Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Cognitive study of the lexical subsystem of the language
Gulshanoy JURABOEVA
1
Uzbek State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received February 2025
Received in revised form
10
March 2025
Accepted 25 March 2025
Available online
25 April 2025
This article examines linguistic facts, theories, and analyses
from various scientists related to cognitive studies.
Additionally, it explores the cognitive research of the lexical
system of language, the task of interpretation, and the execution
of linguistic research through the lens of cognitive linguistics.
Transitioning to a new stage of analysis will enable us to
approach the issues of mixed language learning in the next
period from a different perspective.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss4
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
cognitive,
categorization,
conceptualization,
framework,
interpretation,
approach,
concept,
lexical,
dictionary,
classification,
research,
linguistics,
identification,
systematic,
extensive,
phenomenon,
functional,
communicative.
Tilning leksik tizimchasi ustida kognitiv tadqiqot
ANNOTATSIYA
Kalit so‘zlar:
Kognitiv,
kategoriyalash,
konseptualizatsiya,
asos,
talqin,
yondashuv,
konsept,
leksik,
lug‘aviy,
Ushbu maqolada tilshunoslikdagi til hodisalari, turli
olimlarning kognitiv tadqiqotlariga oid nazariyalari va tahlillari
ko‘rib chiqilgan. Shuningdek, tilning leksik tizimini kognitiv
nuqtai nazardan o‘rganish, talqin qilish vazifasi va tilshunoslik
tadqiqotlarini kognitiv tilshunoslik asosida amalga oshirish
muhokama qilingan. Tahlilning yangi bosqichiga o‘tish keyingi
davrda aralash tillarni o‘rganish muammolariga boshqacha
yondashuvni ta’minlaydi.
1
Intern-teacher, Uzbek State World Languages University.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
323
tasnif,
tadqiqot,
tilshunoslik,
aniqlash,
tizimli,
keng qamrovli,
hodisa,
funksional,
kommunikativ.
Когнитивное исследование лексической подсистемы
языка
АННОТАЦИЯ
Ключевые слова:
Когнитивный,
категоризация,
концептуализация,
основа,
интерпретация,
подход,
концепт,
лексический,
словарный,
классификация,
исследование,
лингвистика,
идентификация,
системность,
обширный,
явление,
функциональный,
коммуникативный.
В данной статье рассматриваются языковые факты
в лингвистике, теории и анализ различных ученых,
связанных с когнитивными исследованиями. Также
изучено когнитивное исследование лексической системы
языка,
задачи
интерпретации
и
осуществление
лингвистического анализа с позиции когнитивной
лингвистики. Переход к новому этапу анализа позволит по-
новому взглянуть на проблемы изучения смешанных
языков в будущем.
The implementation of linguistic research from the point of view of cognitive
linguistics and the transition to a new stage of analysis will allow us to consider the
problems of mixed language learning in the next period from a different perspective. The
linguist V.G. Gak notes that "until that time, some facts of different stages of languages
were compared and information was summarized based on the collected material.
However, even though the objects of comparison and categories of different levels were
studied to one degree or another, linguistic literature did not pay enough attention to the
identification of universal types of similarities and differences between languages. It has
become possible to conduct more systematic and extensive research in the field of
language. A functional-cognitive approach and a functional-semantic analysis are used in
the comparison of languages, the reason for which is that the uniqueness or commonality
of languages is evident as a result of the interplay of world and thought processes on the
one hand, and universality and ideo-ethnic situations in the framework of language
categories on the other hand, it seems A cognitive approach that allows us to imagine the
process of human movement as a dynamic phenomenon and can express this dynamic
state linguistically is very important and necessary. Cognitive science includes all
disciplines related to the study of human thinking and its work in several directions: the
logical direction, which deals with the study of the formal rules of thinking, with the
mechanisms and processes underlying the acts of thinking. combined the
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
324
neurophysiological direction, which focuses on the problem of the interdependence of
language and thinking, and the psychological direction based on the study of all forms of
mental activity in its real empirical manifestations. The cognitive direction in science
traditionally existed in the spheres of philosophy and psychology. Currently, cognition is
an interdisciplinary science, which is related to operational thinking, the processes of
knowing the world, and combines various sciences (philosophy, psychology, linguistics,
logic, anthropology, neurophysiology, cybernetics) to interpret certain aspects of a
person. Cognitive science, which arose as an interdisciplinary study of the nature,
structure, and functioning of the mind, has its function in modern linguistics, where it is
"the study of cognition, the way in which people perceive and understand the world,
collected and "Known is the basis of mental or cognitive processes and the results of
objective cognitive activity presented in our mind in some way," describes the famous
linguist I.S. Kubryakova. The emergence of a new direction in the framework of cognitive
linguistics functionalism allows to connect all language processes with cognitive activity
of a person, acts of categorization and conceptualization of the world. Conceptualization
is one of the most important processes of human cognitive activity, it consists of
conceptual classification of received information and meaningful differentiation of
minimal units of personal experience. Conceptualization is inextricably linked with
categorization, which is aimed at uniting large classes of language units that show
similarity in one way or another or are characterized as the same. Categorization and
conceptualization ensure that the results of knowledge of reality are organized by
dividing them into certain categories related to concepts of different sizes. The results of
this process are reinforced in the mind of a person through verbal means, i.e.
lexicalization. The linguistic landscape of the world, on the one hand, is related to the
reflection of extra-linguistic reality relations, and on the other hand, it embodies the
results of the speaker's perception of the world. The landscape of the world is a holistic,
global image of existence, which is the basis of all spiritual activity of a person, all his
relations with the world – objective-practical activity, observation, intellectual
understanding of the world and feeling of the world. The landscape of the world consists
of a central concept that expresses the uniqueness of the concept of man and his life. The
conceptual landscape has a dynamic character. It is based on conceptual categories that
are universal to all languages. The main universals, which can be realized in real-dynamic
visualization of the world, can include: time, space, life, quantity, movement, state, sign,
etc. The listed universal categories form the basis of language categories. Classifiers,
called "scenarios", "frames", "prototypes", and "gestalt-structures", which show the
direction and forms of knowledge activation in human speech-thinking activity, play a
central role in the cognitive paradigm. In this understanding, a lexeme is characterized by
the ability to present prototypes and frames to the world, which are part of the structure
of knowledge about the world with its meaning – in fact, they are mediators between the
content of the language and the expressed reality. Pictures, schemes, frames and scripts
of thinking, which are "understood" by lexicographic descriptions, are part of the
structure of knowledge visualization. Mental phenomena such as "insight" – "getting into
the essence" can be added to them. These are symbols that give information about the
structure, design and functional purpose of the object: scissors (a cutting instrument
consisting of two blades joined by screws between two circular handles), umbrella
(a device for protection from rain or sun: a long a circular piece of cloth drawn on a
folding spoke attached to a pen). In addition to these, the structure of ideas about
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
325
knowledge includes concepts of figurative, spatial components, devoid of any emotional
components of perception; they are decoded with purely logical definitions: honor,
reputation, glory (spiritual and moral principles of a person worthy of respect and pride;
good, unsullied name, pure name), conscience (a sense of moral responsibility for one's
character in front of the surrounding people, society), etc. Insights can be characterized
as the most primitive denotations; their structure is known to anyone from early
childhood and does not need a detailed explanation at all. Insight-building schemas
convey information about the object's structure, design, and functional intent.
Cognitive linguistics makes it possible to connect all language processes with human
cognitive activity, categorization and conceptualization of the world. Conceptualization is
one of the most important processes of human cognitive activity and consists of the
conceptual classification of the information that comes to them. It is aimed at separating
some minimum units of human experience in an ideal, meaningful form. The process of
conceptualization is inextricably linked with categorization, which is aimed at uniting
rather large categories of units that show similarity in one way or another or are
characterized as the same. A functional approach to material review allows us to reveal
how language elements work and act in speech. If the structural approach answers the
question about the structure of the object, the functional approach allows you to answer
the question of what is the function of this object. Functional description studies language
not from "form to content", but from "content to form", and "from function to language
tools". This principle of describing language material is completely legitimate because it
reflects the path of thought that arises in the mind of the speaker, from the concept to the
means of its expression. In the process of forming an opinion, the speaker always goes
from the idea he wants to express to the formal means used to express certain information.
The cognitive task is related to how the phenomena of the external world are reflected in
language through human perception and thinking; that is, this task requires the
accumulation of the subject's knowledge and social experience. Giving his knowledge to
another, the individual separates himself from the other individual and the world, which
explains the communicative origin of thinking. Cognition makes it possible to explain the
lexical system of the language differently through the prism of the perception of human
thinking and present it in a new perspective. The content of the vocabulary, which reflects
the processes of organizing knowledge in the head of a person related to the processing
and storage of knowledge, the conceptualization of the experience of language speakers,
enters the internal lexicon of a person. Cognitivism allows for a new interpretation of the
content of language categories, and their hierarchical structure because it implies the
systematization of all types of knowledge based on human cognitive activity. From a
cognitive point of view, language units are considered to be a reflection of certain layers of
human experience recorded in language. In this regard, during the analysis, it is necessary
to determine what structure of knowledge each of the category’s records, what role it plays
in the reduction and expansion of knowledge, the description and implementation of the
specific intention (intention) of the participants of the speech act at different levels. The
cognitive approach allows a new look at the issue of interdependence between the lexical
system of the language and grammar as the two main links of the language, because the
universal conceptual categories are defined in the lexical contents as the main concepts at
the level of the dictionary and the level of grammar. The cognitive approach can be used in
the analysis of linguistic phenomena, both in the grammatical and lexical fields. Phrases,
separate classes of words, for example, verbs, word-forming processes, and functional-
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
326
semantic categories, are analyzed based on cognition. The cognitive approach allows for a
new interpretation of the general categorical meaning of word groups. For example, it is
impossible to study quality as a sign of words without referring to different areas of
thought and the principles of understanding the world in the process of knowing it.
Usually, adjectives are considered to name special features and characteristics of objects.
The problem of cognitive linguistics focuses on its main categories, namely categorization
and conceptualization, concept, frame, conceptosphere, gestalt, prototype, etc.
Interpretation as a function of language consciousness reveals a broad
representational aspect. Linguistic studies that are relevant to this day emphasize that
the interpretation of onto is logically related to awareness. This is the essence of any
mental operation aimed at acquiring new knowledge, in which language plays a special
role. It is possible to develop the theoretical relationship of the explanatory potential of
lexical categories by referring to the factor of the dynamics of the human conceptual
system, the processes of working with knowledge that ensure the formation of
interpretive meanings. It is equally necessary to consider the ontological basis of lexical
categories, which is the motivational basis of their explanatory potential. This direction
of analysis corresponds to the modern state of the science of linguistics, which
determines its relevance. It relies on the understanding of language as a person reflecting
the results of human cognitive activity in three classification systems: lexical,
grammatical and mode or interpretation, and interpreting, mainly as a linguistic
cognitive activity of an individual, reveals his subjective understanding of the object of
interpretation in his results. The study of the interpretative potential of lexical categories
is carried out within the framework of the cognitive-discursive approach, which allows
considering the specific features of the interpretive activity of the human mind in terms
of the interaction of mental and linguistic structures. From this point of view, there is an
urgent need to determine the interpretative knowledge structures underlying the
meanings of lexical units and their connection with the principle of lexical category
organization, as well as to study the anthropocentrism of the language from the
perspective of the interpretative category as a method of secondary expression of
knowledge in the language. remains. In general, the conducted research showed that
understanding language as a categorical format system and understanding lexical
categories as a result of a person's interpretation of the objects of the surrounding world
based on their similarities and differences, on the one hand, the processes of conceptual
derivation of lexical units, on the other hand, requires the creation of a single concept of
secondary (interpreting) meanings of lexical units. Cognitive linguistics offered a
radically new approach to the problems of studying language and language phenomena.
The main distinctive feature of this approach is to bring the cognitive function of
language to the fore, because, as A.A. Ufimseva noted, "the main distinguishing feature of
human language is, first of all, its cognitive-representational function – indirect
expression of the results of social-historical experience, is a feature of reinforcement and
maintenance and the cognitive activity of its speakers.
N.N. Boldirev emphasized the following features of cognitive linguistics:
1. The interdisciplinary nature of scientific research, the elimination of the strict
boundary between "internal" and "external" linguistics. In addition to the study of the direct
structure of language, cognitive linguistics focuses on information obtained in other fields of
science, such as psychology, philosophy, logic, medicine, information theory, etc.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
327
2. Anthropocentric nature of language organization. A person does not reproduce
meanings in a ready-made form but forms them in the process of cognitive activity, and
in the process of forming linguistic meanings, a person refers to "any part of his
experience." Focusing on the anthropocentric principle of language organization,
A.A. Ufimtseva wrote that language is objective. It works as a means of communication
between people and society, both in terms of purpose and origin, because it is the
creation of society. The real-life of a language occurs only through the individual, and
"language really lives when it is mastered by the speaker." It follows that attention
should be paid to everyday knowledge, since it most closely reflects the everyday use of
the language.
3. A multilevel approach to the semantics of language units. Multilevel theory of
meaning (cognitive semantics) means "to go beyond real language knowledge, to refer to
knowledge of a non-linguistic, encyclopedic nature, and to determine the type of this
knowledge in the process of forming language meanings and narrative meaning."
For cognitive linguistics, the cognitive-discursive approach is the main one,
because any linguistic phenomenon cannot exist outside of communication, or
communicative action, that is, speech. It is impossible to describe any linguistic
phenomena only by their static role, without taking into account how this or that
linguistic phenomenon appears in the process of communication. The cognitive-
discursive approach recognizes two main functions of cognitive and communicative
language. The cognitive component of the given paradigm helps to analyze information
and the mental units and structures behind it, while the discursive component reveals
ways of presenting information to the receiver using the special context of
communicative ICT. Describing the phenomenon from a cognitive point of view means
describing its role in the process of knowing the world, in strengthening the structures of
knowledge and experience, as well as in the efforts of a person to perceive and
understand the environment. Characterizing the phenomenon from a discursive point of
view means analyzing the verbal behavior of people, as well as the tasks that differ when
speech acts are performed by a person, their attitude and goals, the conditions of their
implementation, etc. Discursive phenomena can be seen through the prism of "mental
(mental processes) that characterize human existence and serve to know the world, and
therefore are related to their cognitive value". From the point of view of the cognitive-
discursive approach, it is possible to give the most complete and comprehensive
description of the object. E.S. Kubryakova calls this description "integral". This is a
description that can take into account not only cognitive but also communicative features
of the presence of an object in the language system. In the course of human cognitive
activity, the results of a person's knowledge and understanding of the surrounding
reality are consolidated in the form of knowledge units – concepts (conceptualization),
and these knowledge units are divided into certain categories (categorization). The
processes of conceptualization and categorization have general laws, which are reflected
in language in the form of three language conceptualization and categorization systems:
lexical, grammatical, and modus (interpretation). Details of the concept and classification
processes are discussed in the following paragraphs. Conceptualization, understanding of
information that comes to a person and education in the human mind as a result of these
concepts is one of the most important processes of human cognitive activity. Cognitive
processes such as categorization and evaluation categories are closely related to the
process of conceptualization because the first and second are always based on a certain
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
328
conceptual system. As stated by L. Barsalou, the human conceptual system includes
people's knowledge of the world. The concept is a key concept in cognitive linguistics.
Linguists have made several attempts to define the concept. Thus, a concept in Russian
linguistics means a unit of mental or intellectual resources of our mind and an
information structure reflecting human knowledge and experience, an operationally
meaningful unit of memory, "working in human thought processes and reflecting the
content of experience" and the processes of knowing the world in a certain "quantum"
form our knowledge."
R.I. Pavilenis considers the concept to be information about the current or possible
state of things in the world. L. Barsalou understands the concept of psychological
representation of categories by a person. At the same time, he distinguishes between the
concepts of "concept" and "meaning", because this meaning is a person's understanding
of words and other linguistic expressions J. Lakoff and M. Johnson’s concepts affect our
daily life, they believe that it shapes our feelings and behavior towards ourselves and
other people. Since the basis of the formation of categories is the concept, in our work,
the main concept for the formation of the lexical category "mammals" is the concept of
mammal. Analyzing the dictionary definitions, it is possible to distinguish the permanent
features of the concept in the minds of native speakers: Mammal(s) – the warm-blooded
animal that has hair or fur, produces milk, and bears live young; any animal of which the
female feeds her young on milk from her own div. Most mammals give birth to live
young, not eggs [CD]; any of a class (Mammalia) of warm-blooded higher vertebrates
(such as placentals, marsupials, or monotremes) that nourish their young with milk
secreted by mammary glands, have the skin usually more or less covered with hair, and
include humans [Merriam -Webster];
Mammal (IE) – a class of higher vertebrates that feed their young with milk; a class
of higher vertebrates whose females feed their young with milk; and animals of the
higher class of vertebrates that feed their young with milk.
Analyzing the dictionary definitions, we can conclude that the structure of the
concept of a mammal consists of the following characteristics: warm-bloodedness, the
presence of wool/fur, feeding with its milk, and live birth.
It should also be noted that the concept of a mammal includes the characteristics
characteristic of animals in general, for example feeding on ready-made organic
compounds, the ability to move, as well as the presence of sensory organs (animal –
1. a living organism that can move about of its own accord and has specialized sense
organs and nervous system; 2. a mammal, as opposed to a bird, reptile, fish or insect;
1. something that lives and moves but not a human, bird, fish or insect; 2. anything that
lives and moves [CD]; a living organism that has the ability to move and feeds on ready-
made compounds, in the fight against. a living being that can feel and move. Determining
the characteristics of the studied concept made it possible to determine its most
permanent features reinforced in the language. These characteristics serve as the basis
for the formation of the category "mammals" and its explanatory potential. However, it is
not enough to be limited only by the above characteristics, because the mobility of a
person's conceptual system leads to the emergence of new meanings in the process of
cognitive activity, which, in turn, are not recorded in the dictionary. Such features are
most relevant in modelling the interpretation potential of the studied lexical category.
The structure and study of lexical categories within the framework of classification
theory are described in more detail in the next paragraph.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
329
Study of lexical categories within the framework of the theory. One of the main
types of cognitive activity is the classification process. According to the short dictionary
of cognitive terms, "category is one of the cognitive forms of human thinking that allows
us to generalize and classify our experience." In a narrow sense, "categorization" means
recognizing an event, object, or process as a member of a certain category, "putting it
under a certain heading of experience." Categorization in a broad sense is the process of
formation and separation of categories, the separation of the external and internal world
of a person according to the characteristics of his activity and existence, orderly
presentation of phenomena by reducing them to smaller groups, associations, categories,
as well as classification (taxonomic). activity result. Under the category, E. Roche
understands a set of equivalent objects. According to scientists such as F. Varela, E. Roche
and E. Thompson, categorization refers to the uniqueness of experience, to the limited
areas of the studied things, to the important categories to which people and other
organisms respond. There are different approaches to the phenomenon of classification
in science, in each of them this phenomenon and its main principles are understood
differently. The first approach is called traditional or classical and goes back to the views
of Plato and Aristotle. Within this approach, each member of a category is considered to
have a set of obligatory properties, and therefore all members of a category are equal and
categorical boundaries are fixed. Whether the subject is a member of the category;
intermediate cases are excluded. In the period of behaviourism in psychology, categories
were considered arbitrary, and classification tasks were used in psychology only to study
the laws of cognition. Representatives of activism, on the contrary, believed that although
consciousness and the world are shaped by interaction, the nature of their interaction in
each particular situation is not random, thereby denying the arbitrary nature of the
construction of categories. L. Wittgenstein analyzed Spiell's concept, drawing attention to
the fact that this category does not have clear boundaries and is based on certain
similarities of certain characteristics. The same feature may be present in one member of
a category and not in another, and characters may occur in different combinations in
different members of the category. L. Wittgenstein called this principle of category
formation "family resemblance". L. Wittgenstein believed that a person acquires
knowledge of such categories based on examples, but he did not write anything about
choosing the most specific examples. The most striking examples of such, category
prototypes, were studied within the framework of the third, prototypical approach. The
emergence of the prototypical approach is associated with the name of the American
psychologist E. Roche, as well as with previous studies conducted by B. Berlin, P. Kaye,
R. Brown. The main idea of the prototypic approach is that categories are formed around
the most vivid representatives of this prototype category, which are psychologically
emphasized. The belonging of an object to a category is determined by the presence of its
common characteristics with the prototype. Prototype is the most typical, central
element of the category, which serves as a standard of comparison when allocating other
objects to this category. From a cognitive point of view, a prototype is understood as
"a concept that defines the formation of a category and its content". A distinctive feature
of the prototypical approach is the recognition that there are two levels of horizontal and
vertical categorization. The horizontal side of classification involves dividing the object
into categories of the same level of generalization.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
330
The vertical side of categorization implies the existence of classification levels
about different levels of abstraction: basic, super-standard (upstream), and subordinate
(downstream). According to scientists, special importance is given to basic-level
categories. E. Roche discovered during experiments that the basic level of categorization
is the most meaningful, in which the members of the categories use or interact in
performing the same tasks.
Motor actions, which have the same perceived forms and can be demonstrated, have the
same characteristics, are classified by children, and have linguistic superiority in different
senses. For example, asking a person sitting in a chair to name the object they are sitting on will
instead say that it is "chair" rather than "furniture" or "chair." The basic level of classification is
the point at which cognition and the environment simultaneously interact. This level is the most
important psychologically because it contains prototypes. This maximum level of generalization,
perception, and categorization of objects occurs through Gestalt.
REFERENCES:
1.
Апресян
Ю.Д.
Формальная
модель
языка
и
представление
лексикографических знаний // Вопросы языкознания. -1990. -№6
2.
Бабушкин А.П. Фразеологические концепты // Когнитивная лингвистика. -
Тамбов, 1998. -ч.2 -С.36-38.
3.
Бойко Б. Л. Формы существования языка и текста // Методы
сопоставительного изучения языков. -Москва.: Наука, 1988. -С.71-76.
4.
Болдырев Н.Н. Когнитивная семантика: Курс лекций по английской
филологии. – Тамбов: Изд-во Тамб. ун-та, 2001. – 83 с.
5.
Болдырев Н.Н. Концептуальное пространство когнитивной лингвистики
// Вопросы когнитивной лингвистики. 2004. – № 1. – С.24
6.
Болдырев Н.Н. Концептуальная основа языка // Когнитивные
исследования языка. – 2009. С. 45
7.
Varela F. J., Thompson E., Rosch E. The embodied mind: Cognitive Science and
Human Experience. – Massachussets: The MIT Press, 1993. – 176 p.
8.
Gafarova G.V., Kildibekova T.A. (1998). Cognitive aspects of the lexical system of
the language. Ufa: Bashkirs. Un – t, 1998. С.40
9.
Kognitiv atamalarning qisqacha lug‘ati 1996, 93
10.
Кубрякова Е.С. Язык и знание: на пути получения знаний о языке: Части
речи с когнитивной точки зрения. Роль языка в познании мира. – Москва.: Языки
славянской культуры, 2004. С.524
11.
КСКТ – Краткий словарь когнитивных терминов / Е.С. Кубрякова, В.З.
Демьянков, Ю.Г. Панкрац, Л.Г. Лузина. – М.: Филол. ф-т МГУ им. М.В. Ломоносова, 1997. С.90.
12.
Лакофф Дж., Джонсон М. Метафоры, которыми мы живем: Пер. с англ. /
Под ред. и с предисл. А.Н. Баранова. – М.: Едиторал УРСС, 2004. С.25
13.
ODCE – Oxford Dictionary of Current English. – Oxford: Oxford University
Press, 2006. 31-p
14.
Павилёнис Р.И. Проблема смысла: Современный логико-философский
анализ языка. – М.: Мысль, 1983. С.101
15.
Rosch E., Mervis C.B., Gray W.D., Johnson D.M., Boyes-Braem P. Basic Objects in
Natural Categories //Cognitive Psychology. – 1976. – V. 8. – № 3. – P. 383
16.
Уфимцева А.А. Лексическое значение. – М.: Изд-во Академии наук СССР,
1986. С.37
17.
Ушаков Д.Н. Толковый словарь русского языка. – Москва.: Аделант, 2013.
