Methods in Cognitive Linguistics -- Editorial page -- Title page -- LCC data -- dedication page -- Table of contents -- Contributors -- Acknowledgements -- Foreword -- 1. Introduction -- 2. Introspection -- 2.1. First condition of attending -- 2.2. Second condition of attending -- 2.3. Third condition of attending -- 2.4. Profile of introspection -- 3. Audio- and videographic analysis -- 4. Corpus analysis -- 5. Experimental method -- References -- Introduction -- 1. Introduction -- 2. Volume organization -- 2.1. Methods and motivations -- 2.2. Corpus and discourse analysis -- 2.3. Sign language and gesture -- 2.4. Behavioral experiments -- 2.5. Neural approaches -- I. Methods and motivations -- Why cognitive linguists should care more about empirical methods -- 1. Introduction -- 2. The problem with introspection -- 3. Do cognitive linguists use empirical methods? -- 4. Challenges for cognitive linguistics -- 5. Examples of relevant methods -- 5.1. Mental imagery -- 5.2. Context-sensitive judgments about metaphorical meaning -- 5.3. Embodied intuitions and metaphorical inferences -- 5.4. Not all methods work! -- 6. Bodily movement and metaphor comprehension -- 7. Conclusion: Cognitive linguists need not do experiments -- References -- They actually said that? -- 1. Introduction -- 2. Language, cognition, and social interaction: Cognitive-functionalist approaches to discourse -- 2.1. Emergent Grammar -- 2.2. Discourse and Grammar -- 2.3. Social Interaction and Grammar -- 2.4. Different degrees of contextualization: Discourse pragmatics and ethnography -- 2.5. Language and the body: Multimodal communication and sign language discourse -- 2.6. Mediated situatedness: A look at recent accounts of metaphor in (public) written discourse -- 3. Introduction to corpus-based approaches -- 3.1. Corpus-based research for the cognitive linguist.

3.2. Terminology -- 3.3. Annotated list of popular corpora, plus a brief caveat -- 3.4. Summary -- 4. Concluding remarks -- References -- An introduction to experimental methods for language researchers -- 1. Introduction -- 2. Experimenting with experimentation -- 3. Reading the research article -- 3.1. Title -- 3.2. Authors and affiliations -- 3.3. Place of publication -- 3.4. Year of publication -- 3.5. Abstract -- 3.6. Introduction -- 3.7. Methods -- 3.8. Results -- 3.9. Discussion -- 3.10. References -- 4. Other types of articles -- 5. The scientific method -- 6. Conducting research -- 6.1. Part one: The introduction - the thinking and reading steps -- 6.2. Part two: The practical steps -- 7. Then there is the rest of the planet… -- 7.1. Types of human groupings -- 7.2. Linguistic ability -- 8. Endemic bias in the interpretation of cognitive phenomena -- 8.1. The evaluative bias of language -- 8.2. Differentiating dichotomous variables from continuous ones -- 8.3. The Barnum effect -- 8.4. The assimilation bias -- 8.5. Fundamental attribution error -- 8.6. Correlation does not prove causation -- 9. Conclusion -- References -- Inferential statistics in the context of empirical cognitive linguistics -- 1. Introduction -- 2. What counts as "empirical'' in cognitive linguistics? -- 3. Descriptive vs. inferential statistics -- 4. Variables and experiments -- 5. Measuring and measurement scales -- 5.1. Nominal scale -- 5.2. Ordinal measurement -- 5.3. Interval measurements -- 5.4. Ratio measurement -- 6. Samples and populations -- 7. Probabilities and the logic of hypothesis testing -- 8. Parametric vs. non-parametric inferential statistics -- 8.1. t-test, a parametric test -- 8.2. Analysis of Variance (ANOVA), a parametric test -- 8.3. chi2 (Chi-Square), a non-parametric test -- 9. Epilogue -- References -- Part II. Corpus and discourse analysis.

Multiple empirical approaches to a complex analysis of discourse -- 1. Introduction -- 2. Conversation and pronouns: Linguistic approaches to discourse -- 3. Discourse and interactional accommodation: CCCA -- 4. Interactional patterns of international students: Triangulation -- 5. Conclusion: Discourse and cognition -- References -- A case for a Cognitive corpus linguistics -- 1. Introduction -- 2. The case -- 3. Preliminary analysis -- 3.1. The evidence revisited: A regression analysis of four factors -- 3.2. Materials -- 3.3. Dependent and independent variables -- 3.4. Results and logistic regression analysis -- 4. Reference points and (in)accessibility markers -- 5. Corpus parameters of er's inaccessibility marking function -- 6. Conclusion -- References -- Part III. Sign language and gesture -- Empirical methods in signed language research -- 1. Background on signed languages and cognitive linguistics -- 1.1. Linguistic research on signed languages -- 1.2. Cognitive linguistics -- 2. Signed language research in a cognitive linguistics framework -- 2.1. Iconicity -- 2.2. Metaphor -- 2.3. Mental spaces and blends -- 2.4. Gesture and grammaticization -- 2.5. Evolution of language -- 3. Empirical methods in signed language research -- 3.1. Recording and storage of signed language data -- 3.2. Transcription -- 3.3. Historical -- 3.4. Survey and questionnaire -- 3.5. Corpus -- 3.6. Experimental -- 3.7. Narrative -- 3.8. Multiple methods -- 4. Conclusion -- References -- Looking at space to study mental spaces -- 1. Introduction -- 2. Gesture as a back door to cognition -- 3. Transcription -- 4. Gesture, iconicity and levels of abstraction -- 5. Gesture and levels of content -- 6. Gesture, viewpoint and deixis -- 7. Conclusions -- References -- Methodology for multimodality -- 1. Introduction.

2. Preliminary considerations: Motivations, subject matter, and genre -- 3. Equipment, physical setting, speaker activities, and videotaping -- 4. Assessing and editing video data -- 5. Discourse transcription -- 6. Transcribing gesture-speech synchrony -- 7. Physical gesture features -- 7.1. Hand shape and palm orientation -- 7.2. Location in gesture space -- 7.3. Movement -- 8. Semantic and pragmatic functions of gestures -- 9. Concluding remarks -- Acknowledgments -- References -- Part IV. Behavioral research -- Experimental methods for studying language and space -- 1. Introduction -- 2. Acceptability ratings -- 2.1. Description of the method and illustrative studies -- 2.2. Critical design issues -- 2.3. Strengths and weaknesses -- 3. Speeded verification -- 3.1. Description of the method and illustrative studies -- 3.2. Critical design issues -- 3.3. Strengths and weaknesses -- 4. Placement tasks -- 4.1. Description of the method and illustrative studies -- 4.2. Critical design issues -- 4.3. Strengths and weaknesses -- 5. Parsing space tasks -- 5.1. Description of the method and illustrative studies -- 5.2. Critical design issues -- 5.3. Strengths and weaknesses -- 6. Production -- 6.1. Description of the method and illustrative studies -- 6.2. Critical design issues -- 6.3. Strengths and weaknesses -- 7. Combining experimental methods: Converging measures -- References -- Experimental methods for simulation semantics -- 1. Simulation semantics and language understanding -- 2. Compatibility effects -- 2.1. Implied object orientation and shape -- 2.2. The action-sentence compatibility effect -- 2.3. Design issues for compatibility methods -- 3. Interference effects -- 3.1. Visual interference effects -- 3.2. Motor interference effects -- 3.3. Interference or compatibility? -- 4. Simulation time effects -- 5. Neural imaging -- 6. Conclusions.

References -- Experimental methods for studying the mental representation of language -- 1. Introduction -- 2. Lexical decision and naming latencies -- 2.1. Rationale -- 2.2. Examples -- 2.3. Further considerations -- 3. Memory measures -- 3.1. Rationale -- 3.2. Examples -- 3.3. Further considerations -- 4. Item recognition measures -- 4.1. Rationale -- 4.2. Examples -- 4.3. Further considerations -- 5. Reading times -- 5.1. Rationale -- 5.2. Examples -- 5.3. Further considerations -- 6. Self report measures: Listing features, choosing features -- 6.1. Rationale -- 6.2. Examples -- 6.3. Further considerations -- 7. The effects of comprehension on subsequent tasks -- 7.1. Rationale -- 7.2. Examples -- 7.3. Further considerations -- 8. Summary -- References -- Eye movements in language and cognition -- 1. The role of eye movements in the visual system -- 2. The value of eye movements to cognitive psychologists -- 3. Perception and action -- 4. Cognition -- 5. Language -- 6. Eye movement methodology -- 6.1. Choice of eyetracker -- 6.2. Calibration -- 6.3. Display parameters -- 6.4. "Blind'' coding -- 6.5. Participant ease -- 6.6. Practice -- 7. Conclusion -- Acknowledgements -- References -- Speaking for the wordless -- 1. Introduction -- 2. The habituation paradigm -- 2.1. Rationale -- 2.2. Procedure -- 2.3. Relevance of habituation to the study of cognitive linguistics -- 3. The intermodal preferential looking paradigm -- 3.1. Rationale -- 3.2. Procedure -- 3.3. Relevance of the IPLP to the study of cognitive linguistics -- 4. Verb learning: A case study -- 4.1. The problem of verb learning -- 4.2. The cognitive linguistic approach to the problem of verb learning -- 4.3. Attention to potential verb referents in nonlinguistic events -- 4.4. The categorization of path and manner in motion events.

4.5. Use of universal and language-specific cues in verb learning.