Linguistic aspects of interconnection between experience and learning (biocognitive approach)

The dynamics of cognitive processes is an object of special interest for third-generation cognitive linguistics, whose main postulate states that cognition emerges in interactions between the embodied consciousness of an individual and the environment, other people being its part. The aim of the article is to prove the hypothesis about the interconnection of the key categories of biocognitive linguistics - experience and learning. I investigate the category experience, verbalized in the English language by the noun and the verb experience. I analyze dictionary definitions and contextual uses of the word experience. The obtained data show that learning is one of the conceptual aspects of the category Experience. It is thought as the purposeful process of modifying knowledge through experience in order to control the environment. Learning is a circular, recursive process. Each new modification in knowledge is determined by previous experience / knowledge. The research results can contribute to the development of a methodology for studying distributed cognition, cognitive dynamics in language interactions. As learning is inextricably connected with experience, I conclude that one should consider it when modeling interactions in communities where learning is the goal of communication.