A cognitive approach to language, similarly to a pragmatic perspective on language, rejects the notion of the ideal native speaker/hearer and, while it attempts to uncover the conceptual processes underlying language use, it stresses the usagebased nature of language and the embodied, interactional, culture-and history-embedded character of language evolution and development. The present chapter focuses on the organizational principles and relations transparent in the systems of knowledge motivating linguistic behaviour. In particular, it presents the current state of research on such issues as prototypical structure of categories, conceptual networks, idealized cognitive models, frames, metonymy and metaphor. It also looks at the online processes of meaning construction integrating those conceptual structures (understood both as developed in an individual organism's embodied experience and socialization history, and as shared knowledge of the speech community) with the context of a communicative act. This approach views semantics and pragmatics as a continuum, rather than as discrete modules (see Leech 1983; Cruse 2000; Croft and Cruse 2004; Evans and Green 2006).
Categorization and prototypesOne of the basic cognitive processes is categorization. The cognitive linguistic approach to the categorization of semantic and lexical concepts is inspired by psychological investigations into the organization of memory, which reject the necessary and sufficient lists of features as a means of defining concepts (the classical view -on the history of lexical semantics see Geeraerts 2009). Categories are viewed as possessing a gradable structure. Numerous studies (Markman 1989;Mervis and Rosch 1981; Rosch 1973Rosch , 1978 Lloyd and Rosch 1978) into language learning, speed of processing, expectation, association and similarity judgements show that the members of a given category do not enjoy the same status. Central members of a category are learnt faster than the peripheral members. For example, the theory predicts that apples, oranges and bananas are the first types of FRUIT learnt by Western European or American children. It is important to emphasize that the structure of the category is culture-dependent, so that in North Africa dates and figs may occupy the central position (Kövecses 2006). Good members of a category are recognised faster than poor members (speed of processing). Also, nam-