MARKERS OF COGNITIVE PROCESSES IN ACADEMIC TEXTS

Abstract

The article is devoted to the analysis of linguistic markers of verbalisation of cognitive processes in academic texts and the theoretical substantiation of the concept of cognitive transparency of an academic text as an independent analytical category of modern linguistics. The study's relevance stems from the growing role of academic writing as a tool not only for the transmission of knowledge but also for the organisation of the addressee's thinking activity. Under these conditions, the accessibility of the logic of scientific reasoning becomes particularly important, since even a coherent, logically correct text may remain difficult to interpret due to insufficient explication of the author's cognitive operations. The problem of the article addresses is the fragmentation of existing approaches to the description of linguistic means that represent thought processes in academic discourse, as well as the absence of an integrative category capable of describing the visibility and reproducibility of the author's thinking. The work aims to identify and systematise linguistic markers that verbalise basic cognitive processes (conceptualisation, categorisation, inference, planning, metacognitive control), as well as to substantiate cognitive transparency as a characteristic that reflects the degree of openness of the text's intellectual trajectory to the reader. As a result of the study, it was found that logical connectors, intentional markers, means of structural-hierarchical organisation, and metatextual constructions form a holistic system for the verbalisation of cognitive processes and ensure the reconstructibility of the author's reasoning. The scientific novelty of the article lies in the interpretation of cognitive transparency not as a derivative of coherence or logic, but as a category oriented towards the description of the thinking process, which expands the possibilities of analysing an academic text and creates a basis for developing criteria for assessing the quality of scientific writing, taking into account the cognitive factor. The category of cognitive transparency can be applied both in linguistic studies and in educational practice to develop competencies in analytical, structured, and reflective scientific presentation.