This study explored the behaviour and functions of term variation in research articles in order to better understand the process of knowledge construction within texts. A semantic analysis of term variation in 19 Spanish-language psychology research articles was carried out. Variants were classified according to the semantic distance from the base term. Analysis revealed that term variation provides information about the concept’s content and its relationships with other concepts within the conceptual structure. Furthermore, an examination of the distribution of term variants across text sections revealed three rhetorical functions of term variation: a naming function, present in the title, abstract and keyword sections; an explanatory function, in the introduction and discussion sections; and a particularizing function, in the method and results sections. This analysis confirmed that intratextual term variation plays a cognitive and rhetorical function in research articles, helping to construct and transfer knowledge within the text and to realize the communicative purposes of the genre.
In this article, it is assumed that the choice of terminological variants in specialized source texts is sometimes cognitively motivated and that this motivation is reflected in the choice of equivalents in the target texts. On the basis of a pilot study, we will present a method for comparing the cognitively motivated terminological variants in source texts and their translations. The corpus in the pilot study is composed of three Galician source texts and their English translations. The texts are scientific articles addressing the economic effects of environmental disasters on fisheries. A quantitative study was first carried out in which the number of unique terms in each source text was compared to the number of unique translations of these terms. Next, each unique combination of a source term and its translation equivalent was subjected to a qualitative analysis. A value was manually assigned in order to qualify the “cognitive distance” between the source term and its translation. Based on these values and the frequency of the translation pair in each bitext, we computed the “interlingual variation index” (IVI). Differences in results between the bitexts are linked to extra-linguistic factors related to the translation processes.Dans le présent article, nous soutenons l’hypothèse selon laquelle le choix des variantes terminologiques dans les textes sources est parfois motivé sur le plan cognitif et que cette motivation est reproduite dans le choix des équivalents dans les textes cibles. À partir d’une étude pilote, nous présentons une méthode pour comparer les variantes terminologiques cognitivement motivées dans les textes sources et leurs traductions. Le corpus est constitué de trois articles scientifiques portant sur les conséquences économiques des catastrophes naturelles sur la pêche, écrits originairement en galicien et traduits ensuite en anglais. Nous avons d’abord comparé quantitativement le nombre de termes uniques dans chaque texte avec le nombre de traductions uniques de ces termes. Nous avons ensuite entrepris une analyse qualitative de chaque paire terme source – terme équivalent, dans laquelle nous avons caractérisé la distance cognitive entre ces deux termes à l’aide d’une valeur numérique. À partir de ces valeurs et de la fréquence des paires de traduction dans chaque bitexte, nous avons calculé l’index de variation interlangue (IVI) de chaque texte. Finalement, nous avons mis en relation les différents résultats entre les bitextes avec des facteurs extralinguistiques concernant le processus de traduction
ResumenEn este artículo presentamos un estudio piloto en que se explora la relación entre la conceptualización del espacio y el desarrollo cognitivo. Para ello se pidió a ocho sujetos de cuatro rangos etarios (niños, adolescentes, adultos medios y mayores) describir la ubicación espacial de los elementos de una fotografía, a fin de identificar los aspectos que diferencian las expresiones referentes a la ubicación espacial entre rangos etarios. Se observa que, en nuestra muestra, la conceptualización del espacio se complejiza conforme avanza la edad, con diferencias en cinco parámetros: sistema de referencia, marco de referencia, punto de vista, multidimensionalidad y patrón de rastreo visual.Palabras clave: Conceptualización espacial, Desarrollo cognitivo, Marco de referencia, Descripción espacial, Lingüística cognitiva. AbstractIn this article we report a pilot study which explored the relationship between spatial categorization and cognitive development. Eight participants from four age ranges (infants, teenagers, middle aged adults, old adults) were asked to describe the location of certain elements in a picture, in order to examine which aspects of the spatial location expressions showed differences across age ranges. Analysis showed that spatial categorization grows complex with age, with differences being observed in relation to five parameters: system of reference, reference frame, viewpoint, multidimensionality and visual tracking pattern.
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