Cognitive Linguistics -- Editorial page -- Title page -- LCC data -- Table of contents -- Editors and contributors -- Introduction -- 1. Background and introduction -- 2. The contributions to this volume -- 2.1 Setting the scene -- 2.2 Consolidating the paradigm -- 2.3 Expanding the paradigm -- Part 1. Setting the scene -- Convergence in cognitive linguistics -- References -- An overview of cognitive linguistics -- 1. Historical context of CL -- 2. Basic theoretical and methodological principles of CL -- 2.1 Basic theoretical principles -- 2.2 Methodological principles -- 3. Main directions and current research tendencies in CL -- 3.1 Construction Grammars -- 3.2 Lexico-semantic networks: Polysemy -- 3.3 Metaphor, metonymy, and blending -- 4. Main results and applications of CL -- 4.1 In Construction Grammars -- 4.2 In polysemous lexical networks -- 4.3 Metaphor, metonymy, and blending -- 5. Remaining problems and future research -- 5.1 General cognitive linguistics theory -- 5.2 In Construction Grammar -- 5.3 In the study of lexical networks and polysemy -- 5.4 Metaphor, metonymy, and blending -- References -- Other cited references -- Part 2. Consolidating the paradigm -- Pattern versus process concepts of grammar and mind -- 1. Introduction -- 2. Linguistics in change: A brief recent history -- 3. Functional linguistics and cognition -- 4. Cognitive linguistics and the issue of dynamism -- 5. 'Non-relevant' notions of 'dynamicity' in CL -- 6. Arguments against a process concept of grammar -- 7. Constructions are not incompatible with a process model -- 8. Rules as constructions -- 9. Meaning and structure -- 10. Conclusion -- References -- Metaphor in language and thought -- 1. Introduction -- 2. Converging evidence for conceptual metaphor -- 3. Grammar and usage -- 4. Language and thought -- 5. Sign and behavior -- 6. Metaphor "in language".

7. Metaphor "in thought" -- 8. How do we map the field? -- References -- Emotion and desire in independent complement clauses -- 1. Introduction -- 1.1 Cross-linguistic examples -- 1.2 Pragmatic functions -- 2. Expressive-exclamative complement clauses -- 2.1 Some English examples of expressive complement clauses -- 2.2 Some German examples of expressive dass-clauses -- 3. Dass-clauses as directive speech acts -- 3.1 Introduction -- 3.2 Non-canonical directive dass-constructions -- 3.3 The function of mir in directive dass-clauses -- 4. Conclusion -- References -- Schematic meaning of the Croatian verbal prefix iz- -- 1. Introduction -- 2. Discussion -- 2.1 Conceptual analysis of the schematic meaning of iz- and its allomorphs -- 2.2 Meaning chains and syntactic implications -- 3. Conclusion -- References -- The conceptual motivation of bahuvrihi compounds in English and Spanish -- 1. Introduction -- 2. On the notion of bahuvrihi compounds -- 3. Goal and methodology -- 4. The analysis -- 4.1 Compounds where the characteristic property (the reference-point property) is conceptualized nonmetonymically and nonmetaphorically (i.e. "literally") -- 4.2 Compounds where the reference-point property is conceptualized metonymically and non-metaphorically -- 4.3 Compounds where the reference-point property is conceptualized by means of metaphorico-metonymic interaction -- 5. Grammar and phonology -- 5.1 Bahuvrihi compounds as grammatical constructions -- 5.2 Prosody -- 6. Contrastive issues -- 7. Blending and compression -- 8. Conclusions -- References -- Appendix 1: Initial sample -- Appendix 2: Selected samples -- On the subject of impersonals -- 1. Introduction -- 2. Alternations in focal prominence -- 2.1 Basic grammatical notions -- 2.2 Actor defocusing -- 2.3 Non-participant trajectors -- 3. The specification of nominal referents.

3.1 Nominal organization -- 3.2 Definites -- 3.3 Delimitation -- 3.4 Definite impersonals -- 3.5 Vagueness -- 4. The control cycle -- 4.1 The general model -- 4.2 Epistemic level -- 5. What does it mean? -- 5.1 Putting the pieces together -- 5.2 Reconciliation -- 6. Impersonal constructions -- 7. Further prospects -- References -- Part 3. Expanding the paradigm -- Do people infer the entailments of conceptual metaphors during verbal metaphor understanding? -- 1. Introduction -- 2. Evidence supporting the reality of conceptual metaphors -- 3. Skeptical questions about conceptual metaphor theory -- 4. Unexplored ambiguities in conceptual metaphor analyses -- 5. The problem of metaphorical entailments -- 6. Exploratory study on inferring entailment of conceptual metaphors -- 7. Conclusion -- References -- Appendix A -- Appendix B -- Corpus data in usage-based linguistics -- 1. Introduction -- 2. Approximating the semantics of constructions: Collostructional analysis -- 3. Case study 1: Lemmas vs. inflectional forms in the English ditransitive construction -- 4. Case study 2: Registers and the English ditransitive construction -- 5. Conclusions -- References -- Cognitive linguistics meets the corpus -- 1. Introduction -- 2. Corpus linguistics as a research tool -- 2.1 Background -- 2.2 Examples -- 2.3 Discussion -- 3. Corpus linguistics as a linguistic model -- 3.1 Background -- 3.2 Examples -- 3.2.1 Associations between words and constructions -- 3.3 Discussion -- 4. General discussion -- Recommended reading -- Data sources -- Corpora -- Individual examples -- References -- Oops blush! -- 1. Introduction -- 2. Shame and metaphor -- 2.1 Kövecses on emotion concepts -- 2.2 Metonymies and metaphors of shame -- 3. The embodiment of shame -- 3.1 Shame and the infant -- 3.2 Shame and the growing/maturing body -- 3.3 Shame as an embodied adult emotion.

4. Shame and language: Prospects for study -- 4.1 Shame and the face -- 4.2 Shame and the body -- 5. Conclusions -- References -- Conceptual construal and social construction -- 1. Introduction: The social dimension of linguistic conceptualization -- 2. Conceptual construal and social construction: The difference and the link -- 3. Social construction in a Darwinian world -- 4. The role of discourse pressure: From discursive practice to conceptualization -- 5. The cartoon crisis: Construals, discourses, and social constructions in communication -- 5.1 The background -- 5.2 The crisis -- 5.3 From concept to social construction and back again: A level-by-level analysis of the crisis -- 6. Summing up -- References -- The biblical story retold -- 1. Introduction -- 2. The story retold and reinterpreted -- 2.1 There is God and God creates the world -- 2.2 God tells people to believe in and rely on him entirely -- 2.3 God tells people how to live in the world. People do not live the way God tells them to live, and so he punishes them -- 2.4 God loves people and offers them a new chance to live the way he told them to by sending his son to the people to show them how to live -- 2.5 In the name of God, the son teaches the people how to live -- 2.6 The Son offers a new covenant to his disciples between God and humanity, thereby establishing the Christian church -- 2.7 But most people do not live that way and do not want to accept the new covenant. They kill the son by crucifying him. The son dies for people's sins -- 2.8 The son ascends to heaven -- 2.9 The Son is resurrected and he sends the Holy Spirit to the people -- 2.10 Jesus will come back to judge all people -- 3. A note on metaphor -- 4. Discussion and conclusions -- References -- Name index -- Subject index.