Cognitive semantics posits that the acquisition of multiple senses for a single word is predicated upon its basic meaning, with meaning extension occurring through the mechanisms of radiation and concatenation. This essay centers on an exploration of the diverse meanings associated with the Chinese character Lao. Drawing upon the linguistic data and analyzing relevant examples provided by the Center for Chinese Linguistics Peking University (CCL), the research reveals that metaphor, metonymy, and image schema are the major cognitive mechanisms, which play a significant role in its process of the meaning extension. Furthermore, the investigation into Lao offers valuable insights for both vocabulary instruction and intercultural studies.

Yang Jiang. What does Lao in Chinese Mean: A Cognitive Semantic Analysis. Academic Journal of Humanities & Social Sciences (2025) Vol. 8, Issue 1: 83-91. https://doi.org/10.25236/AJHSS.2025.080114.

[1] Taylor, Johnson. (2002). Cognitive grammar. Oxford: Oxford University Press.

[2] Liu, Xie. (2020). Semantic networks of polysemous characters in Chinese: Cultural influences and cognitive mechanisms. Journal of Chinese Linguistics, 48(2), 123-145.

[3] Chen, Li. (2021). Metaphor and metonymy in the meaning extension of Chinese polysemous characters. Cognitive Linguistics, 32(1), 45-67.

[4] Evans, Vyvyan.(2018). Cognitive Linguistics: An introduction. Edinburgh University Press.

[5] Li, Jie. (2019). The interplay of language and cognition in polysemy: A case study of Chinese characters. Language and Cognition, 11(3), 201-220.

[6] Yi, Wang.(2024). Semantic Evolution and Cognitive Analysis of the Verb “drive”. Xi’an International Studies University.

[7] Yuwen, Zhong.(2023). Semantic Analysis of the Adverb“still”. JinGu Creative Literature, 28(2),128-130.

[8] Xuemei, Shen.(2022). Semantic Analysis of the Lexical Derivation and Functional Transformation of the Chinese Verb "blow". Literature Education,18 (4),182-184.

[9] Shuang, Cao.(2018). Two Different Container Metaphors---The Cognitive Semantic Analysis of “NPabstract + in” and “NPabstract + inside”. Journal of Xinjiang University , 46 (03), 120-126.

[10] Langacker, Barsalo. (1999). Perceptions of perceptual symbols. Cognitive Psychology, 38(3), 220-239.

[11] Rosch, Eve. (1973). Natural Categories. Cognitive Psychology, 4(3), 328-350.

[12] Lakoff, Gorge., & Johnson, M. (1980). Metaphors We Live By. University of Chicago Press.

[13] Kövecses, Zoltan. (2002). Metaphor: A Practical Introduction. Oxford University Press.

[14] Lakoff, Gorge. (1993). The Contemporary Theory of Metaphor. In Metaphor and Thought (pp. 202-251). Cambridge University Press.

[15] Johnson, Mark. (1987). The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. University of Chicago Press.

[16] Qizhen, Zhang. (2016).Xin Shuowenjiezi. Wuhan: Chongwen Publishing House.

[17] Dingfang, Shu.(2020).Contemporary Semantics. Shanghai: Shanghai Foreign Language Education Press. 

[18] Weidong, Zhan.(2003). The CCL Corpus of Chinese Texts, Available online at the website of Center for Chinese Linguistics (abbreviated as CCL) of Peking University, http://ccl.pku.edu.cn:8080/ccl_corpus

[19] Jack, Hofheimer. (2020). Encyclopedia of Infant and Early Childhood Development (Second Edition). Elsevier Inc.

[20] Rosch, Eve. (1973). Cross Cultural Perspectives on Learning. New York: Halsted Press.

[21] Langacker, Ronald. (1987). Foundations of Cognitive Grammar: Theoretical Prerequisites. Stanford: Standford University Press.

[22] Junhua, Li.(2009). Social Humanity Conception Mapped in Chinese Ancient Euphemism. Journal of Xiangtan University (Philosophy and Social Sciences), 33(01),158-161.

[23] Winter, Steven. (1995). Metaphor and Symbolic Activity, Cognitive Psychology,34(2), 223-245.