CULTURAL, PSYCHOLOGICAL AND TYPOLOGICAL ISSUES IN COGNITIVE LINGUISTICS -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgments -- Introduction -- PART I. Cultural Patterns, language and cognition -- Foxy chicks and Playboy bunnies -- A case study in metaphorical lexicalization1 -- 1. Introduction -- 1.1. Decomposition of the metaphor -- 2. Componential features analysis -- 2.1. Central vs. peripheral terms -- 3. Synchronic distinctive features analysis -- 3.1. Phonetic features -- 3.2. Semantic features -- 3.3. Phonosemantics -- 3.4. Lexicon -- 4. Conclusion: Why pets/game animals? -- Appendix: Terms -- Notes -- References -- The Domain of Ancestral Spirits in Bantu Noun Classification -- 1. Bantu and Proto-Bantu Noun Classifiers -- 2. Theories of Noun Class Assignments -- 2.1. Arbitrary Classification and Language Degeneration -- 2.2. Cognitive Theories -- 2.2.1. Number and Spatial Configuration -- 2.2.2. Prototypes and Continua -- 2.2.3. Spatial Schemas with Metaphor and Metonymy -- 2.2.4. Semantic Networks -- 2.3. Cognitive-Cultural Approaches -- 2.3.1. Notional Clusters -- 2.3.2. Spiritual Ranking and Mythology -- 2.3.3. Domains of Experience and Category Chaining -- 3. Shona Noun Classes and Possession by Ancestors -- 4. Conclusions -- Notes -- References -- DEFERENCE as DISTANCE: Metaphorical Base of Honorific Verb Construction in Japanese -- 1. Introduction -- 2. Vertical distance -- 2.1. Verticality of status assessment -- 2.2 Verbs of vertical orientation and motion -- 2.3 Vertical motion to donation -formation of honorific suppletives -- 2.4 Grammaticalization of verbs of vertical orientation and motion -- 2.5 Summary -- 3. Horizontal distance -- 3.1 Distance and the immediacy of event -- 3.2 Verbs of horizontal movement -- 3.3 Detransitive verb constructions -- 3.4 Summary -- 4. Temporal distance.

5. Conclusion -- 5.1 Summary -- 5.2 Further problems -- DEFERENCE AS DISTANCE 65 Notes -- References -- Spatial Conceptualization of Time in Chinese -- 1. Introduction1 -- 2. Evidence in the lexicon -- 3. Evidence in the inference patterns -- 4. Conclusions and implications -- Notes -- References -- PART II. Psycholinguistic and Neurolinguistic approaches -- An "Intersubjective" Method for cognitive-semantic Research on Polysemy: The case of GET -- 1. Introduction -- 1.1. Polysemy and flexible meaning -- 1.2. Empirical studies of polysemy -- 2. Testing subjective intuitions to gather intersubjective evidence -- 3. The get production test -- 3.1. Research questions -- 3.2. The questionnaire -- 3.3. Subjects and setting -- 3.4. Example responses -- 4. Methods of analysis -- 4.1. How to justify that meanings are different/are same -- 4.2. Centrality -- 5. Characteristics of the meaning network of get, based on interintersubjective evidence -- 5.1. A hierarchical system of meaning types -- 5.2. Major groups -- 5.3. Minor groups -- 5.4. Centrality -- 5.5. Discussion of some problems -- 6. Conclusion -- Notes -- References -- Prepositional Semantics and the Fragile Link Between Space and Time -- 1. Introduction -- 2. The TIME IS SPACE metaphor -- 3. Grammaticalization's link to (prepositional) polysemy -- 3.1. Polysemy and lexical network models -- 3.2. Construal mechanisms -- 4. The metaphor and the Transparency Hypothesis -- 5. Testing the Transparency Hypothesis psycholinguistically -- 5.1. A sorting task -- 5.2. A similarity judgment task -- 5.3. A translation decision task -- 5.4. What the psycholinguistic evidence does and does not suggest -- 6. Implications for cognitive linguistics and lexical semantics -- Notes -- References.

Computability as a Limiting Cognitive Constraint: Complexity Concerns in Metaphor Comprehension about which Cognitive Linguists should be Aware -- 1. Introduction -- 1.1. Structure of This Paper -- 2. Motivations & Guiding Metaphors -- 2.1. Conceptual Bridges as Conduits for Metaphoric Activity -- 2.2. Three Cognitive-Mapping Theories of Analogy & Metaphor -- 2.3. Issues of Complexity Analysis -- 3. Sapper: A Hybrid Model of Metaphor Interpretation -- 3.1. Memory Organization -- 3.2. Metaphor Interactivity -- 4. Epistemological Issues in Metaphor Comprehension -- 4.1. Object-Centred Representations -- 4.2. Scenario-Centred or Predicate-Centred Representations -- 4.3. Support Relations -- 4.4. Epistemological Commitments -- 5. Quantitative Evaluation and Analysis -- 5.1. A Quantification of Automatic Inference -- 5.2. An Experiment -- 5.3. Factorial Death -- 5.4. A. C.M.E: Return to Sender? -- 5.5. Counter-Arguments from the SME Camp -- 6. Summary and Conclusions -- Notes -- References -- Metaphor vs. conflation in the acquisition of polysemy: the case of see -- 1. Introduction -- 2. Background: The theory of conceptual metaphor -- 3. The analogy between acquisition and historical meaning change -- 3.1 Historical meaning change based on metaphor -- 3.2 Meaning change based on correlation -- 3.3 Correlation in the child's experiences with language -- 4. The case of see -- 4.1 See in adult language -- 4.2 See in acquisition -- 4.2.1 Observations about the table -- 4.2.2 Adult uses of see from the corpus -- 4.2.3 Child uses of see from the corpus -- 4.2.4 Comments on the data -- 5. Conclusion -- Appendix: Descriptions of use-types of see in the Shem corpus -- Notes -- References -- Acquisition of the Finnish conditional verb forms in formulaic utterances -- 1. Introduction -- 2. The data: the conditional verb forms in Finnish -- 3. General findings.

4. Mitä PRON olis? - clear formula, unclear function -- 5. When formulas juxtapose -- 6. Affix moves within the formula -- 7. "Disapproval structures" - formula includes affect -- 8. Request, pretense, and conditional sentences -- 8.1. What does "conditional" mean? -- 8.2. FCON formulas with and without 'if -- 9. Conclusions -- Notes -- Abbreviations and marks -- References -- Cognitive Compositionality: An Activation and Evaluation Hypothesis -- 1. Introduction -- 2. The Interactive Theory -- 3. Contextual Influences -- 4. Activation Processes -- 5. The Activation and Evaluation Hypothesis -- 6. Conclusion -- Acknowledgement -- References -- Perceptual Simulation in Conceptual Tasks -- 1. Theoretical framework -- 1.1. Amodal symbol systems -- 1.2. Perceptual symbol systems -- 2. Empirical Research -- 2.1. Instructional equivalence and perceptual work -- 2.2. Feature listing -- 2.2.1. Method and predictions -- 2.2.2. Coding analysis -- 2.2.3. Results -- 2.2.4. Further experiments -- 2.3. Property verification -- 2.3.1. Method -- 2.3.2. Scaling and regression -- 2.3.3. Results and discussion -- 2.3.4. Further experiments -- 2.4. Part similarity -- 2.4.1. Method -- 2.4.2. Results and discussion -- 2.4.3. Further experiments -- 3. Conclusions -- Acknowledgment -- Note -- References -- Dynamic conceptualization and the substitution of nouns and verbs in aphasia -- 1. Grammatical class and the lexicon -- 2. The aphasia data -- 2.1. Schematicity and semantic categories -- 2.2. Subcomponents of meaning -- 2.3. Metonymy and metaphor -- 3. Discussion -- Notes -- References -- Neuroscientific Evidence Against Wierzbicka's Analysis of the Meanings of Basic Color Terms -- 1. Introduction -- 2. Kay and McDaniel (1978) -- 3. Wierzbicka (1990) -- 4. Response to Wierzbicka's Arguments -- 4.1. Problems with Wierzbicka 's Japanese and Thai Data.

4.2. Inadequacy of Wierzbicka 's New Approach -- 4.3. Updating Kay and McDaniel 's Analysis -- 5. Conclusion -- References -- PART III. Typological issues -- Specification in Grammar -- 1. Introduction -- 2. Grammatical expression of "overspecified" notions: the proximative -- 3. Specification - a mechanism of semantic change in grammaticalization -- 3.1. The present understanding of specification -- 3.2. Specification in grammaticalization literature -- 3.3. Specification and grammaticalization -- 3.3.1. "Loss-and-gain" of specificities -- 3.3.2. "Gaining" specificities -- 3.4. Specification and its implications for models of grammaticalization -- 4. Overt versus covert specification -- 4.1. Overt specification -- 4.2. Overt plus covert specification -- 5. Conclusion -- Abbreviations -- References -- The typology of 1st person marking and its cognitive background -- 1. Introduction -- 2. Grammatical splits between 1st and 2nd/ 3rd person -- 3. Conclusions -- Note -- References -- Emergent Grammatical Relations: Subjecthood in Kapampangan -- 1. Introduction -- 2. Grammatical relations in Philippine languages -- 2.1. Control of Coordination -- 2.2. Target ofEqui-NP Deletion -- 2.3. Target of relativization deletion -- 3. What is the subject in Kapampangan? -- 3.1. Cross-linguistic comparisons -- 3.2. A gradient -- 3.3. A gradient of functional requirements -- 4. Summary -- Notes -- References -- The story f "break" Cognitive categories of objects and the system of verbs* -- 1. Introduction -- 2. Verbs of breaking and classifiers in Japanese -- 2.1. The five verbs of breaking in Japanese -- 2.2. Correlation between classifiers and verbs of breaking -- 3. Verbs of breaking in languages with and without classifiers -- 3.1. Verbs of breaking in languages without classifiers -- 3.2. Summary -- 3.3. Verbs of breaking in languages with classifiers.

3.4. Summary.