In this video I apply the lens of cognitive linguistics and embodied cognition, two of the most influential movements in the Cognitive Sciences over the past 20 years, to the concepts of heaven and hell.

Relevant reading: Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought by George Lakoff & Mark Johnson.

https://youtu.be/VzBWh05meRA

So take the sentence

"Sam is an expert at drive."

here same is a noun.

Compared to "Sam is expert at driving."

Here formally it becomes an adjective even though the meaning barely seems to change but does the brain register this difference as it would with lets say beauty?
Sam is a beauty at driving.
Sam is beautiful at driving.
X-Sam is a beautiful at driving.

So, I'm dyslexic and one thing I constantly do is read words that aren't even there in the sentence but the meaning of the sentence will remain the same.

So, the sentence will be written "The ship sailed away" and I will read it instead "The boat sailed away."

This isn't a rare thing either I do it constantly. I am a TESOL teacher and I can barely get through reading a dictation, shadowing, or dialogue without changing, adding, or deleting words. Rarely is the meaning of the sentence I speak different from the one written though.

I swear I read somewhere that "traitor" and "tragedy" derive from the same origin, but it doesn't appear to be the case in English. I'm wondering if it was talking about a different language -- and, if so, I was curious if anyone knew of a language in which that was the case?

For example, in Vietnamese, the word "thú" may be understood as simply as animal. But for some, its meaning is more specific: mammal (animal with breast). So is that word a polysemy?

Hello everyone, I am Sarthak Solat, a final year undergraduate from IIT Bombay. I am working on a research project to gauge human personality and associated Instagram Reels consumption. You all are invited to participate in this study. Please fill the questionnaire, it would take only about 5-10 minutes to complete. Suggestions and queries are welcome. Thanks in advance.

https://www.psytoolkit.org/c/3.3.2/survey?s=ksTrR

This article discusses cognitive load and some of the mental challenges associated with taking notes, including the Split-attention Effect: https://hyperia.net/blog/reducing-the-cognitive-load-of-note-taking

Hi all. Lately I have been misreading words quite often.

For example, i misread “Chinese dumplings” for “cheese dumplings”, “astrology” for apology”, “reputation” for “prostitution”. I catch myself that I misread a word because the whole sentence doesn’t make sense and I read again and find it out.

This might be the wrong place to post this question. Feel free to comment if you have some input or suggest amore fit subreddit to address this question. Thanks

I have been looking at Baddeley's working memory model. I was wondering for deaf signers would their sign phonological loop be separate from their visual special sketchpad or would they be the same component?

An ESL student was asking about the quotation below at my school, but I don't know how to expound or simplify to her that "A problem or puzzle can be thought of as a knot." Any ideas? She knows what a knot is, but somehow she can't connect the dots between a knot and a problem.

The Latin roots solv and its variant solut both mean “loosen.” Let’s absolutely resolve these roots right now in a resolute fashion!

Let’s begin with the root solv, which means “loosen.” A problem or puzzle can be thought of as a knot. When you solve a problem, you “loosen” or untie that knot. When you show resolve in doing so, you are determined to “loosen” that knot no matter what. Once you resolve or set the task to “loosen” the puzzle, you can absolve or “loosen” yourself from this responsibility by using willpower to complete it.

When you write, do you think a whole sentence in your head and then write it down?

When you write, do you think a whole sentence in your head and then write it down? Is this how you write?

So you would think a sentence, write it down, think another sentence, write it down. Is this how it works for you?

Hi guys, I have to do a kind of short essay on humor and expecially parody.

I was wondering why with repetition, a joke can become "old" and sound corny.

My hypothesis is that with repetition, the meaning and ultimate goal of the joke shifts the attention to whom is making the joke and not the what the actual mean of the sentence is.

Is like if with repetition, the meaning of the joke shifts towards the desire of the joker of being socially accepted and or considered funny; hence the joker becomes the subject of the joke himself.

This probably does not make any sense.

Actually I have no idea on where to start studying this phenomenon and I'm interested to read anything about that.

Hi all, I need some some advice/input on this line of enquiry. So, I am considering looking at the validity of the IELTS listening exam in relation to cognitive load.

The premise of this idea is based on the exam’s requirements to read, and then ‘hold’ the questions in mind, while simultaneously listening for the answers and recording these on the provided answer sheet.

I’m questioning if such an exam is truly a test of ‘language competence’ as it is marketed as, given the levels of cognitive load required for reading and maintaining the task questions, of which there are ten per section, listening to and extracting the relevant information from the accompanying audio, while also manually recording the answers to task.

I would suggest that given the task requirements, the working memory of participants would be overloaded by the necessity of holding 10 questions in mind, while listening for the answers within the audio and simultaneously recording these. This would result in pertinent audio information being missed as a result of ‘inattentional deafness’ due to cognitive overload, resulting in incorrect answers/ missed responses.

I would appreciate some input, theories, and advice as to what I’m ‘missing’ here and if this line of thought seems plausible.

Thanks.

So I might be intending to teach/say similar content but if I teach five classes in the day each time I explain the content it is going to be a different. Or if I see a student confused I will think for a second and rephrase the same thing I was trying to say before. While I can consciously choose a word change or two most of the time the rephrasing seems to happen unconsciously.

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Know more here ---> https://meshintranet.com/blog/enterprise-intranets-build-buy/

So one of the big things in SLA was Krashens i+1 distinctions and the inability to test this.

From what I have looked into retrograde amnesiacs like H.M are able to still acquire new vocabulary though the success is dependent previous semantics knowledge and lack of errors in the learning process. This has been documented in spontaneous speech and lab settings via vanishing cues (Michael Paradis/ Van dir Lin). Patients aren't however able to or severely hampered in explicitly learning new words and concept explicitly it seems.

Errorless learning also seems to be the go to strategy in most therapy for Amnesia.

Paul nation has talked about to be able to learn incidentally from free voluntary reading requires about 98 percent comprehension.

Could Krashen's i+1 basically be the outer limits of implicit semantic knowledges ability to assist in errorless comprehension of a new lexical item? or is this statement a stretch.

Also a side question is someone like H.M. who acquires a word in this manor able to acquire the word but never have explicit knowledge of that word? So dual storage of words, one implicit embedded in the communicative grammar and one explicit

Also apologies in advance for any of my horrible misreading of any of the literature. Figure its better to state it and be corrected than go on misreading.

The Social Networks Lab is looking for people who want to play a group communication game online for pay. The experiment takes around 75 minutes or 90 minutes (depending on the group size), and you will receive £12 or £15 for your participation. You must be 18-35 years old to participate and you must have a UK bank account (we can only pay in £).

The experiment takes place online but as this is a group experiment, everyone needs to participate at the same time. Please go to https://framadate.org/gV6npvwGhL3z1muR and indicate *all* timeslots that you are available so we can find timeslots that enough people can make. Please enter your email in 'name' so we can contact you to finalise the time and email you a zoom invite that you will need to click at the allotted time.

What's a good linguistics book on syntax and semantics that covers the different approaches like generative grammar and generative semantics?

And what was the aftermath of them?

What are the theories on how mental representations work?

"Another widely applicable finding is that results cannot be generalized from single
words to language in any study of multilingualism, including language lateralization,
neuroimaging studies, pre‐surgical electrical stimulation, or diagnosis and therapy.
Single words are the least likely candidates for investigating language representation,
given that what makes language most specific as a cognitive function, namely the
language system (phonology, morphology, syntax), is supported by procedural memory,
whereas isolated words, being explicitly known form‐meaning associations, are
supported by declarative memory and hence are less focalized in their cortical representation. Neuroimaging studies using single words as stimuli show no difference between
monolingual and bilingual individuals, whereas studies that use sentences as stimuli
do. Not only can results obtained with single‐word stimuli not be generalized to the
representation and processing of language (in the way that one normally cannot
generalize from a part to the whole), but experiments that use such stimuli address a
component that differs radically from the language system."

Taken from his forward in The Handbook of the neuroscience of multilingualism

If someone asks you to find for example "mushrooms" in a fridge do you mentally picture mushrooms before you search for them?