Education of the republic of uzbekistan state university of world languages

1.2. The notion of concept and its verbalization
One of the key concepts in cognitive linguistics is knowledge structure. Therefore, it is crucial to describe it as well as its various varieties. Knowledge structures are described as informational building blocks that include a system of interconnected ideas. Here is another way to define knowledge structure: Language units allow access to a system of linguistic and non-linguistic knowledge called knowledge structure. Linguistic and non-linguistic knowledge structures can be distinguished as the two basic categories. The understanding of lexics, grammar, semantics, syntax, and other linguistic concepts is included. Cultural, communicative, social, religious, historical, mythical, literary, encyclopedic, etc. are all examples of non-linguistic knowledge. Cultural knowledge includes details on the history, literature, art, cultural values, symbolisms, and religion of other countries, as well as their cultures, traditions, and customs. The concept of culture has several definitions. As a member of a society, a person can acquire information, beliefs, arts, morality, conventions and traditions, capacities, and habits. Culture can be described as a complicated system. Additionally, culture can be understood as a way of life as well as the attitudes and behavior patterns of a population.
The following factors can be used to describe a communicative situation: the topic and goal of the communication; the addresser and addressee, as well as their social, ethnic, and personal traits; the place and time of the communication; and the sociocultural setting. Each of these factors is crucial for good communication that results in comprehension. Both linguistic and nonlinguistic variables are present in a communication scenario. It also reflects the communication's substance and suggests a theme at the same time. However, extra-linguistic factors such as the purpose of communication (to inform, ask, persuade, make somebody do something, etc.); the setting (at the office, at a party, at a stadium, in a hospital, at a theater, etc.); and time (now, yesterday, tomorrow, in the future) will define the form of expression. gender, age, nationality, occupation, social status, education, role relationships, etc.); the communicants’ linguistic personalities; and the sociocultural milieu (social, political, and cultural beliefs and values).
The advancement of humanitarian knowledge presented a conundrum in determining a new term that adequately indicated the content of the language sign, that removed the functional restrictions of traditional sense and meaning, and that would naturally combine logical-psychological and linguistic categories. Any science contains notions that, on the one hand, lack a clear, precise, and universally agreed-upon definition; on the other hand, the term is "roughly" clear to all professionals in this field of inquiry. Alternatively stated, this is due to the fact that each researcher provides his or her understanding of the ultimate elements on which the theory is developed; however, a number of terms introduced by individual experts become very popular for some time, and the frequency of use creates a certain "visibility" of clarity and transparency of their meaning. As the unit's popularity grew, so did the number of rival nominative units. However, this unit does not have a single standardized definition or concept in some countries.
In Russian science, for example, the term "concept" is not monosemantic, and the competition of concepts, such as "concept," is common (Likhachev, Stepanov, Lyapin, Neroznak, and so forth). Since the early 1990s, there has been "linguoculturema" (Vorobiev), "mythologema" (Lyahteenmyaki, Bazylev), and "logoepisteme" (Vereshchagin, Kostomarov, Burvikova). However, in recent years, it has become clear that the term "idea" is well ahead of all other coinages in terms of frequency of use. Linguists acquired the term "concept" from mathematical logic.
The concept's meaning is investigated in cognitive science, metaphysics, and philosophy of mind. The term "concept" can be traced back to Aristotle's definition of terms in "The classical philosophy of conceptions" (Aristotle 1998).
Gottlob Frege, a language philosopher, is the next expert worth mentioning. In language philosophy, he articulated the distinction between concept and object in 1892. Any sentence that describes a singular thought, according to Frege, consists of an expression that represents an object (it can be a proper name or a general word with the definite article) and a predicate that represents a concept². Cognitive linguistics actively employs this term in its categorization apparatus as a missing cognitive "link" in the content of which associative-figurative evaluations and understandings are incorporated in addition to that notion.
Basically, abstract ideas are defined as concepts. They are recognized as the fundamental building blocks of a concept that underpins concepts, thoughts, and beliefs. They are crucial in all facets of cognition. As a result, various disciplines, including linguistics, psychology, and philosophy, study concepts. These disciplines are interested in the logical and psychological structures of concepts as well as how they are combined to generate thoughts and sentences. The study of concepts has been an important forerunner of an emerging interdisciplinary approach known as cognitive science. Ideas can be structured into a hierarchy, with higher levels being named "superordinate" and lower levels being termed "subordinate". There is also the "basic" or "middle" level, where individuals will most readily categorize a notion. A basic-level notion might be "chair," with "furniture" as its superordinate and "easy chair" as its subordinate. Ideas might be precise or imprecise. As the mind forms a generalization, it draws similarities from many examples; the simplification allows for higher-level thinking. In the cognitive science disciplines of linguistics, psychology, and philosophy, concepts are investigated as components of human cognition, and an ongoing debate asks whether all cognition must occur through ideas. In mathematics, computer science, databases, and artificial intelligence, concepts are often codified. Classes, schema, and categories are examples of specific high-level conceptual classes in various disciplines. In colloquial usage, the term notion often refers to any idea.