Bi-Directionality in the Cognitive Sciences -- Editorial page -- Title page -- LCC data -- Table of contents -- Editors and contributors -- Introduction. Bi-directionality: Avenues, challenges, and limitations -- 1. On interdisciplinarity, transdisciplinarity, and bi-directionality -- 2. Obstacles to bi-directionality -- 3. Overcoming the obstacles: Avenues, challenges, and limitations -- Acknowledgements -- References -- I. Avenues for bi-directionality -- Genre between the humanities and the sciences -- 1. Why genre? -- 2. Basic issues -- 3. Genre events and genre knowledge -- 4. Towards a cognitive-psychological model for genre -- 5. Possibilities for research -- 6. Concluding comment -- References -- Culture-specific concepts of emotionality and rationality -- 1. Introduction -- 2. Background -- 3. Locating cultural models of emotions and the mind on the world map -- 3.1 Abdominocentrism -- 3.2 Cardiocentrism -- 3.3 Cerebrocentrism -- 4. The cultural model of the heart in English -- 5. The cultural model of the head in English -- 6. Conclusion -- References -- Widening the goalposts of cognitive metaphor research -- 1. Introduction: Why sports metaphors? -- 2. Sports metaphors in English -- 3. Dimensions of variation in metaphor -- 4. Methodology and data -- 5. Results and discussion -- 6. Conclusion and outlook -- References -- How novels feel: Emotional and rational reading processes in contemporary fiction -- 1. Introduction -- 2. Emotional and rational reading -- 3. Doubrovsky's Fils -- 4. Williams's Eye of the Father -- 5. Conclusions -- References -- Cognitive poetics and the negotiation of knowledge -- 1. Introduction -- 2. Two elements of text understanding - cognitive schemata and metaphor -- 3. Knowledge formation on the basis of fictional literature -- 4. Two fictions of cognition -- 5. Conclusion -- References.

WRITING IS MEDICINE: Blending cognitive and corpus stylistics -- 1. Introduction -- 2. Writing and medicine - some conventional associations -- 3. Fauconnier and Turner's (2002) theory of blending -- 4. The blend writing is medicine in Auster's The Brooklyn Follies (2006) and The Book of Illusions (2002) -- 4.1 Running the blend -- 4.2 Elaborating on the blend: writing is illness -- 4.3 Further elaborating on the blend: imagination is medicine -- 5. Identification and tracing of lexical and semantic networks in Auster's The Brooklyn Follies: A corpus-based approach to writing is medicine -- 5.1 Preliminaries -- 5.2 Method -- 5.3 The results: Keywords and key semantic fields in Auster's The Brooklyn Follies (2006) -- 5.4 Statistical over-use of words and semantic fields as a direct pathway to foregrounding -- 6. Conclusion -- References -- II. Challenges to and limitations on bi-directionality -- Collective aesthetics and the Mere Exposure Effect -- 1. Introduction -- 2. Mere exposure and affective judgment -- 3. Mere exposure as explanation -- References -- Embodied mind and cross-cultural narrative patterns -- 1. Introduction -- 2. Grimm's fairy tales and the embodied mind -- 3. Empirical examination -- 4. Results -- 5. Concluding remarks -- References -- The mind and the text / the mind in the text -- 1. Fill in the gap, or: Let the reader work it all out -- 2. The pleasures of reading, or: The mind and its constructs -- 3. Cognition in literature, or: The mind observed -- 4. Cognition and literature, or: The reader's mind observed -- References -- Verbal irony in Shakespeare's dramatic works -- 1. Definition -- 2. Communication models -- 3. Cognitive approaches to irony -- 4. Shakespeare's use of irony from the point of view of the pretence theory -- 5. Shakespeare's use of irony from the point of view of the echoic mention theory.

6. The interaction of the techniques of echoing and pretence -- 7. Conclusion -- References -- Invisible, visible, grammaticalization -- 1. Introduction -- 2. Characterizing empty verb + abstract noun constructions -- 3. Finding prototypes -- 4. Functional explanation A: Advantages -- 5. Functional explanation B: Motivation -- 6. Functional explanation C: Transparency -- 7. Functional explanation D: Strategy -- 8. Conclusion -- References -- How does the mind do literary work? -- 1. Introduction -- 2. Metrical form / phonological form -- 3. Deviant forms in English poetry -- 4. Conclusions -- References -- Cognitive science meets language pedagogy -- 1. The impact of cognitive schema-theories on vocabulary teaching -- 2. The complexity of word meaning -- 2.1 What does it mean to know a word? -- 2.2 What does it mean to teach a word? -- 3. The need for semantic schemata as didactic tools in vocabulary teaching -- 3.1 Experiential semantics and meaning-meaning motivations -- 3.2 Implicit and explicit teaching -- 4. Arguments for deploying "rich instruction" in vocabulary teaching -- 5. Modeling word meanings with the help of schemas -- 5.1 Reference: Conceptualization as multifarious categorizations -- 5.2 Elements of semantic schemas: Slots, values, and default values -- 5.3 Type and token entrenchment -- 5.4 Schema blending -- 6. Teaching vocabulary by means of schemas: Words and words in context -- 6.1 Lexical schemas and sense relations -- 6.2 Complex schemas: Metaphors, metonymies, compounds and anaphora -- 7. Conclusions -- References -- The conceptualization of personality: Converging and diverging evidence -- 1. Introduction -- 2. Heart motifs and heart metaphors in German music and literature: General observations -- 3. General language patterns: Heart metaphors in German -- 3.1 Corpus study: Heart metaphors in everyday language.

3.2 Corpus study: Brain metaphors in everyday language -- 3.3 Conceptual Metaphor Theory and the Embodiment Hypothesis -- 4. Concepts of heart, brain, and personality -- 4.1 Subjects -- 4.2 Procedure and material -- 4.3 Results -- 4.4 Discussion -- 5. Bi-directional perspectives: Converging and diverging evidence -- 6. Conclusions -- References -- Cognitive linguistics as a cognitive science -- 1. Introduction -- 2. What is a cognitive science? -- 3. How to become a cognitive science -- 4. Cognitive linguistics as a cognitive science -- 4.1 Cognitive linguistics and the Import Strategy -- 4.2 Cognitive linguistics and the Export and Integration Strategy -- 5. Empirical research in cognitive linguistics -- 6. Concluding thoughts -- References -- Index.