Verbesserung des Sprachmodells von Erzieherinnen als Methode zur allgemeinen integrativen Sprachf{\"o}rderung in Kitas - Inputspezifizierung im Kindergarten}, year = {2008}, language = {de} } @article{Kauschke1998, author = {Kauschke, Christina}, title = {Zur Terminologie und Klassifikation bei Sprachentwicklungsst{\"o}rungen}, issn = {0584 - 9470}, year = {1998}, language = {de} } @article{GaertnerWilder1997, author = {G{\"a}rtner, Hans-Martin and Wilder, Chris}, title = {Zur Rolle von {\"O}konomieprinzipien in der generativen Linguistik}, year = {1997}, language = {de} } @article{Blaszczak2001, author = {Blaszczak, Joanna}, title = {Zur Rolle des Pronomen to/eto in spezifizierenden Kopulaktionstrukturen im polnischen und russischen}, year = {2001}, language = {de} } @article{Fanselow2003, author = {Fanselow, Gisbert}, title = {Zur Generierung der Abfolge der Satzglieder im Deutschen}, isbn = {3-89129- 804-8}, year = {2003}, language = {de} } @misc{Warditz2017, author = {Warditz, Vladislava Maria}, title = {Zum Status syntaktischer Variationen in Sprachkontaktsituationen}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-399167}, pages = {20}, year = {2017}, abstract = {The article presents first results of a pilot study on the syntactic changes in Polish as a language contact in Germany. On the base of the experimental data tests the study examines the syntactic changes in Polish of two diaspora-generations: the so called forgetters and the incomplete learners. The article focuses on the questions: how the situation of languages in contact influences the syntactic changes in the heritage language (Polish) and which status have those syntactic transferences. Other linguistic and sociolinguistic factors, capable to cause the language change in the situation of language contact, are also discussed in the article.}, language = {de} } @phdthesis{Herrmann2013, author = {Herrmann, Heike}, title = {Zum Erwerb syntaktischer Aspekte von positiven und negativen W-Fragen im unauff{\"a}lligen und auff{\"a}lligen Spracherwerb des Deutschen}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-293-3}, issn = {1869-3830}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-70606}, school = {Universit{\"a}t Potsdam}, pages = {362}, year = {2013}, abstract = {Der W-Fragen-Erwerb stellt einen Teilbereich der kindlichen Syntaxentwicklung dar, die sich maßgeblich innerhalb der ersten drei Lebensjahre eines Kindes vollzieht. Eine wesentliche Rolle spielen dabei zwei Bewegungsoperationen, die sich auf die Position des Interrogativpronomens an die erste Stelle der W-Frage sowie die Position des Verbs an die zweite Stelle beziehen. In drei Studien wurde einerseits untersucht, ob deutschsprachige Kinder, die noch keine W-Fragen produzieren k{\"o}nnen, in der Lage sind, grammatische von ungrammatischen W-Fragen zu unterscheiden und andererseits, welche Leistungen sprachunauff{\"a}llige und sprachauff{\"a}llige deutschsprachige Kinder beim Verstehen und Korrigieren unterschiedlich komplexer W-Fragen (positive und negative W-Fragen) zeigen. Die Ergebnisse deuten auf ein fr{\"u}hes syntaktisches Wissen {\"u}ber W-Fragen im Spracherwerb hin und st{\"u}tzen damit die Annahme einer Kontinuit{\"a}t der kindlichen Grammatik zur Standardsprache. Auch scheinen sprachauff{\"a}llige Kinder sich beim Erwerb von W-Fragen nicht qualitativ von sprachgesunden Kindern zu unterscheiden, sondern W-Fragen lediglich sp{\"a}ter korrekt umzusetzen. In beiden Populationen konnte ein syntaktischer {\"O}konomieeffekt beobachtet werden, der f{\"u}r eine sp{\"a}tere Umsetzung der Verbbewegung im Vergleich zur Bewegung des W-Elementes spricht.}, language = {de} } @book{Wotschack2009, author = {Wotschack, Christiane}, title = {Zum Einfluß von Lesestrategien auf Effekte der kognitiven Kontrolle}, year = {2009}, language = {de} }