Aiming for Cognitive Equivalence – Mental Models as a Tertium Comparationis for Translation and Empirical Semantics

This paper introduces my concept of cognitive equivalence (cf. Mandelblit, 1997), an attempt to reconcile elements of Nida’s dynamic equivalence with recent innovations in cognitive linguistics and cognitive psychology, and building on the current focus on translators’ mental processes in translation studies (see e.g. Göpferich et al., 2009, Lewandowska-Tomaszczyk, 2010; Halverson, 2014). My approach shares its general impetus with Lewandowska-Tomaszczyk’s concept of re-conceptualization, but is independently derived from findings in cognitive linguistics and simulation theory (see e.g. Langacker, 2008; Feldman, 2006; Barsalou, 1999; Zwaan, 2004). Against this background, I propose a model of translation processing focused on the internal simulation of reader reception and the calibration of these simulations to achieve similarity between ST and TT impact. The concept of cognitive equivalence is exemplarily tested by exploring a conceptual / lexical field (MALE BALDNESS) through the way that English, German and Japanese lexical items in this field are linked to matching visual-conceptual representations by native speaker informants. The visual data gathered via this empirical method can be used to effectively triangulate the linguistic items involved, enabling an extra-linguistic comparison across languages. Results show that there is a reassuring level of interinformant agreement within languages, but that the conceptual domain for BALDNESS is linguistically structured in systematically different ways across languages. The findings are interpreted as strengthening the call for a cognition-focused, embodied approach to translation

Adaptive immune response to BNT162b2 mRNA vaccine in immunocompromised adolescent patients

Protective immunity against COVID-19 is orchestrated by an intricate network of innate and adaptive anti-viral immune responses. Several vaccines have been rapidly developed to combat the destructive effects of COVID-19, which initiate an immunological cascade that results in the generation of neutralizing antibodies and effector T cells towards the SARS-CoV-2 spike protein. Developing optimal vaccine-induced anti-SARS- CoV-2 protective immunity depends on a fully competent immune response. Some evidence was gathered on the effects of vaccination outcomes in immunocompromised adult individuals. Nonetheless, protective immunity elicited by the Pfizer Biontech BNT162b2 vaccine in immunocompromised adolescents received less attention and was mainly focused on the antibody response and their neutralization potential. The overall immune response, including T-cell activities, was largely understudied. In this study, we characterized the immune response of vaccinated immunocompromised adolescents. We found that immunocompromised adolescents, which may fail to elicit a humoral response and develop antibodies, may still develop cellular T-cell immunity towards SARS-CoV-2 infections. Furthermore, most immunocompromised adolescents due to genetic disorders or drugs (Kidney and liver transplantation) still develop either humoral, cellular or both arms of immunity towards SARS-CoV-2 infections. We also demonstrate that most patients could mount a cellular or humoral response even after six months post 2nd vaccination. The findings that adolescents immunocompromised patients respond to some extent to vaccination are promising. Finally, they question the necessity for additional vaccination boosting regimens for this population who are not at high risk for severe disease, without further testing of their post-vaccination immune status

Students with specific learning disabilities in the higher education system in Israel: successes and challenges

Studies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional stud- ies and in the world of employment. Today, there is an increase in the number of students with learn- ing disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students

The Notion of Dynamic Unit: Conceptual Developments in Cognitive Science

The paper suggests a common ground for alternative proposals in different domains of cognitive science which have previously seemed to have little in common. The underlying common theme is associated with a redefinition of the basic unit of analysis in each domain of thought. Our framework suggests a definition of unity which is based on dynamic patterns of correlation across the elements constituting the unit (rather than on inherent properties of the constituting elements as in more traditional accounts). We introduce a set of features that characterize the new conceptual units, and distinguish them from traditional units of analysis. A conceptual connection is made with the identification of elementary units in modern physics theories, as well as with concepts and structures in the study of complex dynamical systems and connectionism. The paper analyses the evolution of the concept of unit in different domains of thought in cognitive science, and examines the proposed framework of "..

Artificial Gravity Conceptual Orbiting Station Design

One of the key challenges of long term human presence for exploration and research in low earth orbit is the microgravity environment. This environment is a key enabler for research on today’s International Space Station (ISS), but is also a major factor contributing to negative effects on the human body and mind. In order to expand the capabilities of a future orbiting station the element of artificial gravity will need to be added. During the summer of 2016 a team of space professionals looked into the design challenges of a large orbiting facility in low Earth orbit. This design challenge was part of the Space Studies Program 2016 of the International Space University, hosted at the Technion Israel Institute of Technology in Haifa. This orbiting facility should not only support microgravity and other space-based research, but also be a place to live, work and visit for much larger numbers of people than current space stations. The Artificial Gravity Conceptual Vehicle Design includes key engineering and design considerations for a crewed low Earth orbit space station, which uses rotation to provide artificial gravity. It will have a center section which will provide a microgravity environment for research and manufacturing, and will also serve as the docking location for the station. This vehicle will be a grand complex. It is designed to be orbited in the 2035 to 2040 timeframe, and it will make living and working in space commonplace. The station will be very large and provide an environment compatible with work and tourism. It is expected that up to 200 people may reside on the complex at any one time. Workers and their families will live onboard. A hotel to house tourists will be part of the complex. There will be schools, stores, green areas with ponds or streams, a cinema, restaurants, etc