COGNITIVE MODELLING OF THE “CHILDHOOD” CONCEPT IN LITERARY DISCOURSE

This paper investigates the conceptual structure of “childhood” in literary discourse from a cognitive-semantic perspective. The study explores how childhood is represented as a multi-dimensional mental construct encompassing core semantic features, emotional-evaluative layers, and metaphorical imagery. By applying cognitive modelling and contextual analysis, the research reveals how literary texts encode cultural values and individual authorial perspectives through the conceptualization of childhood.

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