SCHEMACITY AND EMULATION

REFINING THE DEFINITION OF IMAGE SCHEMA THROUGH THE ECOLOGICAL APPROACH TO LANGUAGE AND COGNITION

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DOI:

https://doi.org/10.47456/cl.v14i29.32329

Keywords:

Schemacity, Schematisation, Emulation, Primary Metaphor

Abstract

One of the basilar concepts in Cognitive Linguistics’ bibliography is that of the image schema (see LAKOFF, 1987; JOHNSON, 1987; TURNER, 1991; GIBBS; COLSTON, 1995; etc.). Having faced an almost discordant variety of definitions for the schemas, Grady proposes a theoretical refinement. With the same objective, this paper proposes a refined definition, which can be based on the ecological approach to language and cognition (DUQUE, 2016, 2017, 2018). Hence, the schemas are to be characterized as mechanisms which emerge from a symbiotic organism-environment relation. Thus, we present schemacity and schematisation as new theoretical models for approaching the schemas. Furthermore, our refinement inevitably crosses the way of the concept of the primary metaphor. Therefore, through the hypothesis of emulation (DUQUE, 2016), we discuss the primary metaphor DIFFICULTY IS HEAVINESS, by presenting a more dynamic approach, which entails a direct relation between this metaphor and the process of schematization. We also discuss briefly the relation between emulation and our neural circuitry, by considering the studies of the ecological psychology (GOLONKA; WILSON, 2016) and the Neural Theory of Metaphor (see LAKOFF, 2008).

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Author Biographies

Marcos Rodrigues, Universidade Federal do Rio Grande do Norte (UFRN)

Graduando em Letras-Inglês pela Universidade Federal do Rio Grand do Norte (UFRN); possui formação técnica em Mecatrônica pelo Instituto Federal do Rio Grande do Norte (IFRN). É bolsista PIBIC-UFRN.

Ilana Medeiros, Universidade Potiguar (UnP)

Doutora e mestra em Estudos da Linguagem (linguística teórica e descritiva) pela Universidade Federal do Rio Grande do Norte (UFRN); especialista em Fundamentos Linguísticos para o Ensino da Leitura e da Escrita pela UFRN e em Psicopedagogia Institucional pela Universidade Anhanguera (Uniderp); graduada em Letras - Língua Francesa e Literaturas pela UFRN e em Pedagogia pela Universidade Potiguar (UnP). É professora da Escola de Ciências Aplicadas, Educação, Artes e Humanidades da UnP.

Paulo Henrique Duque, Universidade Federal do Rio Grande do Norte (UFRN)

Doutor e mestre em Linguística pela Universidade Federal do Rio de Janeiro (UFRJ); graduado em Letras – Português/Inglês e Literaturas pelo Centro de Ensino Superior de Valença. É professor do Departamento de Letras e do Programa de Pós-Graduação em Estudos da Linguagem da Universidade Federal do Rio Grande do Norte (UFRN).

References

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Published

30-12-2020

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Vol. 14 No. 29 (2020): Revista (Con)Textos Linguísticos

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Artigos

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