This study examines the effects of L2 proficiency and manner salience on English learners’ verb lexicalization of spontaneous motion events. Three proficiency groups of L1 Korean learners of L2 English were asked to describe spontaneous motion situations, and their use of verbs was compared to that of native English speakers. Results indicate that L2 learners’ verb lexicalization was heavily influenced by the typological patterns of their native language, but the development of target-like lexicalization patterns occurred even though it plateaued at a certain acquisitional phase. Moreover, it was found that the degree of adopting target-like lexicalization patterns varied by manner-of-motion types (i.e., high-salience manner such as swim versus low-salience manner such as walk) in all three learner groups, implying that the inherent salience of manner has an impact on L2 lexicalization of spontaneous motion.
{"title":"L2 English learners’ verb lexicalization of motion events","authors":"Jeeyoung Jeon, Min-Chang Sung","doi":"10.1075/rcl.00134.jeo","DOIUrl":"https://doi.org/10.1075/rcl.00134.jeo","url":null,"abstract":"\u0000 This study examines the effects of L2 proficiency and manner salience on English learners’ verb lexicalization of\u0000 spontaneous motion events. Three proficiency groups of L1 Korean learners of L2 English were asked to describe spontaneous motion\u0000 situations, and their use of verbs was compared to that of native English speakers. Results indicate that L2 learners’ verb\u0000 lexicalization was heavily influenced by the typological patterns of their native language, but the development of target-like\u0000 lexicalization patterns occurred even though it plateaued at a certain acquisitional phase. Moreover, it was found that the degree\u0000 of adopting target-like lexicalization patterns varied by manner-of-motion types (i.e., high-salience manner such as\u0000 swim versus low-salience manner such as walk) in all three learner groups, implying that the\u0000 inherent salience of manner has an impact on L2 lexicalization of spontaneous motion.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48428511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stemming from the use-mention distinction by the philosophy of language, Relevance Theory introduces the notion of echo in the context of the echoic mention theory of irony (cf. Wilson & Sperber, 2012). Since then, echoing has awakened multidisciplinary interest, mostly in connection to this figure of thought. Studies on echoing have provided a largely one-dimensional approach. Within cognitive modeling studies, echoing is elevated to the status of cognitive operation. Taking cognitive modeling as a starting point, the aim of the present article is to study echoing from a multidimensional perspective, focusing on its features, functions, and usages. Specifically, the present study addresses echoic implicitness, completeness, complexity, accuracy, and non-ironic echoes (i.e., parodic echoes, denotational and non-denotational echoes). All in all, this study introduces a higher degree of systematicity in the study of echoing in general and endows echo-based studies of irony with greater explanatory adequacy.
{"title":"A multidimensional approach to echoing","authors":"Inés Lozano-Palacio","doi":"10.1075/rcl.00132.loz","DOIUrl":"https://doi.org/10.1075/rcl.00132.loz","url":null,"abstract":"\u0000Stemming from the use-mention distinction by the philosophy of language, Relevance Theory introduces the notion of echo in the context of the echoic mention theory of irony (cf. Wilson & Sperber, 2012). Since then, echoing has awakened multidisciplinary interest, mostly in connection to this figure of thought. Studies on echoing have provided a largely one-dimensional approach. Within cognitive modeling studies, echoing is elevated to the status of cognitive operation. Taking cognitive modeling as a starting point, the aim of the present article is to study echoing from a multidimensional perspective, focusing on its features, functions, and usages. Specifically, the present study addresses echoic implicitness, completeness, complexity, accuracy, and non-ironic echoes (i.e., parodic echoes, denotational and non-denotational echoes). All in all, this study introduces a higher degree of systematicity in the study of echoing in general and endows echo-based studies of irony with greater explanatory adequacy.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42851289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Growing evidence shows the role of teachers gestures not only in L2 learning (Stam & Tellier, 2021) but also in supporting learning in the L1 classroom (Alibali et al., 2014; Crowder, 1996; Wilson et al., 2014). The current study aims at contributing to this last perspective. Based on data from a 3rd grade plurilingual classroom in an Italian school, it observes the ‘catchments’ (McNeill, 2000) in teacher’s gesticulation during a cycle of lessons on “The origin of life”. The analysis identifies conceptual components based on the time is space metaphor associated with gestures, and observes their alignment with lexical items – either technical or common words (evolution, ages, ancestors, archaic; change, back, old) – in speech. The gesture-word association supports both the conceptualization of the notions and the acquisition of the related lexicon: gestures connect recurring concepts to their different verbalisations, ensuring a conceptually coherent representation over the lesson; they establish synonimic relations between technical and common words; and they can also work as memory triggers towards and between concepts and lexical units.
越来越多的证据表明，教师的手势不仅在第二语言学习中发挥作用(Stam & Tellier, 2021)，而且在第一语言课堂上支持学习(Alibali等人，2014;克劳德,1996;Wilson et al.， 2014)。目前的研究旨在为最后一种观点做出贡献。根据意大利一所学校三年级多语课堂的数据，该研究观察了“生命起源”课程周期中教师手势的“集水区”(McNeill, 2000)。该分析根据与手势相关的时空隐喻来识别概念成分，并观察它们与词汇项目的一致性——无论是技术词汇还是常用词(进化、年龄、祖先、古老;Change, back, old)——在演讲中。手势-词汇关联既支持概念的概念化，也支持相关词汇的习得:手势将重复出现的概念与其不同的语言表达联系起来，确保在整个课程中概念上的连贯表达;它们建立了专业词汇与常用词的同义关系;它们也可以作为概念和词汇单位之间的记忆触发器。
{"title":"Evolution is an arc along a timeline","authors":"C. Andorno","doi":"10.1075/rcl.00125.and","DOIUrl":"https://doi.org/10.1075/rcl.00125.and","url":null,"abstract":"\u0000 Growing evidence shows the role of teachers gestures not only in L2 learning (Stam & Tellier, 2021) but also in supporting learning in the L1 classroom (Alibali et al., 2014; Crowder, 1996; Wilson et al., 2014). The current study aims at contributing to this last perspective. Based on data from a 3rd grade\u0000 plurilingual classroom in an Italian school, it observes the ‘catchments’ (McNeill,\u0000 2000) in teacher’s gesticulation during a cycle of lessons on “The origin of life”. The analysis identifies conceptual\u0000 components based on the time is space metaphor associated with gestures, and observes their alignment with lexical\u0000 items – either technical or common words (evolution, ages, ancestors, archaic; change, back,\u0000 old) – in speech. The gesture-word association supports both the conceptualization of the notions and the acquisition of\u0000 the related lexicon: gestures connect recurring concepts to their different verbalisations, ensuring a conceptually coherent\u0000 representation over the lesson; they establish synonimic relations between technical and common words; and they can also work as\u0000 memory triggers towards and between concepts and lexical units.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45687047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study reports on the differential effectiveness of two pedagogical approaches to teaching L1-Italian students the Russian verbs of motion (глаголы движения, VoMs). The first is a Cognitive Linguistics, embodied approach, where the teacher used techniques such as image schemas, drawings and bodily activation to help the learners explore and understand the logic of VoMs. The second is a classic PPP approach, that works with mnemonic exercises, drills, and reproduction techniques, and that used classic metalinguistic terms to explain VoMs. 54 L1-Italian Russian students enrolled at the second year of University have been recruited in the study. Two groups were created: group A received a 160 minutes embodied treatment about VoMs, whereas group B received a 160 minutes classical PPP treatment on VoMs. The informants have been tested in a classical pre, post and delayed-post test fashion with three different temporized tasks. Results show an accrued competence on VoMs of group A, that outperformed group B in all the tests. The relevance of these findings for L2 teaching will be discussed.
{"title":"Fostering the learning of the Russian motion verbs system in Italian-speaking students","authors":"Elena Comisso, Paolo Della Putta","doi":"10.1075/rcl.00127.com","DOIUrl":"https://doi.org/10.1075/rcl.00127.com","url":null,"abstract":"\u0000 This study reports on the differential effectiveness of two pedagogical approaches to teaching L1-Italian students\u0000 the Russian verbs of motion (глаголы движения, VoMs). The first is a Cognitive Linguistics, embodied approach, where the teacher\u0000 used techniques such as image schemas, drawings and bodily activation to help the learners explore and understand the logic of\u0000 VoMs. The second is a classic PPP approach, that works with mnemonic exercises, drills, and reproduction techniques, and that used\u0000 classic metalinguistic terms to explain VoMs.\u0000 54 L1-Italian Russian students enrolled at the second year of University have been recruited in the study. Two\u0000 groups were created: group A received a 160 minutes embodied treatment about VoMs, whereas group B received a 160 minutes\u0000 classical PPP treatment on VoMs.\u0000 The informants have been tested in a classical pre, post and delayed-post test fashion with three different\u0000 temporized tasks. Results show an accrued competence on VoMs of group A, that outperformed group B in all the tests. The relevance\u0000 of these findings for L2 teaching will be discussed.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using the body to activate the brain","authors":"Paolo Della Putta, F. Suñer","doi":"10.1075/rcl.00124.del","DOIUrl":"https://doi.org/10.1075/rcl.00124.del","url":null,"abstract":"","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive Linguistics claims that language is not purely abstract and arbitrary, but meaningful and grounded in concepts arising from our embodied experiences (Oakley, 2007). The potential of using imagery and bodily representations to explain the conceptual motivation of grammar has been widely recognized in the context of language acquisition and teaching. This study investigates whether an increase of learners’ bodily engagement through the performance of bodily movements and locomotion produces even greater learning outcomes. To this end, we refer to Talmy’s (2000) Force Dynamic System to conduct a pretest-posttest interventional study with two groups of learners dealing with the German modal verb system. Whereas the first group watched multimedia animations (low bodily engagement), the second group was asked to perform bodily movements in line with the force-dynamic notions underlying the different modal verbs (high bodily engagement). The results show that both groups produced similar learning gains and that an increased bodily engagement could not be associated directly with a significantly better performance.
{"title":"Bodily engagement in the learning and teaching of grammar","authors":"F. Suñer, Jörg Roche, Liesbeth Van Vossel","doi":"10.1075/rcl.00126.sun","DOIUrl":"https://doi.org/10.1075/rcl.00126.sun","url":null,"abstract":"\u0000 Cognitive Linguistics claims that language is not purely abstract and arbitrary, but meaningful and grounded in\u0000 concepts arising from our embodied experiences (Oakley, 2007). The potential of using\u0000 imagery and bodily representations to explain the conceptual motivation of grammar has been widely recognized in the context of\u0000 language acquisition and teaching. This study investigates whether an increase of learners’ bodily engagement through the\u0000 performance of bodily movements and locomotion produces even greater learning outcomes. To this end, we refer to Talmy’s (2000) Force Dynamic System to conduct a pretest-posttest interventional study\u0000 with two groups of learners dealing with the German modal verb system. Whereas the first group watched multimedia animations (low\u0000 bodily engagement), the second group was asked to perform bodily movements in line with the force-dynamic notions underlying the\u0000 different modal verbs (high bodily engagement). The results show that both groups produced similar learning gains and that an\u0000 increased bodily engagement could not be associated directly with a significantly better performance.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43433032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated metonymic uses of the anthroponym ‘Assad’, the acronyms ‘ISIL’, ‘ISIS’, ‘Daesh’ and the toponymic adjective ‘European’ from a blending theory perspective. The corpus comprised British and American politicians’ speeches covering such topics as the activity of Syrian president Bashar al-Assad, the fight against ISIS, and Euromaidan. Analysis of the data revealed that the source domain of a metonymic expression which has certain cognitive salience in an utterance fuses with the target leading to the emergence of a blend. It was also found that the construction of a metonymic blend in proper names often requires activation of world knowledge which forms part of the conceptual structure of the source or target domains of a proper name.
{"title":"The proper names ‘Assad’, ‘ISIL’, ‘ISIS’, ‘Daesh’ and ‘European’ as metonymic blends in political\u0000 discourse","authors":"T. Golubeva","doi":"10.1075/rcl.00129.gol","DOIUrl":"https://doi.org/10.1075/rcl.00129.gol","url":null,"abstract":"\u0000 The study investigated metonymic uses of the anthroponym ‘Assad’, the acronyms ‘ISIL’, ‘ISIS’, ‘Daesh’ and the\u0000 toponymic adjective ‘European’ from a blending theory perspective. The corpus comprised British and American politicians’ speeches\u0000 covering such topics as the activity of Syrian president Bashar al-Assad, the fight against ISIS, and Euromaidan. Analysis of the\u0000 data revealed that the source domain of a metonymic expression which has certain cognitive salience in an utterance fuses with the\u0000 target leading to the emergence of a blend. It was also found that the construction of a metonymic blend in proper names often\u0000 requires activation of world knowledge which forms part of the conceptual structure of the source or target domains of a proper\u0000 name.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45985951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to develop a Cognitive Grammar (CG) analysis of three grammatical constructions in Korean, all of which employ the bound noun kes. The data under examination includes the Factive, Internally Headed Relative Clause (IHRC), and Cleft constructions. We propose a uniform treatment of the three types of kes by arguing that it denotes a schematic noun that profiles a thing (noun) and has some role in the process of the adnominal clause. Different interpretations of these constructions arise due to different types of conceptualizations involved in each instance. In so doing, we point out that previous proposals that deal with kes are neither general enough to capture the commonalities observed in all three constructions nor can account for the new observations we present.
{"title":"The Factive, IHRC, and Cleft constructions in Korean","authors":"Chongwon Park, Jaehoon Yeon","doi":"10.1075/rcl.00130.par","DOIUrl":"https://doi.org/10.1075/rcl.00130.par","url":null,"abstract":"\u0000 This article aims to develop a Cognitive Grammar (CG) analysis of three grammatical constructions in Korean, all\u0000 of which employ the bound noun kes. The data under examination includes the Factive, Internally Headed Relative\u0000 Clause (IHRC), and Cleft constructions. We propose a uniform treatment of the three types of kes by arguing that\u0000 it denotes a schematic noun that profiles a thing (noun) and has some role in the process of the adnominal\u0000 clause. Different interpretations of these constructions arise due to different types of conceptualizations involved in each\u0000 instance. In so doing, we point out that previous proposals that deal with kes are neither general enough to\u0000 capture the commonalities observed in all three constructions nor can account for the new observations we present.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42740572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article deals with the role of metonymy in word-formation, specifically in naming extra-linguistic concepts. Its role is approached from an onomasiological perspective, i.e., the starting point in the analysis is the concept to be named. Within this approach, metonymy is seen as a cognitive process (in the dynamic sense) that is inherent in the act of coining any naming unit irrespective of its resulting form, as metonymy provides the perspective from which the concept is mentally accessed, and the morphological form is an outcome of the subsequent matching of the result of conceptualisation with a suitable constructional schema. This understanding of metonymy, however, does not lead to an unrestricted application of the term. The article suggests that if a consistent view of metonymy in coining words is applied, any formal restrictions on its use turn out to be irrelevant.
{"title":"The role of metonymy in naming","authors":"P. Kos","doi":"10.1075/rcl.00128.kos","DOIUrl":"https://doi.org/10.1075/rcl.00128.kos","url":null,"abstract":"\u0000The article deals with the role of metonymy in word-formation, specifically in naming extra-linguistic concepts. Its role is approached from an onomasiological perspective, i.e., the starting point in the analysis is the concept to be named. Within this approach, metonymy is seen as a cognitive process (in the dynamic sense) that is inherent in the act of coining any naming unit irrespective of its resulting form, as metonymy provides the perspective from which the concept is mentally accessed, and the morphological form is an outcome of the subsequent matching of the result of conceptualisation with a suitable constructional schema. This understanding of metonymy, however, does not lead to an unrestricted application of the term. The article suggests that if a consistent view of metonymy in coining words is applied, any formal restrictions on its use turn out to be irrelevant.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study presents a contrastive analysis of antonym order in English and Chinese coordinate structures using a multifactorial corpus method. The analysis yields the following findings. First, antonym ordering in coordinate structures is driven largely by the same ordering constraints across the two languages. Chronology and Positivity are the most prominent semantic motivating constraints, and Morphology is the most important formal motivating constraint. Second, there are some differences in constraints on antonym ordering between English and Chinese. Age and Gender exert a significant effect on Chinese antonym ordering, but show no effect on English antonym ordering. Hierarchical Superiority significantly affects Chinese antonym ordering, but has only a marginal effect on English antonym ordering. Furthermore, this study explores the motivations underlying these similarities and differences and argues that there is a clear correlation between iconicity and antonym order. The exploration reveals that their similarities in semantic constraints may be attributed to the iconicity of closeness and the iconicity of temporal sequence, while their differences may be ascribed to the iconicity of cultural values and norms. Their similarities in formal constraints stem from cognitive accessibility. These findings provide further evidence that antonym order is determined by general cognitive principles.
{"title":"Antonym order in English and Chinese coordinate structures","authors":"Shuqiong Wu, Jie Zhang","doi":"10.1075/rcl.00121.wu","DOIUrl":"https://doi.org/10.1075/rcl.00121.wu","url":null,"abstract":"\u0000This study presents a contrastive analysis of antonym order in English and Chinese coordinate structures using a multifactorial corpus method. The analysis yields the following findings. First, antonym ordering in coordinate structures is driven largely by the same ordering constraints across the two languages. Chronology and Positivity are the most prominent semantic motivating constraints, and Morphology is the most important formal motivating constraint. Second, there are some differences in constraints on antonym ordering between English and Chinese. Age and Gender exert a significant effect on Chinese antonym ordering, but show no effect on English antonym ordering. Hierarchical Superiority significantly affects Chinese antonym ordering, but has only a marginal effect on English antonym ordering. Furthermore, this study explores the motivations underlying these similarities and differences and argues that there is a clear correlation between iconicity and antonym order. The exploration reveals that their similarities in semantic constraints may be attributed to the iconicity of closeness and the iconicity of temporal sequence, while their differences may be ascribed to the iconicity of cultural values and norms. Their similarities in formal constraints stem from cognitive accessibility. These findings provide further evidence that antonym order is determined by general cognitive principles.","PeriodicalId":51932,"journal":{"name":"Review of Cognitive Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46489497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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