Table Of ContentHandbook of Cognitive Linguistics
HSK 39
Handbooks of Linguistics and
Communication Science
Handbücher zur
Sprach- und Kommunikationswissenschaft
Honorary Editor
Herbert Ernst Wiegand
Volume 39
De Gruyter Mouton
Handbook of
Cognitive Linguistics
Edited by
Ewa D˛abrowska
Dagmar Divjak
De Gruyter Mouton
ISBN978-3-11-029184-1
e-ISBN(PDF)978-3-11-029202-2
e-ISBN(EPUB)978-3-11-039380-4
ISSN1861-5090
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To Barney, Knut, Oskar and Poppy
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
I. The cognitive foundations of language
1. Embodiment · Benjamin Bergen . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2. Attention and salience · Russell S. Tomlin and Andriy Myachykov . . . . . 31
3. Frequency and entrenchment · Dagmar Divjak and Catherine L. Caldwell-
Harris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4. Categorization (without categories) · Michael Ramscar and Robert Port . . . 75
5. Abstraction, storage and naive discriminative learning · R. Harald Baayen
and Michael Ramscar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
6. Construal · Ronald W. Langacker . . . . . . . . . . . . . . . . . . . . . . . . . 120
7. Metonymy · Antonio Barcelona . . . . . . . . . . . . . . . . . . . . . . . . . . 143
8. Metaphor · Raymond W. Gibbs . . . . . . . . . . . . . . . . . . . . . . . . . . 167
9. Representing Meaning · Laura J. Speed‚ David P. Vinson and Gabriella
Vigliocco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
10. Blending in language and communication · Mark Turner . . . . . . . . . . . 211
11. Grammar and cooperative communication · Arie Verhagen . . . . . . . . . . 232
II. Overviews
12. Phonology · Geoffrey S.Nathan . . . . . . . . . . . . . . . . . . . . . . . . . . 253
13. Lexical semantics · Dirk Geeraerts . . . . . . . . . . . . . . . . . . . . . . . . 273
14. Usage-based construction grammar · Holger Diessel . . . . . . . . . . . . . . 296
15. Discourse · Christopher Hart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
16. Historical linguistics · Martin Hilpert . . . . . . . . . . . . . . . . . . . . . . . 346
17. Variationist linguistics · Dirk Geeraerts · Gitte Kristiansen . . . . . . . . . . . 366
18. First language acquisition · Danielle Matthews · Grzegorz Krajewski . . . . 389
19. Second language acquisition · Nick C. Ellis · Stefanie Wulff . . . . . . . . . 409
20. Poetics · Peter Stockwell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432
III. Central topics
21. Semantic typology · Maria Koptjevskaja-Tamm . . . . . . . . . . . . . . . . . 453
22. Polysemy · Stefan Th. Gries . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
23. Space · Kenny R. Coventry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490
24. Time · Vyvyan Evans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509
25. Motion · Luna Filipović and Iraide Ibarretxe-Antuñano . . . . . . . . . . . . 527
26. Fictive motion · Teenie Matlock · Till Bergmann . . . . . . . . . . . . . . . . 546
27. Prototype effects in grammar · John R. Taylor . . . . . . . . . . . . . . . . . . 562
28. Argument structure constructions · Devin M. Casenhiser and Giulia M. L.
Bencini . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579
viii Contents
29. Default nonliteral interpretations The case of negation as a low-salience
marker · Rachel Giora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 594
30. Tense, aspect and mood · Laura A. Janda . . . . . . . . . . . . . . . . . . . . 616
31. Grammaticalization · Johan van der Auwera‚ Daniël Van Olmen and Denies
Du Mon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 634
32. Individual differences in grammatical knowledge · Ewa Dąbrowska . . . . . 650
33. Signed languages · Sherman Wilcox . . . . . . . . . . . . . . . . . . . . . . . 668
34. Emergentism · Brian MacWhinney . . . . . . . . . . . . . . . . . . . . . . . . 689
Indexes
Authors index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 707
Subject index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 711
Introduction
1. WhatisCognitiveLinguistics?
2. Somehistory
3. Aboutthehandbook
4. Thefuture
5. References
1. What is Cognitive Linguistics?
Cognitive Linguistics is an approach to language study based on the assumptions that
our linguistic abilities are firmly rooted in our general cognitive abilities, that meaning
is essentially conceptualization, and that grammar is shaped by usage. In the early days,
this was quite a bold claim to make, and it was diametrically opposed to the then-
dominant generative framework. Nowadays, a growing number of linguists from differ-
ent backgrounds share these assumptions and unite under the umbrella of Cognitive
Linguistics. What draws the various strands of Cognitive Linguistics together is the
CognitiveCommitment(Lakoff1990:40):allcognitivelinguistsare,orshouldbe,com-
mitted to providing a characterization of the general principles of language that is in-
formed by and accords with what is known about the mind and brain from other disci-
plines. It is this commitment that makes cognitive linguistics cognitive, and thus an
approach which is fundamentally interdisciplinary in nature.
Following from the Cognitive Commitment, there are a number of assumptions that
underlie the work of cognitive linguists. First, cognitive linguists share a usage-based
viewoflanguage:grammarisshapedbyusage,soinordertounderstandhowlanguages
are structured, how they have developed historically and how they are acquired by indi-
vidual learners, we need to study how they are used. Second, cognitive linguists aim to
show that speakers can build up language systems from usage by means of general
cognitiveabilities,suchasperception,attention,memory,categorizationandabstraction.
These core general cognitive abilities are mainly studied outside of the discipline of
linguistics, within the Cognitive Sciences. Third, cognitive linguists believe that lan-
guage exists in order to convey meaning; all elements of language are meaningful, in-
cluding grammatical constructions (cf. Langacker’s conception of “grammar as image”,
Langacker1979,1991).Meaning,forcognitivelinguists,involvesconceptualization(see
Langacker this volume and Speed, Vinson and Vigliocco this volume), is embodied
(Bergen 2012 and this volume) and encompasses both dictionary and encyclopaedic
information.
2. Some history
Cognitivelinguisticshasitsoriginsinthelate1970s,whenanumberoflinguistsbecame
increasingly dissatisfied with the then-prevailing generative paradigm with its focus on
an autonomous formal grammar, and began to develop alternative approaches which
