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STRUČNÝ ÚVOD DO KOGNITÍVNEJ LITERÁRNEJ VEDY A PROBLEMATIKY LITERÁRNOSTI

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Kuzmíková J.
Slovenská literatúra (Slovak Literature)
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2019
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vol. 66
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issue 4
247 – 257
EN
The first part of the paper (Sections I. – III.) deals with the basic concepts, aims, conditions and sub-disciplines of cognitive literary science. The second part of the paper (Sections IV. –V.) discusses concepts of literature and literariness. It is literariness (Roman Jakobson) that is crucial for literature and constitutes literary studies as the scientific discipline. Theorizing quality of literariness requires empirical and experimental argumentation. That is why, contrary to the traditional reader-response theory, the cognitive reader-response theory focuses on the individual, active reader. Kuzmíková´s experimental metaphor study indicates that in solving/understanding literary metaphors there is a difference between rational and intuitive (experiential) personalities. As metaphor is the prominent tool of literariness, we can presuppose that more rational and more intuitive people differ also in general literary reception outcomes. The empirical examination of literary communication has an ambition to give more scientific and specific data for the literariness theory then non-empirical, speculative interpretations and models have provided.
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Spisovnost a její zdroje

86%
Cvrcek V.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2006
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vol. 67
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issue 1
46-60
EN
Although 'literary language', i.e. standard language or 'spisovna cestina', was the central notion of the Prague Linguistic Circle's Theory of the Cultivation of Language, it has never been defined. This article deals with the problem of definition of 'literariness', a concept which forms the base for the codification criterion of 'correspondence with the literary norm'. Several attempts to define it or to provide criteria for 'literariness' were made, but, as the author explains, none of them were successful in reproducing the codified set of language means. These attempts can be divided into two groups: nominalistic and realistic. The former suggests that literariness (i.e. being a part of literary/standard language) is 'a mere label', a characteristic that is acquired by being codified, the latter supposes that language means are standard or nonstandard (or something in between) depending on their usage. The nominalistic approach appears to be inadequate, as it provides no opportunity for language development. Realistic criteria, however, are either methodologically dubious or highly controversial among Czech linguists.
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