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Studies in Linguistics and Cognition

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Bárbara Eizaga-Rebollar

Studies in Linguistics and Cognition offers a comprehensive collection of essays in the interdisciplinary fields of linguistics and cognition. These essays explore the connections between cognitive approaches and different theoretical and applied linguistic theories, such as pragmatics, sociolinguistics, computational linguistics and semantics among others, providing revealing insights into the nature of the cognitive processes underlying language. The authors discuss a variety of fundamental questions, ranging from the study of figurative language, phrasal verbs and humorous discourse to the analysis of fuzzy concepts, attitude verbs and neologisms. These and other related questions are dealt with in this integrative overview of the linguistic and cognitive processes. The volume is structured in three main sections, each corresponding to a distinct level of meaning description: Section I deals with Lexicon and Cognition, Section II with Semantics and Cognition and Section III with Communication and Cognition. This book provides thought-provoking reading for linguists, pragmaticians, psychologists, philosophers and cognitive scientists as well as scholars in computational linguistics and natural language processing who are interested in gaining a better understanding of the interface between cognition and linguistics.

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Section 2: Semantics and Cognition

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JOSÉ MARÍA GARCÍA NÚÑEZ1 Attitude Verbs and Nominalization 1. Introduction Attitude verbs have been shown to differ in a number of grammati- cally meaningful ways. The earliest distinction is between factive and non-factive attitude predicates (Kiparsky/Kiparsky 1970). As impor- tant as this is the classification of attitude verbs into assertive and non- assertive ones (Hooper 1975). Although these taxonomies are not altogether independent from each another, they can be shown to be semantically and syntactically discrete. In this chapter, I will focus on the assertive dimension of atti- tude predicates. Assertive verbs, or assertive readings thereof, can be distinguished from non assertive ones by at least the following gram- matical criteria: (a) they can be the main predicate in what Reinhart (1983: 175) calls speaker-oriented parentheticals, roughly, parentheticals convey- ing the speaker`s assessment of the sentential as something in- ferred from the subject’s beliefs rather than reported from her words (subject-oriented parentheticals); there are all kinds of grammatical differences between these parenthetical construc- tions (Reinhart 1983; Corver 1994; Collins/Branigan 1997), most prominent among which is the fact that, unlike subject-oriented parenheticals, speaker-oriented parentheticals cannot be analyzed as cases of slifting (Ross 1973) (movement of a sentential to the left periphery), given the binding pattern in (1)-(4); 1 . 108 José María García Núñez (1) Suei was ill, shei said/thought/believed/knew. (2) *Shei was ill, Suei said/thought/believed/knew (SP-oriented). (3) Shei was ill, Suei yelled/regretted/accepted. (4) *Suei was ill, shei yelled/regretted/accepted (SU-oriented). (b) they can have...

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