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Panjieva N.N., PhD. Termez state university Karimova S.K. master student Termez state university Qodirova M.M. master student Termez stateuniversity
THE ASPECTS OF THE NOTION CONCEPT REGARDING TO COGNITOLOGY AND LINGUOCULTUROLOGY
Annotation: Cognitive linguistics is the study of the essence of a particular concept in the linguistic description of the world and its relation to world realities. Concept, on the other hand, is one of the main categories of the science of cognitive linguistics and is an element that establishes the connection between culture and man. The term "concept" has been used in linguistics since the 1990s. However, the concept still does not have a single general explanation or interpretation.
Key words: cognitive linguistcs, world, main, category, culture.
One of the most famous linguists in the study of concepts is S.A.Askoldov. He described the concept as "a unit that reflects the process of thinking about one type or another of concepts". [1].
We can see that the term concept has been interpreted more deeply and more clearly by different scholars in their theories. In particular, Z.D.Popova and I.A.Sternin argue that the concept defines the various aspects of mental activity, its features and layers, as a complex mental entity that transforms in the process of thinking; it was believed that layers of relevant characters or concepts may not have linguistic features in the mother tongue[2].
N.D.Aryutunova, on the other hand, takes a slightly philosophical approach to the meaning of the concept and considers it a practical concept in philosophy, between the national tradition, life experience, religion, ideology, folklore, images of art and the process of thinking. reflects the relationship. The concept "represents a cultural layer that connects man and the world [3]. If we pay attention to this idea and connect the concept of man with the term concept, we can understand that it expresses in one word the set of topical ideas embodied around man. S.A.Askoldov also considered the concept of a "spiritual person who replaces many objects in mental activity" along with the study of concepts. According to him, "of course, the concept should not always be thought of as a replacement of real objects, which also means that different types can be replaced.".
Today, many works have been published on various topics of the concept, including the interpretation of the term "concept". The definition of a concept is to rely on work that is consistent with our understanding of the concept. Thus, S. Askoldov, one of the founders of the conceptual doctrine, defines it as "a mental formation that replaces us in the process of thinking about the uncategorized plurality of the same things."
D.S.Lihacheva's views are somewhat similar to those of Aryutunova, who in her scientific work "Conceptosphere of the Russian language" thinks that the concept is formed as a result of the collision of the word with the dictionary meaning of man with his own national views. describes as a product of the process[4].
In S. Kubryakova's theory, this concept is interpreted in a completely different way, and in her commentary, the term "concept" is like an umbrella, and it covers a range of topics in several research methods, namely: storage and processing associated with cognitive psychology and cognitive linguistics[5].
S.G.Vorkachev's views on the "concept" are also slightly different. "A concept is a set of concepts, ideas and knowledge that has its own expression and linguocultural specificity in language," he said. It also implies the verbalization of cultural concepts and ideas. The concept is an element of national language and national thinking. The peculiarity of the concept of semantic formation at the highest stage of abstraction "[6]This idea is very close to the opinion of Y.S. Stepanova, "the concept is a form of one of the elements of culture formed in the human mind, in the same way culture enters the mental world of man."[7].
In defining the types of concepts (cognitive and artistic) S.Askoldov, on the one hand, emphasizes their unity, the concepts of cognitive feature appear only far from poetry. on irrational values and the unclassified element of poetic words and techniques.
As for the types of concepts, the concept has its own structure. A simple particular idea, the whole conceptual structure, the concept that forms the stages of abstraction, can also perform a conceptual function. According to its content and level of abstraction, A.P.Babushkin classified the concept into the following types:
1) concrete role 2)scheme; 3)understanding; 4)prototype; 5)frame;
6) script (script); 7) geshtalt
A concrete image is a reflection of a specific object or reality in the imagination or thinking. A type of concept with a higher level of abstraction (imagination picture) is a generalized image of different objects or realities. Imagination is a type of reflection based on more external features of the concept. The scheme is a generalized representation of spatial-graphical images ("river" is compared to a blue ribbon). Concept - the general or specific features of the object, reflecting the objective, logical characteristics. Concept arises as a result of a gradual abstraction from secondary characters on the basis of
imagination or scheme. A prototype is a unit that creates an initial idea of a typical pr edmet or reality of a particular category.
The scenario differs from the factor frame in terms of time measurement. The script contains knowledge about the plot development of events. This is one of the daily events of life flag T enables: for example, the concept of "meeting" lovers meeting candle light dinner in the restaurant, with romantic music, business meeting with partners around the exam table with coffee or mineral water assosates political picture representation this is called a scheme of events, i.e. a scenario. Gestalt is a unit associated with the highest level of abstraction, which combines emotional or rational components and reflects a conceptual structure or a whole image, the perception of the situation as a whole. Gestalt is the initial stage of the process of comprehension and understanding: any object is a whole set of perceptions that are not divided into parts about reality. When a person has enough knowledge about each object and component of a concept, the gestalt is the highest unit of that knowledge. Gestalt is a conceptual system that unites conceptual types into a unit, and the concept is used as a term to describe the remaining objects included in this system. A.P.Babushkin found that the difference between such conceptual types is not very large. Each of them has a relatively variable property and can also be re-formed over time. Free phrases serve as a source, material for the formation of conceptual pictures, diagrams, frames, scenarios[8].
According to the literary dictionary, the formation of a concept (Latin "Concipere" - formation) is a mental concept. An image, a general idea, a work of art, or a literary article is considered a priority concept. In the encyclopedic dictionary of linguistics, the concept "concept" is considered as a phenomenon of the same order as the meaning of the word, but in other system relations occur as a value in the linguistic system, as a term in the system of logical relations studied in both linguistics and logic.[10]
Lingvo-cognitology one of the researchers working in the article M.V.Piminova come elbows: First, the concept (conceptus-thinking, concept, perception of the object) is considered as part of the classical sensualist scheme: "object perception-perception-imagination-concept" and it is the emotional practice of human thinking (observation a) and shows active stages, such as logical (abstract): a) concept - this is imagination ("general imagination") (S.A.Askoldov); b) concept is a concept; c) a concept is a syncretic unit of thinking (" a unit of thinking that imagines the facts of existence in a general unbranched way") (P.V.CHesnokov). Second, the concept is studied as part of the meaning of the "semantic triangle-trapezoid" model: a) the concept is the meaning ("algebraic expression of meaning") (D.S.Lixachev); ("The same meaning in the national spirit") (V.V.Kolesov); ("Invariant of lexeme meaning") (E.V.Raxilina); b) concept - this is the content (conceptual structure, the term concept remains synonymous with the term meaning) (Y.U. Stepanov). Third, a concept is analyzed as a synthesis of a meaningful part (meaning and concept), a
meaningful part (language sign) and a meaning-defining part (denotation and referent): a) a concept is a word etymology (conceptum - seed, grain "the starting point of the semantic integrity of the word"); b) concept - word -concepts (" key words") (A. Vejbiskaya). In cognitive linguistics, a number of conceptual system units (script, script, frame, gestalt) are involved in the process of concept formation and preparation for a linguistic event (conceptual stage). According to Y.N. Karaulov, these units occur in the process of intellectual activity and its linguistic manifestation, and "take place in the range of sound, external speech and the specific language of the brain.". The following is a brief description of the intermediate stage units. A scenario is an action involving a particular piece of reality, consisting of an organic relationship of situations (for example, the learning process, a lunch at a restaurant, an introductory call, a movie, etc.). Artificial intelligence experts R. Shenk and R. Abelson were the first to introduce the concept of scenario (senarios) into cognitology. In their view, the script is necessary to show the sequence of events, their interconnectedness. Within this unit, which reflects the interdependence of interrelated facts specific to a typical event, slots are allocated for parts of small content each. These slots serve to distinguish the purpose, role, etc. of the participants in this event.
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2.Дубенец. Modern English lexicology. 2002. P 127.
3. Н. Д. Арютунова. Логический анализ текста. М. Наука. 1993.с
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6. С. Г. Воркачов. Концепт. 2002. с 4.
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8.А. П. Баьбушкин. Типы концептов. Вороней. 1996.с 54-55.
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10. С. С. Гусев. Наука и метафора. ЛГУ.1984.с 322.
