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correspondences. The traveler of course corresponds to the person leading a life. The journey corresponds to living a life. The destination corresponds to the purpose or goal of life. The stages of the journey correspond to stages in life. The distance covered along the journey corresponds to the progress made in

In: Ten Lectures on Figurative Meaning-Making: The Role of Body and Context

completely different way in the love is fire metaphor or in the life is fire metaphor. It looks like we have a more general kind of conceptual metaphor, a higher-level metaphor that we can call intensity is heat . That seems to motivate the particular specific-level conceptual metaphors, which in turn

In: Ten Lectures on Figurative Meaning-Making: The Role of Body and Context

hammer me into a crowbar” and so on. The basic story is the same: God is making people and this is a big part of the western religious system, and we can say that because Sandburg shares this global religious symbolic system—it seems to motivate his use of this particular metaphor. Let’s take another

In: Ten Lectures on Figurative Meaning-Making: The Role of Body and Context
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that occurs around the world. Now as part of this metaphor, there is another very important case, which is external events can affect you. That is, something that happens outside can cause you to do something else, and can make a change in your life. So if achieving a purpose is reaching a

In: Ten Lectures on Cognitive Linguistics
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mean”, now, or “he is boiling mad.” What’s interesting about this is that this sets up a system of hundreds of primitive metaphors that you learn automatically just by living, just by going around the world everyday, living your life as a child, happily doing whatever children do, you are going to

In: Ten Lectures on Cognitive Linguistics
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metaphor that motivates aspect in Russian PERFECTIVE IS A DISCRETE SOLID OBJECT vs. IMPERFECTIVE IS A FLUID SUBSTANCE Correlation between aspectual distinctions and count/mass, number distinctions Slavic Aspect Contrasts perfective vs. imperfective (no progressive and no

In: Ten Lectures on Cognitive Linguistics as an Empirical Science
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's theory that we know things because we ex­ perienced them in a previous life. 58 Kenneth Wexler Logically, of course, one could question whether the conclusion of linguistic theory that UG is basically not learned, but rather is guided by a genetic program, is correct. If one rejects the genetic

In: Handbook of Child Language Acquisition

) one-parentlone-Ianguage (the child's mother speaks one language, the child's father speaks the other; adopted by Leopold, 1939- 1949), (b) one-place/one-Ianguage (e.g., use of the family language in the living room and the other language elsewhere), (c) a languageltime approach, and (d) a topic

In: Handbook of Child Language Acquisition

© koninklijke brill nv, leiden, ���5 | doi ��.��63/9789004��4�48_0�0 CHAPTER 9 Perception of the Living Dead and the Invisible Hand in Teso-Turkana 9.1 Introduction In the border area between Kenya, Uganda, South Sudan and Ethiopia a group of Nilotic languages is spoken which has come to be known

In: The Leopard's Spots
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understanding of polysemy as follows: Polysemic words consist of a number of radially related categories even though each of the polysemic senses can itself display a complex prototype structure. The central radial category member provides a cognitive model that motivates the noncentral

In: Embodiment in Cross-Linguistic Studies