Conceptual integration of sensorimotor domains in shooting instructions
Abstract
The aim of this article is to investigate whether communication about a simple sensorimotor activity can encourage the speaker to use analogies and multimodal communication. The analysis was conducted on material coming from shooting instructions on optimal trigger-pull of the pistol. It was noted that instructors sharing their knowledge on blogs or YouTube channels often use analogies to describe the movement required to pull the trigger precisely, as this action is practically invisible to the observer and therefore difficult to imitate. A detailed analysis was carried out of a film fragment in which the instructor compares the movement of the finger on the trigger with the movement of a hand moving a weight on a balance scale. Taking into account both verbal and gestural elements, this
analysis showed how the instructor constructs a conceptual blend, integrating the input
spaces of shooting and weighing, thereby giving the recipient guidance on how to create
a mental image of the model finger movement. It was established that gestures played
an important role in constructing a conceptual blend and achieving its overarching goal,
which is achieving the human scale of experience.
Keywords:
conceptual blends, sensorimotor experience, human scale of experience, shooting instructions, gestures, multimodalityReferences
Behnke M., Chlebosz K., Kaczmarek M. (2017): Trening mentalny. Psychologia sportu w praktyce. Poznań. Google Scholar
Fauconnier G. (1985): Mental Spaces. Cambridge. Google Scholar
Fauconnier G. (1997): Mappings in Thought and Language. Cambridge. Google Scholar
Fauconnier G. (2007): Mental Spaces. [W:] The Oxford Handbook of Cognitive Linguistics. Red. D. Geeraerts, H. Cuyckens. Oxford–New York, s. 351−376. Google Scholar
Fauconnier G., Turner M. (1994): Conceptual Projection and Middle Spaces. San Diego, University of California, Department of Cognitive Science, Technical Report 9401, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1290862, dostęp: 21.10.2025. Google Scholar
Fauconnier G., Turner M. (2002): Tworzenie amalgamatów jako jeden z głównych procesów w gramatyce. Przekład W. Kubiński i D. Stanulewicz. [W:] Językoznawstwo kognitywne II. Zjawiska pragmatyczne. Red. W. Kubiński, D. Stanulewicz. Gdańsk, s. 173–211. Google Scholar
Freitas S., Neto A. (2023): Gestures in the Teaching and Learning Process: A Systematic Literature Review. „Educação em Revista”, s. 1–13. DOI: http://dx.doi.org/10.1590/0102-469839705T. Google Scholar
Furuyama N. (2000): Gestural Interaction Between the Instructor and the Learner in Origami Instruction. [W:] Language and Gesture. Red. D. McNeill. Cambridge, s. 99–117. Google Scholar
Goldin-Meadow S. (2010): When Gesture Does and Does not Promote Learning. „Language and Cognition” 2–1, s. 1–19. DOI 10.1515/LANGCOG.2010.001. Google Scholar
Goldin-Meadow S. (2015): From Action to Abstraction: Gesture as a Mechanism of Change. „Developmental Review” 38, s. 167–184, http://dx.doi.org/10.1016/j.dr.2015.07.007 Google Scholar
LeBaron C., Streeck J. (2000): Gesture, Knowledge, and the World. [W:] Language and Gesture. Red. D. McNeill. Cambridge, s. 118–138. Google Scholar
Libura A. (2010): Teoria przestrzeni mentalnych i integracji pojęciowej. Wrocław. Google Scholar
Lidell S.K. (1998): Grounded Blends, Gestures, and Conceptual Shifts. „Cognitive Linguistics”. Vol. 9, nr 3, s. 283–314. Google Scholar
Lidell S.K. (2003): Grammar, Gesture, and Meaning in American Sign Language. Cambridge. Google Scholar
Łozińska J. 2021): Imagery Underlying Metaphors: A Cognitive Study of a Multimodal Discourse of Yoga Classes. „Metaphor and Symbol” 33/3, s. 1–16, https://doi.org/10.1080/10926488.2021.1905486 Google Scholar
Mondada L. (2011): The Organization of Concurrent Courses of Action in Surgical Demonstrations. [W:] Embodied Interaction. Language and Body in the Material World. Red. J. Streeck, C. Goodwin, C. LeBaron. Cambridge, s. 207–226. Google Scholar
Mroszczyk M. (2021): Nowoczesne szkolenie strzeleckie. Podręcznik metodyczny szkolenia strzeleckiego na małych dystansach CQB i MOUT. Warszawa. Google Scholar
Müller K., Ladewig S. (2013): Metaphors for Sensorimotor Experiences: Gestures as Embodied and Dynamic Conceptualizations of Balance in Dance Lessons. [W:] Language and the Creative Mind. Red. M. Borkent, B. Dancygier, J. Hinnell. Stanford, s. 295–324. Google Scholar
Novack M.A., Congdon E.L., Hemani-Lopez N., Goldin-Meadow S. (2014): From Action to Abstraction: Using the Hands to Learn Math. „Psychological Science” 25(4), s. 903–910. Google Scholar
Novack M., Goldin-Meadow S. (2015): Learning From Gesture: How our Hands Change our Minds. „Educational Psychology Review” 27, s. 405–412. DOI 10.1007/s10648-015-9325-3. Google Scholar
Parrill F., Sweester E. (2004): What We Mean by Meaning: Conceptual Integration in Gesture Analysis and Transcription. „Gesture” 4/2, s. 97–29. Google Scholar
Phillabaum S. (2011): Facilitating Tool Use in Photography Studio. [W:] Embodied Interaction. Language and Body in the Material World. Red. J. Streeck, C. Goodwin, C. LeBaron. Cambridge, s. 264–275. Google Scholar
Sweetser E. (2007): Looking at Space to Study Mental Spaces: Co-speech Gesture as a Crucial Data Source in Cognitive Linguistics. [W:] Methods in Cognitive Linguistics. Red. M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, M.J. Spivey. Amsterdam, s. 201–224. Google Scholar
Turner M. (2006): The Artful Mind. Cognitive Science and the Riddle of Human Creativity. Oxford. Google Scholar
Turner M. (2014): The Origin of Ideas. Blending, Creativity, and the Human Spark. Oxford. Google Scholar
Vardar T., Senduran F. (2021): The Cognitive Workload of Air Pistol Shooters on the Aiming Task. „Pakistan Journal of Medical & Health Sciences”, s. 2610–2615, https://doi.org/10.53350/pjmhs211592610 Google Scholar
Wagner-Alibali M., DiRusso A.A. (1999): The Function of Gesture in Learning to Count: More than Keeping Track. „Cognitive Development” 14, s. 37–56. Google Scholar
Wasilewski B. (1977): Sztuka celnego strzelania. Warszawa. Google Scholar
