ФУНКЦІЙНИЙ ПОТЕНЦІАЛ АНГЛІЙСЬКИХ КОГНІТИВНИХ ДІЄСЛІВ У НАРАТИВІ (НА МАТЕРІАЛІ ТВОРІВ М. ЕТВУД)
Bibliographic record
Abstract
The paper identifi es and systematically substantiates the peculiarities of the functioning of English cognitive verbs in the literary discourse. The material of the study is the cognitive verbs in the novels of the famous contemporary Canadian postmodernist writer Margaret Atwood. The research is theoretically framed by the works on lexical and functional semantics of (cognitive) verbs (K. Aijmer, D. Biber, M. A. K. Halliday, A. Fetzer, I Dilai, etc.), as well as by the works on narratology (I. Bekhta, G. Freytag, etc.). The study’s methodological framework is a comprehensive application of the corpus analysis of empirical textual data using the psychometric software LIWC, discourse analysis, and M. A. K. Halliday’s metafunctional analysis. Based on the classifi cation of linguistic metafunctions proposed by M. A. K. Halliday, the cognitive verbs in the narrative mainly perform the ideational metafunction, which lies in construing human experience. The ideational linguistic metafunction of the cognitive verbs realized in the works refl ects the internalized structures of the narrator’s and characters’ consciousness and appeals to the reader’s active mental cooperation. Thus, English cognitive verbs in the narrative act as explicit markers of the internalization of speech. They are represented by the corresponding mental processes which alternate in the narrative as a linear sequence of processes with diff erent intensity. It has been revealed that the distribution of the cognitive verbs in the novels is mostly uneven, although refl ects a certain pattern associated with the canonical principles of the structural organization of the narrative. According to the narrative arc (Boyd et al., 2020), the cognitive verbs become most frequent in the middle and closer to the end of the narrative as explicit markers of cognitive tension – the third (main) stage of narrative progression. Cognitive tension refl ects the peak of psychological tension due to the need to resolve the confl ict and constitutes the climax of the narrative. At this stage, characters are actively engaged in confl ict resolution making numerous mental efforts. In addition to the ideational metafunction, some cognitive verbs, in particular those which serve as discourse markers, such as I think, I believe, perform the interpersonal metafunction. As a rule, they are found in the direct speech (dialogues) and aim to construct a common mental experience, cooperation with the interlocutor (and the reader) based on intersubjectivity. LIWC helped to inventory, quantify, and follow the distribution of the cognitive verbs in seven novels by M. Atwood. Deviations in the frequencies and distribution are perceived as indicators of the author’s idiostyle and genre peculiarities. Thus, the realization of the functional potential of the cognitive verbs and the peculiarities of their distribution in the narrative canvas have been identifi ed and substantiated. Key words: cognitive verbs, narrative, function, metafunction, M. Atwood.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.014 | 0.023 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".