<def-root>A <fen>Cognizer</fen> possesses knowledge about the workings, significance, or meaning of an idea or object, which we call <fen>Phenomenon</fen>, and is able to make predictions about the behavior or occurrence of the <fen>Phenomenon</fen>. The <fen>Phenomenon</fen> may be incorporated into the wider knowledge structure via categorization, which can be indicated by the mention of a <fen>Category</fen>. The <fen>Cognizer</fen> may possess knowledge only in part and this may be expressed in a <fen>Completeness</fen> expression. The <fen>Cognizer</fen> may also be realized as a cognitive-emotional <fen>Faculty</fen> that is conceived of as having understanding. Note that the knowledge may have been acquired either from instruction or from the <fen>Cognizer</fen>'s own experimentation, observation, or mental operations.
Words in this frame are frequently used metonymically to denote the transition into the state described above.
<ex>I figured this out last week and now <fex name="Cog">I</fex> <fex name="Completeness">really</fex> <t>understand</t> <fex name="Phen">it</fex>.</ex>
<ex><fex name="Cognizer">My father</fex> failed to <t>comprehend</t> <fex name="Phenomenon">that his explanations were based as much upon faith as mine</fex></ex>
<ex><fex name="Cognizer">The draughtsman</fex> must <fex name="Completeness">fully</fex> <t>comprehend</t> <fex name="Phenomenon">what he is drawing</fex></ex>
<ex>Nobody seems to have explained this to her, but <fex name="Time">finally</fex> <fex name="Cognizer">she</fex> <t>understands</t> <fex name="Phenomenon">DNI</fex></ex>
<ex>I realized <fex name="Cognizer">I</fex> had not <fex name="Manner">properly</fex> <t>understood</t> <fex name="Phen">my own needs</fex></ex>
<ex><fex name="Faculty">The mind</fex> is often unable to <t>comprehend</t> <fex name="Phenomenon">the significance of what it perceives</fex>.</ex>
<ex><fex name="Phenomenon">Our sensations</fex> are in some sense to be <t>understood</t> <fex name="Reference_point">in terms of a set of stimulation levels (spiking frequencies) in the appropriate sensory pathways</fex>. <fex name="Cognizer">CNI</fex></ex></def-root>
<def-root>The sentient animate being who acquires new knowledge.
<ex><fex name="Cognizer">Sue</fex> <t>grasped</t> the essentials right away</ex></def-root>
<def-root>A state of affairs or dynamic system whose internal make-up and working the Cognizer comes to assimilate into their knowledge structure.
<ex>You must <t>grasp</t> <fex name="Phen">the complex relationship of all these subjects to each other</fex></ex></def-root>
<def-root>The extent to which the <fen>Cognizer</fen> has incorporated the workings and significance of a <fen>Phenomenon</fen> into their knowledge structure.
<ex>To <t>comprehend</t> <fex name="Completeness">fully</fex> the distinction between task and process it is necessary to appreciate the evolutionary stages that groups go through.</ex></def-root>
<def-root>Any description of the event which is not covered by more specific FEs, including epistemic modification (probably, presumably, mysteriously) and general descriptions comparing events (the same way). It may also indicate the relative ease of the <fen>Cognizer</fen> in acquiring new knowledge (readily, easily).
<ex>Its appeal rests on a simple logic that those inside and outside schools can <fex name="Manner">readily</fex> <t>comprehend</t></ex></def-root>
<def-root>A mental concept or domain to which the <fen>Cognizer</fen> relates their new knowledge.
<ex>Unless one posits an inherent human tendency to <t>comprehend</t> the world <fex name="Reference_point">in binary terms</fex>, one has to look for more sociological explanations.</ex></def-root>
<def-root>This frame element expresses a general type or class of which the <fen>Phenomenon</fen> is considered an instance by the <fen>Cognizer</fen>, allowing them to make predictions about the qualities, occurrence, or behavior of the <fen>Phenomenon</fen>.
<ex>Dooling argued that if an individual sentence is <t>comprehended</t> <fex name="Category">as part of a larger semantic unit</fex>, part of the meaning of the sentence is likely to be redundant</ex></def-root>
<def-root>This FE indicates the when the <fen>Cognizer</fen> asssimilates the new knowledge.
<ex><fex name="Time">Yesterday</fex> the students finally <t>grasped</t> the meaning of the equation</ex></def-root>
<def-root>A part of a person's cognitive-emotional faculties that is said to acquire knowledge.
<ex><fex name="fac">My heart</fex> <t>grasped</t> that reality immediately.</ex>
<ex>Man has understood something only when he has <t>grasped</t> it <fex name="fac">with his heart</fex></ex></def-root>
<def-root><fen>Evidence</fen> marks expressions that indicate the source of the Cognizer's knowledge.
<ex>The reason for this effect is easiest to <t>understand</t> <fex name="evi">from a picture</fex>.</ex></def-root>
<def-root>This FE signifies that the state of affairs expressed by the main clause (containing the target) occurs or holds, and something other than that state of affairs would be expected given the state of affairs in the concessive clause. </def-root>
Awareness
COD: comprehend fully
COD: grasp mentally; understand
FN: to perceive the nature and/or significance of an object or situation
COD: a person's understanding.
COD: understand (an argument or the person making it)
FN: to comprehend
COD: impossible to understand
COD: able to be understood.
COD: able to be understood; intelligible
COD: not able to be understood
FN: comprehensible
FN: understand
COD: understand (something) after much thought.
FN: to comprehend a situation