5 8 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
doi.o g/10.35321/ e m27-03
The Me apho Cycle
in a Te m-Fo ma ion P ocess
LARISA ALEKSEEVA
Pe m S a e Uni e si y, Russia
SVETLANA MISHLANOVA
Pe m S a e Uni e si y, Russia
HERIBERT PICHT
Copenhagan Business School
ABSTRACT
Many models o e m- o ma ion and e m-acquisi ion p ocesses ha e been
published o e he yea s, ep esen ing hem om di e en pe spec i es. This
a icle ou lines an in es iga ion o he me apho ical e m- o ma ion p ocess
(MTFP), s a ing om an analysis o special knowledge modelling. We de-
sc ibe ou heo e ical amewo k and p opose a ou -s aged p ocedu e which is
concei ed o in eg a e di e en pe spec i es o concep -building and e m-p o-
duc ion in o one in eg a ed model which includes h ee le els. The i s le el
is associa ed wi h he cycle o concep ualiza ion de eloped by Le Vygo sky,
who sugges s ha each s ep in knowledge de elopmen is co ela ed wi h a
ce ain men al s uc u e. The second le el co ela es wi h Ikuji ō Nonaka’s
spi al model o knowledge de elopmen . The hi d le el has been ounded on
he esul s o wo expe imen s wi h e minology lea ne s. Theo e ical deba e is
accompanied by he discussion o he mode o peculia i ies o me apho ical
e ms comp ehension and usage. I is demons a ed how p o essional knowl-
edge ge s in o mind, and how i is de eloped.
KEYWORDS: e m- o ma ion p ocess, me apho ical e ms, he me apho cycle model, con-
cep ualiza ion, knowledge ans e
ANOTACIJA
Pe daugelį me ų bu o paskelb a daug e minų da ybos modelių i e minų a -
pažinimo p ocesų, nag inėjančių juos iš ski ingų pe spek y ų. Šiame s aipsnyje
ap a iamas me a o inis e minų da ybos p ocesas, p asidedan is specialiųjų žinių
5 9Te minologija | 2020 | 27
modelia imo analize. Pa eikiamas eo inis pag indimas i siūlomas ke u ių e apų
p ocesas, sujungian is ski ingas są okų kū imo i e minų da ybos pe spek y as
į ieną ijų lygmenų modelį. Pi masis lygmuo siejamas su Le o Vygo skio pa-
siūly u koncep ualizacijos ciklu, pagal ku į kiek ienas žinių kū imo žingsnis ko-
eliuoja su am ik a men aline s uk ū a. An asis lygmuo a i inka Ikuji o No-
nakos spi alinį žinių kū imo modelį. T ečiasis lygmuo suku as d iejų ekspe i-
men ų su besimokančiaisiais e minologijos ezul a ų pag indu. Teo inę diskusi-
ją papildo me a o inių e minų su okimo i a ojimo ypa ybių ap a imas. Pa o-
doma, kaip p o esinės žinios pa enka į p o ą i kaip jos y a ku iamos.
ESMINIAI ŽODŽIAI: e minų da ybos p ocesas, me a o iniai e minai, me a o os ciklo mode-
lis, koncep ualizacija, žinių pe kėlimas
1. INT OduCTION
Ou esea ch ocuses on he issues o special knowledge modelling. The
main ques ion we a e going o discuss is – Wha is a e m- o ma ion
p ocess modelling? This can bes be unde s ood in e ms o se e al sug-
ges ions. I is known ha any model is cons uc ed by he e o s o
many esea ches.
Fi s , he p og ess in Te minology has been dependen on he e iciency
o e m- o ma ion modelling, iewed as a me hodological d i e o dis-
co e ing he e m’s na u e (Bjö k 2007; Campo, Co mie 2005; Fabe 2003;
Fabe 2009; Myking 2001). Modelling o he e minological knowledge has
exis ed o a long ime (To 2011). Te minology heo y seems o be e ol -
ing om a p esc ip i e o a desc ip i e pe spec i e wi h a g owing ocus on
he s udy o specialized language uni s om a social and cogni i e iew
(MA; Pich 2005; Temme man 1997). Thus, he s udy o specialized lan-
guage is unde going a cogni i e shi , which is conduci e o a g ea e em-
phasis on meaning as well as concep ual s uc u es (Fabe 2009).
Wha is less esea ched in Te minology is he na u e o he e mino-
logical p ocess om a cogni i e poin o iew. Mode n e minologis s e y
o en leap o e he basic s ages o e minological ac i i y and ake o
g an ed he sugges ion ha p o essional knowledge is acqui ed as an “o -
he-shel ” knowledge. Howe e , we canno s udy a p o essional language
wi hou ha ing knowledge abou ways and mechanisms o i s c ea ion and
de elopmen . Fo his pu pose we ha e o model a e minological p ocess,
e ealing he linguis ic and cogni i e mechanisms o p o essional ac i i y.
Be o e he la e 1960s, he e m ‘model’ was a ely used in esea ches. The
dominan e ms we e ‘sequences’, ‘s ages’, ‘ amewo k’, ‘pa adigm’, o ‘con-
6 0 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
cep ualiza ion’ (Godin 2015). The e m ‘model’ s a ed o be used only in
he 1970s (Roge s e al. 1977).
Now i is common knowledge ha models allow people o unde s and,
p edic , and acili a e o sol e scien i ic p oblems.
Second, in compa ison o many o he e minological p ocesses, he de-
elopmen o me apho ical e ms modelling is especially challenging. Re-
sea che s ha e c ea ed nume ous models o unde s and and imp o e he
p ocess o e m-building conside ing i s pa icula cha ac e is ics. (Alekse-
e a, Mishlano a 2019; Gibbs & M. Tendahl 2006; Lako 1993; Mishlano a
2002; S een 2007; Temme man 2002). I a ose om he need o acili a e
specialized knowledge ans e . Mode n iew on me apho is ha scien is s
need he me apho as a b idge be ween old and new knowledge and by his
me apho ob ains a hypo he ical na u e. The scien i ic pic u e o he wo ld
is c ea ed by means o “seeing” he wo ld as a ce ain image. In such a way,
me apho is he ounda ion o scien i ic heo ies and concep s.
Thi d, he idea o “knowledge con e sion” may be aced in L. Vygo sky’s
esea ches (Vygo sky 1934; Vygo sky 1980) ega ded as he i s sys em-
a ic a emp s o s udy he de elopmen o scien i ic concep s. He s udied
he indi idual’s knowledge as he o ma ion o pe son’s cogni i e s uc u e.
F om L. Vygo sky’s heo y we ha e aken wo sugges ions: 1) he idea ha
language ep esen s he majo media o o human cogni ion, and 2) he
heo y o psychological p ocesses ounded on he assump ion ha “com-
plex psychological p ocesses” a e associa ed wi h “inne speech” and wi h
i s u he ex e io iza ion.
Fou h, acco ding o he concep ual iew o knowledge c ea ing p o-
cesses as ou lined in A Dynamic Theo y o Knowledge C ea ion (Nonaka
1994), he socie y we li e in has been u ned in o a “knowledge socie y”.
Howe e , ela i ely li le a en ion has been paid o how knowledge is c e-
a ed and how he knowledge c ea ion p ocess can be managed (Nonaka
1994: 16). Taking his in o conside a ion, I. Nonaka c ea ed he “spi al”
model o he p ocess o knowledge con e sion. By con e sion he means
ha exis ing knowledge can be “con e ed” in o new knowledge. We
belie e ha his idea is e y ui ul o modelling men al p ocesses wi h
a special accen on a dynamic in e ac ion be ween he di e en modes o
knowledge con e sion.
Finally, he ques ion abou he me apho cycle model is answe ed by
con as ing wi h he p esc ip i e models o e ms. Taking in o conside -
6 1Te minologija | 2020 | 27
a ion he dynamic cha ac e o e minologiza ion and he concep o
knowledge cycle, we e eal he analogous sys em o s eps in he MTFP.
The me apho cycle model has been c ea ed o add ess many di e en
issues in he MTFP. The esea ch sugges s ha mos cases o MTFP could
be desc ibed wi h he help o his model. The wo ked ou model p o ides
insigh on di e en le els o hinking and concep ualiza ion.
The no el con ibu ion o his pape is he applica ion o he MTFP
model o e minological p ojec s. Ou de elopmen s in cogni i e e mi-
nological heo y sugges ha i is highly de e mined by he c ea ion o
knowledge a a ious le els.
In ou esea ch we suppo he idea, sugges ed by a g oup o e mi-
nologis s ha “a cohe en heo y o e minology did no eme ge in he
i s decades o he e minology mo emen ; e minological ac i i ies we e
p agma ically o ien ed and ma ked by ei he a s ong linguis ic o ien a ion
(especially in language planning), o by a p edominan ly p o essional,
non-linguis ic app oach” (An ia e al. 2005).
Expe imen al da a o he e m acquisi ion p ocess seman ics ha e ap-
pea ed mos ly in analyses o non-me apho ic e ms. In wha ollows, we
o e new esul s o s udying his p ocess by means o new expe imen s
on e minological in e ence and desc ibe changes in he concep ual s uc-
u es gained a all he s ages o p o essional pe sonali y’s ac i i y, i.e. he
p ocess o me apho ical e minologiza ion. Fo his pu pose we ha e de-
signed and de eloped wo impo an expe imen s wi h medical s uden s,
who acqui e new p o essional knowledge. We we e mo i a ed by, and
aimed o add ess, ce ain cha ac e is ics o p o essional knowledge acqui-
si ion wi h speci ic e e ence o e m- o ma ion compe ence. Pa ag aph
4 ou lines how he cyclic model o e m- o ma ion can highligh he
de ini e s ages o concep de elopmen .
We a gue ha he de elopmen o knowledge co ela es wi h he de-
elopmen o he concep . Thus, we examine he ans e o he p o es-
sional knowledge suppo ed by he p ocess o concep de elopmen .
By modelling he p ocess o me apho ical e m- o ma ion as a cycle,
we gain undamen al insigh s in o he challenges o coming close o hu-
man men al ac i i y. Taking in o conside a ion he sugges ion ha concep s
a e de eloping, i is possible o conclude ha he main essence o hei
de elopmen lies p ima ily in he ansi ion om one s uc u e o gene -
aliza ion o ano he .
6 2 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
The main ene o ou esea ch is ha e ms, being specialized uni s o
cogni ion and e balized in language, a e adap ed o he p ocess o ge -
ing knowledge and i s u he p ocessing in knowledge ans e . This iew
o e ms p o ides media ion o hei comp ehension ac oss knowledge
communica ion.
esea ch ques ions a e he ollowing:
(1) How do e ms in e ac wi h cogni i e capaci ies and abili ies in ex-
p essing one’s hough s (concep s)?
(2) How does he me apho cycle e lec he p ocess o e m-p oduc ion?
In ou s udy we (1) compa e p e ious e o s o explain he e m- o -
ma ion p ocess o a me apho ical e m, (2) d aw on e idence om heo-
e ical and empi ical s udies, and (3) ou line ou s ages o he “me apho
cycle” o a me apho ical e m- o ma ion p ocess.
2. SOMe TheO eTICAL APP OACheS TO MOdeLLING
I is known ha he i s cyclic models we e used in philosophy and
sociology. Well-known F ench philosophe Edga Mo in, he ounde o
he sys ems heo y, de eloped a p ojec o complex sociology in he
cen e o which a e he p inciples o unce ain y, sel -o ganiza ion and
dialogue. He ad anced he idea ha cogni i e mo emen s ega ded
wi hin he ames o complexi y a e always ci cula and non-linea (Mo-
in 1977).
The s a ing poin o modelling is he sugges ion ha a pe son’s un-
de s anding and explana ion o he eali y is done by means o linguis ic
exp essions. Any unde s anding is based on he use o ce ain concep s
ha explain wha is obse ed in he wo ld. The e o e, he de elopmen
o knowledge appea s o us as concep s de elopmen .
We ma k ha se e al cyclical models appea in he me hodology o
linguis ics a he beginning o he XXI cen u y. P. Ca lile ega ds he
de elopmen o knowledge as a cyclical model, o he knowledge ans-
o ma ion cycle (Ca lile 2003). This model is based on h ee concep s –
ans o ma ion, s o age and e ie al. The knowledge ans o ma ion
cycle begins wi h he accumula ion sec o . In ou opinion, his model
co ela es wi h he gene al concep o knowledge de elopmen and e-
qui es some e o and e inemen when used in ela ion o speci ic
p ocesses.

6 3Te minologija | 2020 | 27
The ounda ions ha ou app oach builds on a e he ollowing:
(1) I. Nonaka’s model o knowledge de elopmen ,
(2) L. Vygo sky’s heo y abou concep de elopmen ,
(3) he esul s o ou own expe imen s.
These ounda ions a e challenging o se e al easons:
(1) hey ouch he ole o language in highe psychological p ocesses
(i.e., language in he ole o he majo media o o human cogni ion),
(2) he s udy o language ep esen a ions o he concep -building p o-
cess p o ides men al modelling and sys ems hinking esea ch,
(3) obse ing hese ounda ions, i is possible o come close o he
inne speech by means o s udying i s complex cha ac e .
Ou model o a me apho ical e m- o ma ion is ounded on h ee laye s.
The bo om laye o he cons uc ed model is he so-called I. Nonaka’s
spi al model discussed in I. Nonaka “A dynamic Theo y o O ganiza-
ional Knowledge C ea ion” (1994) (see: Fig.1).
Fig. 1. I. Nonaka’s spi al model
6 4 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
As we see, Fig. 1 illus a es he c ea ion o a new knowledge in e ms
o a con inuous dialogue be ween aci and explici knowledge (Nonaka
1994: 15). I. Nonaka desc ibes aci knowledge as being highly pe sonal,
ha d o o malise and di icul o communica e. I is deeply oo ed in ac-
ion and in an indi idual’s commi men o a speci ic con ex . Taci knowl-
edge (see: Polanyi 1966) consis s pa ly o echnical skill and knowhow
which has been de eloped o e yea s o p ac ice. The cogni i e dimension
o aci knowledge lies in i s composi ion o men al models, belie s, and
pe spec i es, which a e di icul o explain because he holde s o his
knowledge ake i o g an ed.
I. Nonaka’s assump ion abou knowledge c ea ion allows him o dis in-
guish ou “modes” o knowledge con e sion: (1) om aci knowledge
o aci knowledge, (2) om explici knowledge o explici knowledge,
(3) om aci knowledge o explici knowledge, and (4) om explici
knowledge o aci knowledge.
The middle laye is associa ed wi h L. Vygo sky’s heo y abou concep
de elopmen (see: Fig. 2). As ea ly as he i s hal o he 20 h cen u y
L. Vygo sky was in oducing ideas ela ed o he o ms o mind. He s ud-
ied he p ocess o knowledge de elopmen . The majo heme o L. Vy-
go sky’s heo e ical amewo k is ha social in e ac ion plays a undamen-
al ole in he de elopmen o cogni ion. L. Vygo sky belie es ha e e y-
hing is lea ned on wo le els: “e e y unc ion in he child’s cul u al
de elopmen appea s wice: i s , on he social le el, and la e , on he
indi idual le el; i s , be ween people (in e psychological) and hen inside
he child (in apsychological). This applies equally o olun a y a en ion,
o logical memo y, and o he o ma ion o concep s. All he highe unc-
ions o igina e as ac ual ela ionships be ween indi iduals“ (Vygo sky 1987:
57). Thus, he s udied he de elopmen o knowledge basing on he de-
elopmen o concep .
In his iew, concep is no a simple summa ion o associa i e ela ions,
bu a complex p ocess o hinking, du ing which one’s hough ises in
i s in e nal de elopmen o a highe le el c ea ing he possibili y o a
concep o be bo n in mind.
An in insic ac o in he sys emic o ganiza ion o complex psycho-
logical p ocesses is he engagemen o ce ain concep ual o ms (sync e e,
complex, p e-concep and concep ). Acco ding o his main sugges ions, he
6 5Te minologija | 2020 | 27
ole o hese concep ual o ms is in es ablishing media ion o knowledge,
uni e sal o all ypes o knowledge (Vygo sky 1934: 239).
As L. Vygo sky pu s i , concep s a any le el o hei de elopmen a e,
om he psychological pe spec i e, ac s o gene a ion. Taking in o con-
side a ion he sugges ion ha concep s a e de eloping, i is possible o
conclude ha he main essence o hei de elopmen lies p ima ily in
he ansi ion om one s uc u e o gene aliza ion o ano he (Vygo sky
1934: 164–165).
Acco ding o L. Vygo sky, he bi h o he scien i ic concep begins no
wi h an immedia e encoun e wi h hings bu wi h a media ed ela ionship
o he objec (Vygo sky 1934: 218). The i s s age in he concep de el-
opmen p ocess is cha ac e ized by he cons uc ion o sync e ic images,
o sync e es, which a e he i s o ms o hough e lec ing he mos
gene al and dissocia ed kind o pe son’s mee ing wi h new objec s. They
a e associa ed wi h conc e e objec s a ising in memo y as esul s o p e-
ious pe cep ion o in o ma ion abou li e.
The second s age is an ad anced s ep in concep de elopmen and is
cha ac e ized by he cons uc ion o mo e complex men al uni s called
complexes. The s age o complexes signals ha a pe son ga he s, o uni es
sync e ic images cons uc ed a he p e ious s age in o a g oup in ac-
co dance wi h hei common quali ies and cha ac e is ics. A complex is
he i s s uc u ed men al image based on he empi ical simila i y o
isola ed objec s. Quali ies o hese objec s a e gene alized and ep e-
sen ed in o a uni ed image. Thus, complexes a e mo e abs ac and gen-
e al han sync e es.
P e-concep s and concep s a e based on a ious kinds o logical connec-
ions o ela ionship be ween objec s. The concep is based on uni o m
connec ions. In he concep , each objec is included wi hin he gene aliza-
ion on he same basis as a e all he o he objec s. Each o he elemen s
is connec ed o he whole, and h ough his whole o each o he o he
elemen s. T ansi ion om p e-concep s o concep s is ealized by means o
s ill mo e gene al ypes o abs ac ion compa ed o he p e ious s ages o
concep de elopmen . Thus, i becomes clea ha he de elopmen o
knowledge co ela es wi h ha o he concep .
As we can no ice in his model, cycles o concep de elopmen a e as-
socia ed wi h he s ages o men al ac i i y – sync e e, complex, p e-con-
cep and concep , which ep esen he p ocess o abs ac ion.
6 6 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
This p ocess ega ded as he cycle o concep ualiza ion was called by
L. Vygo sky “li ing knowledge”, esul s in localiza ion o a concep wi h-
in a ce ain sys em o ela ions (Vygo sky 1934: 166). Ad ancing his e m,
he au ho means ha concep s do no a ise by hemsel es, bu a e p o-
duced as a esul o a g ea ension and ac i i y o human hough . In
such a way, he sugges s ha “ hinking mo es h ough he ga es o scien-
i ic concep s” (Vygo sky 1934: 193–194). This mo emen may be in e -
p e ed as a kind o ans e o knowledge.
We obse e om Fig. 2 ha he i s wo s ages a e associa ed wi h
in e nal de elopmen in he eme gence o scien i ic concep s. L. Vygo sky
dis inguished be ween “inne speech” (in e nalized social speech), includ-
ing “egocen ic (p i a e) speech” (o speech o ou sel es), and “ex e nal
(social) speech” (o speech used in social in e ac ions).
I is impo an o no e ha he e is a p ocess o “in e naliza ion” in
which he i s (ex e nal o social speech) is ans o med in o he second
(egocen ic o p i a e speech), and inally in o he hi d (inne speech).
Fig. 2. L. Vygo sky’s model o concep de elopmen
7 3Te minologija | 2020 | 27
The main ask o ou expe imen is o inqui e in o he p ocess o
me apho e minologiza ion by moni o ing he s ages o e minological
compe ence o ma ion wi hin all ypes o discou se by means o he anal-
ysis o esponses on he s imulus IMMuNITY.
The obse ed s ages o a me apho ical e m- o ma ion cycle a e clea ly
seen in he cou se o a psycholinguis ic expe imen (a ee associa i e ex-
pe imen ) (see: Table 2). Fo his pu pose we o med se e al g oups o in-
o man s whose p o essional compe ence co esponded o he scien i ic,
p o essional, and p ac ical and naï e (con ol g oup) kinds o medical knowl-
edge. The i s g oup was ep esen ed by he VI yea s uden s o Pe m
Medical Academy (50 s uden s), by he V yea s uden s (39 s uden s), by
he III–IV yea s (39 s uden s), by he II yea s uden s (43 s uden s) and by
he 1 yea s uden s (52 s uden s). The second g oup was ep esen ed by
doc o s (23 pe sons) and by nu ses (53 pe sons). The hi d g oup was o med
by school eache s and pa ien s o medical clinics (130 pe sons). The las
g oup was o med by he I–II yea s s uden s o Pe m Poly echnic uni e -
si y (44 s uden s). Thus, he o al numbe o esponden s o he associa i e
ee expe imen was 534 people. The expe imen was conduc ed by he
me hod o analyzing he associa i e ields (AF) o he e m IMMuNITY on
a ious le els o knowledge – scien i ic, p o essional p ac ical and naï e.
Table 2. Expe imen da a
TYPeS OF KNOWLedGe eSPONdeNTS FAE de
Scien i ic
Medical s uden s
VI yea
V yea
III–IV yea s
II yea
I yea
50
39
36
43
52
P o essional
doc o s
Nu ses
23
53
P ac ical
Pa ien s
194
Naï e
S uden s o Poly echnic uni e si y
44
To al 534 344

7 4 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
They we e sugges ed o gi e hei esponses o he main e m o immu-
nology – IMMuNITY ( ee associa i e expe imen , FAe). We de ine he
associa i e ield as an o de ed se o eac ions o he s imulus. The s imulus
was he e m IMMuNITY. Tha was he ask associa ed wi h pseudo-iden-
i y s age. The aim o he expe imen is o come in ouch wi h he deep
le el o concep ualiza ion o indi idual knowledge. As a esul o FAE, a
ce ain Ma ix was wo ked ou . In his expe imen , we ha e in es iga ed
s uc u es o he associa i e ields o he e m IMMuNITY in di e en
ypes o medical discou se (naï e, p ac ical, p o essional and scien i ic).
The esul s o he FAE depic he g ea es dis ibu ion o he concep s
o he scien i ic pe iod o immunology de elopmen in scien i ic discou se:
p o ec ion, ac o s o immuni y and o ganism. And he highes dis ibu ion
o he concep s o he p e-scien i ic immunology de elopmen in he
naï e discou se: heal h and disease.
The second expe imen (di ec ed expe imen , de) was associa ed wi h
he hi d s age o ou model – he p ocess o me apho ical e m- o ma ion.
In he second expe imen , we asked he esponden s o use he e m IM-
MuNITY in sen ences o hei own. We s udied he dynamics o concep-
ual s uc u es.
This expe imen deal wi h ex e nalisa ion (a icula ing) o aci knowl-
edge. I is he p ocess o ansi ion om he maximum comp essed inne
speech (speech o onesel ) o he olded e balized speech.
As we ha e ound ou , only 5 concep s (ou o 7) a e ac i a ed – in e -
ac ion om he scien i ic pe iod and accina ion om he p e-scien i ic
pe iod a e omi ed.
Th ee concep s o he scien i ic pe iod a e ep esen ed (p o ec ion, ac-
o s o immuni y and o ganism) and only 2 concep s o he p e-scien i ic
pe iod a e ac i a ed (disease and heal h). Mos eac ions a e linked wi h
he concep o ganism (55%). The dominance o he concep o ganism may
be explained by he endency o a esponden o associa e his knowledge
wi h his p i a e expe ience and by an accen on himsel . Thus, we see
ha he majo i y o eac ions a e linked wi h he concep s o he scien-
i ic pe iod. We may conclude ha he e minological compe ence o he
s uden s is o med and e alua ed a a good le el.
The ask o he s uden s a he ou h s age was linked wi h he second
pa o he di ec ed expe imen , when he esponden s we e asked o gi e
de ini ions o he e m IMMuNITY (see: Table 3). We did he concep ual
analyses o hei de ini ions. We come om he sugges ion ha a de ini ion
7 5Te minologija | 2020 | 27
comp ises o h ee componen s: an in eg a ing gene ic componen , a di -
e en ia ing species componen and a acul a i e conc e izing elemen .
Conside : “Immuni y is he abili y o an o ganism o de end i sel /
om alien agen s / by means o p oducing an i-bodies”. I is i id ha
he in eg a ing componen explica es he concep deFeNSe.
The highes le el o he e minological compe ence model is o ien ed
o he e lexi e ac i i y, e ealing knowledge o he main laws o p o es-
sional and ans essional ac i i y, and he abili y o wo k consciously and
au onomously. We ha e ound ou ha he concep ual s uc u e o he
e m IMMuNITY is mos ly comp ehended by he esponden s wi hin he
scien i ic sphe e o knowledge. They iew he e m IMMuNITY as p o-
ec ion (40.3%), as he necessi y o accina ion 36%) and as he unc ion
o he o ganism (21.3%). This unde s anding o he e m IMMuNITY
co esponds o he pu ely scien i ic in e p e a ions o his concep wi hin
he logic o i s his o ical de elopmen .
Table 3. Fo ma ion o de ini ions (DE)
TYPe OF
KNOWLedGe
P O-
TEC-
TION
FACTO S
OF IM-
MuNITY
O GAN-
ISM
VACCI-
NATION
dISeASe HEALTH
Scien i ic 40.3 17.2 21.3 36 9.1 8.1
VI yea 44 20 18 0810
V yea 41.0 20.5 20.5 10.2 5.5 2.6
III–IV yea s 41.7 22.2 25.0 0 8.3 2.8
II yea 44.2 18.6 14.0 4.7 7.0 11.62
I yea 32.1 9.4 28.3 3.8 13.2 11.3
P o essional 26.7 12.0 37.3 3 10.7 12.0
doc o s 30.4 21.7 30.4 4.3 8.6 4.3
Nu ses 25.0 7.7 40.4 0 11.5 154
P ac ical 16.0 1.6 36.6 3.2 6.4 12.9
Teache s 28.1 1.6 42.2 3.2 6.4 14.1
Pa ien s 10.0 1.5 33.8 3.1 13.8 12.3
Naï e 15.9 2.3 18.2 11.4 18.2 25.6
S uden s o PSPu 15.9 2.3 18.2 11.4 18.2 25.6
7 6 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
I is known ha he concep P o ec ion is he la es om he poin o
iew o he his o y o he de elopmen o he e m IMMuNITY. We ha e
ound ou ha esponses ep esen ing his concep a e mos ypical and
comp ise 27.5%. This concep is ep esen ed in all ypes o discou se.
The maximum numbe o esponses associa ed wi h his concep is in he
scien i ic discou se, and he smalles numbe – in he naï e discou se
(40.3% and 15.9% acco dingly). The mos equen esponses associa ed
wi h he concep P o ec ion a e he ollowing: p o ec ion, o ganism p o ec-
ion, p o ec i e sys em o he body. The concep O ganism is also one o he
mos equen ones in all ypes o discou se (28.8%). I s ac i i y can be
explained by he ac ha i di ec ly e eals he meaning o he e m IM-
MuNITY almos in all he lexicog aphical sou ces. Simila ly, his ac
se es as an explana ion o he ac i i y o he concep O ganism in p ac-
ical (36.6%) and p o essional (37.3%) ypes o discou se, and he lowes
deg ee o ac i i y in he naï e discou se (18.2%). The mos ypical e-
sponses ep esen ing his concep a e he ollowing: o ganism, non-pe cep-
i eness, speci ic, powe ul, weak.
We ha e ound ou ha only 3 concep s a e used in s uden s’ de ini-
ions. All o hem a e om he scien i ic pe iod o immunology de elop-
men . Mos eac ions a e linked wi h he concep P o ec ion (73%). The
esul s o his pa o he expe imen p o ide o obse ing he cha ac e
o a mo e o less s e eo yped si ua ions.
Besides he ac ha he basic mode n li e a u e on immunology is
mainly de o ed o he ac o s o immuni y, his concep is no com-
ple ely ep esen ed in dic iona ies, especially in hesau uses. Howe e , he
con en o he ep esen ed esponses linked wi h he concep is 13.9%. I
is he hi d concep om he poin o iew o i s alidness. The maximum
ep esen a i eness o he concep O ganism is in he scien i ic discou se
(17.2%). I is also a he ac i e in p o essional discou se (12%). The low-
es ep esen a i eness o he concep Fac o s o immuni y is obse ed in
p ac ical (1.6%) and naï e (2.3%) ypes o discou se. The mos ypical
esponses associa ed wi h his concep a e he ollowing: cell, lymphocy es,
mac ophage, immunoglobulin, an ibodies, and blood.
Cha ac e izing he concep s o he p e-scien i ic s age o de elopmen ,
we poin ou he maximum ac i i y o hese h ee p e-scien i ic concep s
in he naï e discou se; he mos ac i e among hem is he ancien concep
Heal h (25.6%), ollowed by he concep Disease (18.2%) and Vaccina ion
7 7Te minologija | 2020 | 27
(11.4%). Among all he p e-scien i ic concep s he concep s Heal h and
Disease (10.9% and 10.2%, acco dingly) a e dominan , whe eas leas ac i e
is he concep Vaccina ion (4.2%). We ha e obse ed ha he concep
Disease is mo e ac i e in scien i ic discou se, and he concep Heal h is
mo e ac i e wi hin p o essional and naï e ypes o discou se. The mos
ypical esponses ep esen ing he concep Heal h a e he ollowing: heal h,
heal hy and eco e y.
The mos ypical esponses ep esen ing he concep Disease a e he
ollowing: disease, AIDS, lu, weakness and de ici . The g ea es a ie y o
ep esen a ion a ian s o his concep is no iced wi hin p ac ical discou se,
wi hin which, besides he al eady ma ked esponses, we no ice he ol-
lowing: disease, pain, in ec ion, om a ick bi e, alle gy and alle gy o an i-
bio ics, medicine and pills. We ha e also ound ou ha in all ypes o
discou se, which ac ualize he concep Disease, excep o p o essional,
he e is he esponse AIDS. The naï e discou se con ains a ious a ian s
o his pa hological s a e: AIDS, HIV and acqui ed immunode iciency.
The concep Vaccina ion is egis e ed in all ypes o discou se. Howe e ,
among he III-IV and VI yea medical s uden s and among nu ses he e
a e no esponses on he s imulus associa ed wi h he e m IMMuNITY.
5. CONCLuSION
By modelling he e minological li ing cycle, we ha e ocused on cogni i e
p ocesses aiming a how p o essional knowledge ge s in o mind, and how i
is de eloped. Ou goal was o s udy ex e nal ep esen a ions o concep ual-
iza ion ha p o ide insigh in o in e nal cons uc s and p ocesses. Expe i-
men al analysis indica es ha ex e nal ep esen a ions can p o ide use ul
in o ma ion on how s uden s a e concep ualizing he e m IMMuNITY.
We hope ha we ha e p o ed he e iciency o L. Vygo sky’s heo y o
be applied o he s udy o e m-p oduc ion p ocess. By applying his he-
o y, i is possible o desc ibe each phase o “li ing knowledge” model and
e eal peculia i ies o human concep ualiza ion. Besides, i is o impo ance
o s udy ansi ions o knowledge wi hin his e minologiza ion cycle.
We p o ide new expe imen s on e minological in e ence, including
di ec ed expe imen . We desc ibe changes in he concep ual s uc u es a
all he s ages o a pe sonali y’s p o essional ac i i y, i.e. he p ocess o
e minologiza ion. We ha e shown ha he de elopmen o knowledge
co ela es wi h he de elopmen o concep .
7 8 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
REFERENcES
Aleksee a La isa, Mishlano a S e lana 2014: Knowledge T ans e in he P ocess o ansla ion o Special
ex s. – P oceedings o SGEM Con e ence on An h opology, A cheology, His o y, Philosophy, 1–10 Sep em-
be 2014, Albena, Bolga ia, 115–122.
Aleksee a La isa, Mishlano a S e lana 2019: Me apho om he de i a ional Pe spec i e. – Fachsp ache
Special Issue 41(S1): Me apho as Means o Knowledge Communica ion, 3–21.
An ia Bassey, Budin Ge ha d, Pich he ibe , oge s Ma ga e , Schmi z Klaus-di k, W igh Sue ellen
2005: Shaping T ansla ion: A View om Te minology esea ch. – Me a, 50(4). A ailable a : h ps://doi.
o g/10.7202/019907a [accessed 2019-09-20].
Bjö k Bo-Ch is e 2007: A model o scien i ic communica ion as a global dis ibu ed in o ma ion sys em. –
In o ma ion Resea ch 12(2). A ailable a : h p://In o ma ion .ne /i /12-2/pape 307.h ml [accessed
2020-07-20].
Cab é Ma a Te esa 2003: Theo ies o e minology. – Te minology 9/2, 163–199.
Campo Ángela, Co mie Monique C. 2005: The ole o he Communica i e App oach in he de elopmen
o Te minology. – Me a 50(4). A ailable a : h ps://doi.o g/10.7202/019913 [accessed 2020-01-07].
Ca lile Paul ., eben isch e ic S. 2003: In o he black box: The knowledge ans o ma ion cycle. –
Managemen Science 49, 1180–1195.
douglas Ka hy, Fiel achael 2006: Looking o Answe s o Media ion’s Neu ali y dilemma in The apeu ic
Ju isp udence. – eLaw Jou nal 13(2), 177– 201.
Fabe Pamela 2003: Te minological compe ence and enhanced knowledge acquisi ion. – Resea ch in
Language 1, 95–117.
Fabe Pamela 2009: The cogni i e shi in e minology and specialized ansla ion. A ailable a : h ps://www. e-
sea chga e.ne /publica ion/43174550 [accessed 2020-05-02].
Gibbs aymond W., Tendahl Ma kus 2006: Cogni i e e o and e ec s in me apho comp ehension:
Rele ance Theo y and psycholinguis ics. – Mind & Language 21(3), 379–403.
Godin Benoî 2006: The Linea Model o Inno a ion: The his o ical Cons uc ion o an Analy ical
F amewo k. – Science, Technology and Human Values 31(6), 639–67.
Godin Benoî 2015: Models o inno a ion: Why models o inno a ion a e models, o wha wo k is being
done in calling hem models? – Social S udies o Science 45(4), 570–596.
Jeong Allan, Johnson T is an e., Seel N o be M., Shu e Vale ie J., Spec o Michael J. 2009: Model-Based
Me hods o Assessmen , Lea ning, and Ins uc ion: Inno a i e educa ional Technology a Flo ida S a e
uni e si y. – Educa ional Media and Technology Yea book, ed. by Michael O ey, G eenwood Publishing
G oup, 61–79.
Kas be g Pe e 2010: Knowledge Communica ion - Fo ma i e Ideas and esea ch Impe us. – P og amma ic
Pe spec i es 2(1), 59–71.
Kolb da id A. 2015: Expe imen al lea ning. Expe ience as he sou ce o lea ning and de elopmen , 2nd edi ion,
Pea son Educa ion, Inc.
Lako Geo ge 1993: The con empo a y heo y o me apho . – Me apho and hough , ed. A. O ony, Cam-
b idge, uK: Camb idge uni e si y P ess, 202–251.
Liyanage Champika, elhag Taha, Ballal Taba ak 2009: e ec i e knowledge ans e in cons uc ion – he
need o a ‘KNOWLedGe MedIATO ’. – 13 h Paci ic Associa ion o Quan i y Su eyo s Cong ess
(PAQS 2009): Con e ence Pape , Augus 2009. A ailable a : h ps://www. esea chga e.ne /publica-
ion/325099453 [accessed 2020-05-02].
Mishlano a S e lana 2002: Me apho in medicine, Pe m: Pe m S a e uni e si y P ess.
MA – Mode n app oaches o e minological heo ies and applica ions, ed. h. Pich , New Yo k: Pe e Lang,
2006.
Mo in edga 1977: La Mé hode, Pa is, Le Seuil.
Myking Johan 2001: Agains p esc ip i ism? The ‘socio-c i ical’ challenge o e minology. – Te minology Sci-
ence & Resea ch 12(1–2), 49–64.
Nonaka Ikuji ō 1994: A dynamic Theo y o Knowledge C ea ion. – O ganiza ion Science 5(1), 14–37.
Nonaka Ikuji ō, Takeuchi hi o aka 1995: The knowledge-c ea ing company: How Japanese companies c ea e he
dynamics o inno a ion, New Yo k, NY: Ox o d uni e si y P ess.
Pich he ibe 2006: Mode n App oaches o Te minological Theo ies and Applica ions, ed. h. Pich , Be n:
Pe e Lang.

7 9Te minologija | 2020 | 27
Pich he ibe 2008: The Objec is a uni o Knowledge. – Simonnæs Ing id. SYNAPS 21, Fes sk i o
Magna B ekke, Be gen: Nhh, 91–97.
Pich he ibe 2009: The se en pilla s o e minology. –Te minologija 16, 8–22.
Pich he ibe 2013: Legal concep s – a ansdisciplina y mi o o socie y. – SYNAPS 29, 37–47.
Polanyi Michael 1958: Pe sonal Knowledge. Towa ds a Pos C i ical Philosophy, London: ou ledge.
Polanyi Michael 1966: The Taci Dimension, London: ou ledge.
app da id N. 2005: Men al Models: Theo e ical issues o Visualiza ion in Science educa ion. – MMTV1,
43–60.
oge s e e e i M., e eland J. d., Kleppe Cons ance A. 1977: The inno a ion p ocess in public o ganiza-
ions: Some elemen s o a p elimina y model. – Repo o he US Na ional Science Founda ion, Ann A bo ,
MI: Depa men o Jou nalism, uni e si y o Michigan.
S een Ge a d 2007: Finding me apho in g amma and usage, Ams e dam: John Benjamins BV.
Temme man Ri a 1997: Ques ioning he uni oci y ideal. The di e ence be ween socio-cogni i e Te minology
and adi ional Te minology. – He mes, Jou nal o Linguis ics 18, 5–90.
Temme man i a 2000: Towa ds New Ways o Te minology desc ip ion: The Sociocogni i e App oach,
Ams e dam / Philadelphia: John Benjamins Publishing.
Temme man i a 2002: Me apho ical Models and he T ansla ion o Scien i ic Tex s. – Linguis ica An e pi-
ensia 1, 211–226.
To Bi he 2011: Language e iciency, Te m Quali y, and he Basic Le el o Ca ego iza ion. – The 18 h Eu-
opean Symposium on Languages o Special Pu poses (LSP). Special Language and Inno a ion in Mul ilin-
gual Wo ld: P oceedings, Pe m: Pe m S a e Na ional esea ch uni e si y, 262–272.
Vygo sky Le S. 1934: Thinking and speech. A ailable a : h ps://www.ma xis s.o g/a chi e/ ygo sky/
wo ks/wo ds/ch05.h m [accessed 2020-05-02].
Vygo sky Le S. 1980: Mind in socie y: The de elopmen o highe psychological p ocesses, Ha a d uni e si y
p ess.
Vygo sky Le S. 1987: Thinking and speech. – The collec ed wo ks o L. S. Vygo sky. P oblems o gene al
psychology1, New Yo k, London: Plenum P ess, 37–285.
DIcTIONARIES
Ched – Chambe s’s english dic iona y, London, 1898.
dST – dic iona y o scien i ic e ms, New Yo k, 1953.
d össle Ka l. Immunologie (Wö e buch de Biologie), Jena, 1988.
dLF 1 – La ousse Pie e. Dic ionnai e de la langue F ançaise, Pa is, 1992.
dLF 2 – Li e Émile. Dic ionnai e de la langue F ançaise 3, Pa is, 1875.
NLu – Nou eau La ousse uni e sel. dic ionnai e encyclopédique en deux olumes 1, Pa is, 1948.
EB – The Encyclopedia B i annica: A dic iona y o a s, scien ces, li e a u e and gene al in o ma ion XIV,
Camb idge, 1910.
d W – Volls ändiges Deu sch–Russisches Wö e buch, 2 Bde, iga, 1856.
Wasse man Augus . Hämolysine, Zi o oxine und P äzipi ine, Leipzig, 1910.
WM – Wö e buch de Medizin, Be lin, 1956.
METAFOROS cIKLAS TERMINŲ DARYBOS PROcESE
San auka
Pe daugelį me ų bu o paskelb a daug e minų da ybos modelių i e minų a paži-
nimo p ocesų, nag inėjančių juos iš ski ingų pe spek y ų. A siž elgian į pas a ųjų
me ų kogni y inės e minologijos pažangą, galima suku i me a o inio e minų da y-
bos p oceso modelį. Šio s aipsnio ikslas – iš i i, kaip bū ų galima suku i šį modelį.
A siž elgian į eiginį, kad są okos y a ku iamos, s a bu kons a uo i, kad jų kū imo
p oceso esmę pi miausiai suda o pe ėjimas iš ienos apibend inimo s uk ū os į ki ą.
8 0 La isa Aleksee a The Me apho Cycle in a Te m-Fo ma ion P ocess
S e lana Mishlano a
He ibe Pich
Pi mame s aipsnio sky iuje su o muluojami pag indiniai y imo klausimai: (1) kaip
e minai są eikauja su kogni y iniais pajėgumais i gebėjimais iš eiškian sa o min is
(są okas)?; (2) kaip me a o os ciklas a spindi e minų kū imo p ocesą?
An ame sky iuje siūlomos modeliui suku i eikalingos eo ijos: (1) Ikuji o Nona-
kos žinių kū imo modelis; (2) Le o Vygo skio są okų kū imo eo ija; (3) mūsų ekspe-
imen ų ezul a ai.
T ečiame sky iuje p is a omas ke u ių e apų p ocesas, sujungian is ski ingas są okų
kū imo i e minų da ybos pe spek y as į ieną in eg uo ą ijų lygmenų modelį. Tai-
gi, iena e us, mūsų modelis a skleidžia e minologizacijos p ocesą i , ki a e us,
p o esinių žinių kū imo p ocesą.
Pi masis mūsų modelio lygmuo siejamas su L. Vygo skio pasiūly u koncep ualizaci-
jos ciklu, pagal ku į kiek ienas žinių kū imo žingsnis ko eliuoja su am ik a men ali-
ne s uk ū a. An asis lygmuo a i inka I. Nonakos spi alinį žinių kū imo modelį. T e-
čiasis lygmuo suku as d iejų ekspe imen ų su besimokančiaisiais e minologijos e-
zul a ų pag indu.
Teo inę diskusiją papildo me a o inių e minų su okimo i a ojimo ypa ybių ap a-
imas. Pa odoma, kaip p o esinės žinios pa enka į p o ą i kaip jos y a ku iamos.
Ke i as sky ius y a ski as mūsų ekspe imen ų e apams i ezul a ams ap ašy i.
da ome iš adą, kad modeliuodami e minologinio p oceso ciklą, daugiausiai dėmesio
sky ėme kogni y iniams p ocesams, siekdami paaiškin i, kaip p o esinės žinios pa enka į
p o ą i kaip jos y a ku iamos. S aipsnyje eigiame, kad e minai, kaip specialieji kal-
boje e balizuojami kogni y iniai iene ai, y a p i aikomi žinių ga imo p ocesui.
Gau a 2020-10-05
La isa Aleksee a
la [email p o ec ed]
S e lana Mishlano a
mishlano [email p o ec ed]u
He ibe Pich
he [email p o ec ed]