An image schema is a recurring structure within our cognitive processes which establishes patterns of understanding and reasoning

Image schemas aredirectly meaningful(üexperientialû/ üembodiedû),precon-ceptualstructures, which arise from, or are grounded in, human recurrentbodily movements through space, perceptual interactions, and ways ofmanipulating objects.ú Image schemas are highlyschematicgestalts which capture the structuralcontoursof sensory-motor experience, integrating information from multiplemodalities.ú Image schemas exist ascontinuousandanaloguepatternsbeneathconsciousawareness, prior to and independently of other concepts
An image schema is a recurring structure within our cognitive processes which establishes patterns of understanding and reasoning. As an understudy to embodied cognition, image schemas are formed from our bodily interactions,[1] from linguistic experience, and from historical context. The term is introduced in Mark Johnson's book The Body in the Mind; in case study 2 of George Lakoff's Women, Fire and Dangerous Things: and further explained by Todd Oakley in The Oxford handbook of cognitive linguistics; by Rudolf Arnheim in Visual Thinking; by the collection From Perception to Meaning: Image Schemas in Cognitive Linguistics edited by Beate Hampe and Joseph E. Grady.

In contemporary cognitive linguistics, an image schema is considered an embodied prelinguistic structure of experience that motivates conceptual metaphor mappings. Learned in early infancy they are often described as spatiotemporal relationships that enable actions and describe characteristics of the environment. They exist both as static and dynamic version, describing both states and processes,[2] compare Containment vs. Going_In/Out, and they are learned from all sensorimodalities.

Evidence for image schemas is drawn from a number of related disciplines, including work on cross-modal cognition in psychology, from spatial cognition in both linguistics and psychology,[3] cognitive linguistics,[4] and from neuroscience.[5] The influences of image schemas is not only seen in cognitive linguistics and developmental psychology, but also in interface design[6] and more recently, the theory has become of increased interest in artificial intelligence[7] and cognitive robotics[8] to help ground meaning.

Image schemes behave like “distillers" of spatial and temporal experiences. These distilled experiences, in turn, are what cognitive linguistics considers as the basis for organizing knowledge and reasoning about the world. Image schemas are neither images nor schemas in the usual sense of every term used in philosophy, cognitive psychology, or anthropology. This article examines the concept of image schemas in cognitive linguistics, presenting a preliminary outline of its terminological history. It also examines a number of studies illustrating the application of image schemas, as well as studies that establish the psychological and neuropsychological reality of image schemas. In particular, it discusses transformations of image schemes, the ambiguity of individual words or constructions, the ambiguity of related words or constructions, semantic change and grammaticalization, cognitive approaches to literary and textual criticism, psycholinguistics, cognitive development, language acquisition and neurocomputer modeling of the psychological reality of image schemes.

It arises in conjunction with our physical and psychological development during early childhood. From work in developmental psychology it is known that in the early stages of development infants learn to orient themselves in the physical world: they follow the motion of moving objects with their eyes and deliberately stretch out their hands to grab these moving objects, and so on.

In cognitive linguistics, a conceptual metaphor, or cognitive metaphor, refers to understanding one idea or conceptual domain in terms of another.

There are many metaphor researchers work within the framework of cognitive linguistics.
Metaphors give people a new perspective on the world, and the application of cognitive theories of metaphor creates a new area of research in the teaching of English. Metaphor in cognitive linguistics is not only a rhetorical device, but also an important mental tool and cognitive instrument.

According to the classical view, categories should be clearly defined, mutually exclusive and collectively exhaustive. This way, any entity of the given classification universe belongs unequivocally to one, and only one, of the proposed categories.

The classical Aristotelian point of view asserts that categories are discrete entities characterized by a set of properties common to all their members. It is assumed that these properties establish conditions that are not necessary and sufficient to capture the meaning.
According to the classical point of view, categories should be clearly defined, mutually exclusive and collectively exhaustive. Thus, any entity of this classification universe uniquely belongs to one and only one of the proposed categories.

Language and memory have historically been studied separately as unique cognitive abilities, using various research traditions and methods. However, over the past few decades, there has been increasing evidence that language and memory are closely intertwined and may even rely on common cognitive and neural mechanisms. Intersecting with theoretical and methodological approaches, these results offer a new understanding of the interactions and interdependencies of language and memory.

Recall refers to the mental process of extracting information from the past. Along with encoding and storage, it is one of the three main memory processes. The review, on the other hand, measures the completeness of positive forecasts. This is the number of true positive forecasts divided by the number of true positive forecasts plus false negative forecasts.