Relevant bibliographies by topics / Cognitive metaphor theory

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  2. Dissertations / Theses
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Academic literature on the topic 'Cognitive metaphor theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Cognitive metaphor theory"

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Irwan, Irwan, and Muhammad Pujiono. "Perubahan Klasifikasi Metafora Pada Novel Laskar Pelangi Karya Andrea Hirata Versi Bahasa Jepang Berdasarkan Fungsi Kognitifnya." KIRYOKU 3, no. 3 (November 13, 2019): 107. http://dx.doi.org/10.14710/kiryoku.v3i3.107-125.

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(The Changes of Metaphor Classification in Laskar Pelangi Novelby Andrea Hirata Japanese Language Version BasedonTheir Cognitive Functions) This article analyzed the changes in the classification of metaphorical expressions contained in the Laskar Pelangi novel based on their cognitive functions after being translated into the Japanese version. The theory used in this research is the classification theory of metaphor based on its cognitive function proposed by Kovecses (2010). This study uses a qualitative research approach with a descriptive type of research, while the method and data analysis uses interactive data analysis models from Miles, Huberman and Saldana (2014). The results of the data analysis showed that of 505 data found, there were 15 classifications of metaphor changes based on their cognitive functions, they are structural metaphors changed to structural metaphors consist of 95 data (18.8%), ontological metaphors to ontological metaphors consist of 151 data (29.9%), orientational metaphors to orientational metaphors consist of 5 data (1.0%), structural metaphor became ontological metaphor consist of 11 data (2.2%), structural metaphor became orientational metaphor consist of 2 data (0.4%), structural metaphor became simile consist of 2 data (0, 4%), structural metaphor becomes non-metaphoric consist of 67 data (13.3%), structural metaphor that was not translated consist of 4 data (0.8%), ontological metaphor became structural metaphors consist of 21 data (4.2%), ontological metaphor became orientational metaphor consist of 5 data (1,0%), ontological metaphor became simile consist of 10 data (2.0%), ontological metaphor became non metaphoric expression consist of 102 data (20.2%), untranslated ontological metaphor consist of 21 data (4.2%), orientational metaphor became non-metaphorical consist of 8 data (1.6%), and orientational metaphor became simile consist of 1 data (0.2%).
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Spirchagov, Svyatoslav Y. "Metaphors in banking." Neophilology, no. 18 (2019): 139–49. http://dx.doi.org/10.20310/2587-6953-2019-5-18-139-149.

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Contemporary theory of metaphor highlights its cognitive nature as opposed to traditional view of metaphor as rather a trope. We address the status and significance of conceptual metaphors in English banking terminology. A large-scale corpus analysis of English banking discourse (1888728 words) is conducted to determine how this trope is used. The application of a cognitive approach to a banking discourse has led to identification of metaphoric structures characterizing banking discourse. We confirm the use of terminology system corpus for (organic, mechanical, military, liquid, sports) metaphor models. We prove that banking discourse is highly metaphoric and borrows metaphors from multiple terminological domains. We establish the evolution of certain metaphors. We define the connections between concept areas of cognitive maps. We also prove that not all semes are transferred from the source to the target area, which confirms the connection at the conceptual level. Special attention is paid to the nexus of banking institution and social and political aspects of national cultures. This in turn allows to substantiate and test the theory of conceptual metaphor, and also served as means for a detailed study of conceptual metaphors as a culturally determined phenomenon in language. Given that metaphor is a dynamic cognitive mechanism, we detect diverse ways of metaphorization.
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Gibbs, Raymond W. "Metaphoric cognition as social activity." Metaphor and the Social World 3, no. 1 (July 15, 2013): 54–76. http://dx.doi.org/10.1075/msw.3.1.03gib.

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Metaphoric thought is often viewed as a property of individual minds that is quite separate from people’s social, communicative actions with metaphoric language and gesture. My goal in this article is to argue that metaphoric cognition is fundamentally linked to human social activities. I defend this idea by focusing not only on metaphor use in overt communicative situations, but by suggesting ways that individual metaphoric cognition is implicitly social. Many of the experimental tasks used in psychology to demonstrate the psychological reality of conceptual metaphors reflect intricate couplings between cognitive and social processes. This argument demands a reorientation in how metaphor scholars interpret empirical findings related to conceptual metaphor theory, and more broadly aims to dissolve the long-standing theoretical divide between metaphoric cognition and metaphoric communication.
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Sullivan, Karen. "Integrating constructional semantics and conceptual metaphor." Constructions and Frames 8, no. 2 (December 31, 2016): 141–65. http://dx.doi.org/10.1075/cf.8.2.02sul.

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Conceptual Metaphor Theory (CMT) aims to represent the conceptual structure of metaphors rather than the structure of metaphoric language. The theory does not explain which aspects of metaphoric language evoke which conceptual structures, for example. However, other theories within cognitive linguistics may be better suited to this task. These theories, once integrated, should make building a unified model of both the conceptual and linguistic aspects of metaphor possible. First, constructional approaches to syntax provide an explanation of how particular constructional slots are associated with different functions in evoking metaphor. Cognitive Grammar is especially effective in this regard. Second, Frame Semantics helps explain how the words or phrases that fill the relevant constructional slots evoke the source and target domains of metaphor. Though these theories do not yet integrate seamlessly, their combination already offers explanatory benefits, such as allowing generalizations across metaphoric and non-metaphoric language, and identifying the words that play a role in evoking metaphors, for example.
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Choi, Jae-you. "A Cognitive Analysis of the Metaphor of Subject and Self in Great Expectations." Convergence English Language & Literature Association 7, no. 3 (December 31, 2022): 193–221. http://dx.doi.org/10.55986/cell.2022.7.3.193.

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This paper examines self, subject and cognitive neural network, showing that language of literature has a place in cognitive metaphor study. I raise some popular matters of the principle of metaphors; ‘cognitive linguistic metaphor theory’, self-subject metaphor more widely, inside the cognitive science of philosophical thought. The study of self-subject concerns the structure of our inner lives. Metaphor is a primary implement for understanding ourselves and our world, and entering into an contract with forceful metaphors is grappling in an important way with what it means to have a human life. I try to check up the cognitive linguistic metaphoric method of Great Expectations. As a result of analyzing, this research proposes that critical thought in consilience of the researches raised problems as to our basic principles and gave them fresh creative theories.
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Mehlenbacher, Ashley Rose, and Randy Allen Harris. "A Figurative Mind: Gertrude Buck's The Metaphor as a Nexus in Cognitive Metaphor Theory." Rhetorica 35, no. 1 (2017): 75–109. http://dx.doi.org/10.1525/rh.2017.35.1.75.

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Gertrude Bucks (1899) The Metaphor: A Study in the Psychology of Rhetoric (Die Metapher: Eine Studie in der Psychologie der Rhetorik) ist ein einzigartiges Essay. In vielerlei Hinsicht prognostiziert das Essay die Metaphern des zwanzigsten Jahrhunderts in der Rhetorik, der Linguistik und den Kognitionswissenschaften, inklusive Richards (1936) gefeierten Bemerkungen über die mentale Grundlagen von Metapher, sowie der einflussreichen “konzeptuellen Metapher” in Lakoff und Johnson (1980). Bucks Essay spiegelt auch die Themen der Metaphern welche die Deutsch und Französisch lexikalische Semantik des neunzehnten Jahrhunderts faszinierten. Die Metapher ist zwar ein Original, aber eine dennoch vernachlässigt Verbindung der rhetorischen Tradition, der linguistischen Wende und der Kognitionswissenschaft. Wir kartographieren die Konturen dieses Zusammenhangs, und explizieren, wie Bucks Argumente in die Geschichte der kognitiven Metapherstudien hineinpassen, mit einem Augenmerk sowohl auf Müllers Philologie des neunzehnten Jahrhunderts als auch bezüglich Lakoff und Johnsons Linguistik zwanzigsten Jahrhunderts.
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Połowniak-Wawrzonek, Dorota. "Metaphor in Cognitive Approach." Respectus Philologicus 26, no. 31 (October 25, 2014): 166–76. http://dx.doi.org/10.15388/respectus.2014.26.31.13.

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The article presents issues relevant to the cognitive theory of metaphor developed by G. Lakoff and M. Johnson. The researchers suggest that metaphors are common. They are rooted in the experience, important in the perception of the world, thinking, acting, as revealed in the language. The metaphor of language is a reflection of a conceptual metaphor. Lakoff and Johnson point out that the metaphor of language occurs in the texts of various types, from the colloquial language to the specialist language. A metaphor carries out two important functions: explaining and facilitating understanding. It enables a partial understanding of some kind of experience in terms of another type of beings and experiences. Some issues such as the concept of love, metaphysical issues, become possible to understand only through metaphor. Thus, the thesis, which treats about necessity of metaphor, is significant. In the process of metaphorical cognition, there is a projection, which takes the source domain to the target domain. A thesis about invariant is important here. Metaphorical mapping is partial. At the root metaphor is structural similarity between domains or their correlations in our experience. Conceptual metaphors can create complex structural relationships. In the case of metaphor the thesis of one-way metaphorical mappings is as important as the thesis about her creative potential. Prominent semantics of conceptual metaphor cannot give full meaning in the literal paraphrase. Among the conceptual metaphors structural metaphors, orientation and ontological metaphors are characterized.
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Sardaraz, Khan, and Roslan Ali. "A COGNITIVE-SEMANTIC APPROACH TO THE INTERPRETATION OF DEATH METAPHOR THEMES IN THE QURAN." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 219–46. http://dx.doi.org/10.24200/jonus.vol4iss2pp219-246.

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In previous literature, conceptual metaphor has been used as a comprehensive cognitive tool to explore systematic categorization of concepts in the Quran. Death metaphor themes have either been studied from rhetorical or conceptual perspectives, but metaphor interpretation needs both linguistic and conceptual knowledge. This paper will explore the function of both linguistic and conceptual knowledge in metaphor interpretation in the Quran. This paper has used the technique of key words and phrases for data collection and metaphor identification procedure (MIP) for metaphors identification. Thirteen conceptual metaphors were found in the data. The key conceptual metaphors were analyzed through the lexical concept cognitive model theory (hereafter LCCM) to find out the functions of linguistic and conceptual knowledge in metaphor interpretation. The findings reveal that conceptual metaphor gives only relational structure to the linguistic metaphoric expressions, whereas interpretation needs integration of both linguistic and conceptual knowledge. Conceptual simulation of metaphoric expressions is a multilinear process of multiple conceptual schemas and language. The findings also reveal that LCCM needs the tool of intertextuality for clash resolution of contexts in text interpretation. This paper holds that meaning construction depends upon multilinear processing of conceptual schemas and language. Furthermore, it asserts that the gap in LCCM may be resolved through the tool of intertextuality in metaphor comprehension. This study suggests further studies on relationship between conceptual schemas and lexical behaviour and an elaborate model for text interpretation, combining LCCM and intertextuality. Keywords: Cognitive model, cognitive semantics, conceptual metaphor, fusion, lexical concept Cite as: Sardaraz, K., & Ali, R. (2019). A cognitive-semantic approach to the interpretation of death metaphor themes in the Quran. Journal of Nusantara Studies, 2(4), 219-246. http://dx.doi.org/10.24200/jonus.vol4iss2pp219-246
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Thi Vu, Viet-Anh, and Thu Nguyen Thi Hong. "Ontological Cognitive Metaphor of Love in English Songs of the Late 20th Century from Cognitive Perspective." International Journal of Language and Literary Studies 2, no. 2 (June 8, 2020): 30–44. http://dx.doi.org/10.36892/ijlls.v2i2.254.

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The paper provides an overview of the linguistic theory relevant to cognitive metaphor and shed light into ontological metaphors of love in songs. The writer found out typical metaphorical images of love in the famous English love songs of the late 20th century from cognitive prospective. There are 86 cited sentences from 68 love songs used with 16 metaphorical expressions of three types of metaphor: structural metaphors, orientational metaphors and ontological metaphors in which ontological metaphor was focused to analyze. That how these metaphorical images are explored in the songs with the cognitive and rhetorical value can offer a new look into literary and linguistics. In addition, the writer recommends strategies in finding out, comprehending and analyzing this type of metaphor in various contexts as well as suggests some suitable ways for readers to apply metaphor in writing texts more effectively.
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Romero, Esther, and Belén Soria. "Cognitive Metaphor Theory Revisited." Journal of Literary Semantics 34, no. 1 (January 15, 2005): 1–20. http://dx.doi.org/10.1515/jlse.2005.34.1.1.

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AbstractThis paper provides a framework which, being compatible with Lakoff and Johnson's theory (1980), allows a description of metaphoric verbal utterances. The development of this theoretical expansion is encouraged by Lakoff and Johnson's distinction between nonliteral and literal metaphoric expressions, and by the fact that they do not provide an explanation of the nonliteral metaphoric use of expressions as distinct from the literal metaphoric one. They simply say that metaphoric expressions are nonliteral when they are parts that are not used in our normal metaphoric concepts. This suggestion is included in our model, in which a metaphoric utterance is identified when the speaker perceives both a contextual abnormality and a conceptual contrast, and it is interpreted using, among other things, a pragmatic process of mapping to derive subpropositional metaphoric provisional meanings. This explanation of the metaphoric mechanism allows an explanation of the utterances in which nonliteral metaphoric expressions intervene without having to resort to a previous literal interpretation of these utterances.
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Dissertations / Theses on the topic "Cognitive metaphor theory"

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Kelly, Renata K. "Toward a theory of metaphor as cognitive process and linguistic product." Thesis, University of Essex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328793.

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ValÃrio, Yvantelmack Dantas. "Argumentation and Metaphor: an approaching Language Argument Theory and Cognitive Linguistics." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3682.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
This work ains at discussing the Language Argument Theory (LAT) as presented by Oswald Ducrot and his collaborators. More specifically, it will approach the most recent LAT model: the Theory of the Semantic Blocks (SBT). The discussion will focus in argumentative enailments whose constitution comprises metaphoric expressions used as argument or conclusion for the entailment. An overview of the argument studies is presented as tentative to place the LAT in the range of these studies. Once placed the LAT, its origin and development ae discussed until the current model (SBT). Next, SBTâs principles and concepts are presented. Also are some metaphor conceptions introduced in order to justify the adoption of the cognitive metaphor model in the work. Some analyses of statements with metaphoric expressions withdrawn from opinion articles are perormed in order to confirm the thesis that the argumentative power of semantic blocks can only be established when the meanings restated by the metaphoric expressions present in the link are considered. For the treatment of those metaphoric expressions, we adopted the principles of the conceptual metaphor theory, as established by Cognitive Linguistics. Finally, itâs pondered that, being the metaphor part of our cognitive system, itâs impossible not to consider it influence in a study that intends to describe the linguistic system, for the language is directly influenced by the configuration assumed by our cognitive-conceptual system.
Este trabalho se propÃe discutir a Teoria da ArgumentaÃÃo na LÃngua (TAL) conforme apresentada por Oswald Ducrot e colaboradores. Mais especificamente, abordarà o modelo mais recente da TAL: a Teoria dos Blocos SemÃnticos (TBS). A discussÃo concertrar-se-à em encadeamentos argumentativos cuja constituiÃÃo comporte expressÃes metafÃricas empregadas como argumento ou conclusÃo do encadeamento. Faz-se um panoroma dos estudos de argumentaÃÃo, com o intuito de situar a TAL no quadro desses estudos. Situada a Tal, discorre-se sobre sua origem e desenvolvimento atà seu modelo atual (TBS). Mostram-se, em seguida os princÃpios e os conceitos da TBS. Apresentam-se ainda algumas concepÃÃes de metÃfora a fim de justificar a adoÃÃo, neste trabalho, do modelo de metÃfora conceitual. Realizam-se algumas anÃlises de enunciados portadores de expressÃes metafÃricas retirados de artigos de opiniÃo para defender a tese de que o valor argumentativo de bloco semÃntico somente pode ser estabelecido, quando se leva em consideraÃÃo os sentidos atualizados pelas expressÃes metafÃricas presentes no encadeamento. Para o tratamento dessas expressÃes metafÃricas adotamos os princÃpios da metÃfora conceitual, conforme estabelecidos pela LingÃÃstica Cognitiva. Pondera-se, por fim, que, sendo a metÃfora constitutiva de nosso sistema cognitivo, nÃo à possÃvel desconsiderÃ-la em um estudo que pretenda descrever o sistema lingÃÃstico, pois a lÃngua à diretamente influenciada pela configuraÃÃo assumida por nosso sistema cognitivo-conceitual.
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Stöver, Hanna. "Metaphor and relevance theory : a new hybrid model." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/145619.

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This thesis proposes a comprehensive cognitive account of metaphor understanding that combines aspects of Relevance Theory (e.g. Sperber & Wilson 1986/95; Carston 2002) and Cognitive Linguistics, in particular ideas from Conceptual Metaphor Theory (e.g. Lakoff & Johnson 1980; Lakoff 1987; Johnson 1991) and Situated Conceptualization (e.g. Barsalou 1999; 2005). While Relevance Theory accounts for propositional aspects of metaphor understanding, the model proposed here additionally accounts for nonpropositional effects which intuitively make metaphor feel ‗special‘ compared to literal expressions. This is achieved by (a) assuming a further, more basic processing level of imagistic-experiential representations involving mental simulation patterns (Barsalou 1999; 2005) alongside relevance-theoretic inferential processing and (b) assuming processing of the literal meaning of a metaphorical expression at a metarepresentational level, as proposed by Carston (2010). The approach takes Tendahl‘s ‗Hybrid Theory of Metaphor‘ (2006), which also combines cognitive-linguistic with relevance-theoretic ideas, as a starting point. Like Tendahl, it incorporates the notion of conceptual metaphors (Lakoff & Johnson 1980), albeit in a modified form, thus accounting for metaphor in thought. Wilson (2009) suggests that some metaphors originate in language (as previously assumed by Relevance Theory) and others originate in thought (as previously assumed within Cognitive Linguistics). The model proposed here can account for both. Unlike Tendahl, it assumes a modular mental architecture (Sperber 1994), which ensures that the different levels of processing are kept apart. This is because each module handles only its own domain-specific input, here consisting of either propositional or imagistic-experiential representations. The propositional level, which remains the dominant processing route in utterance 3 understanding, as in Relevance Theory, receives some input from the imagistic-experiential level. This is mediated at a metarepresentational level, which turns the imagistic-experiential representations into propositional material to be processed at the inferential level in the understanding of literal expressions. In metaphor understanding, however, the literal meaning is not processed as meaning-constitutive content. As a result, the imagistic-experiential aspects of the literal meaning in question are not processed as propositional input. Rather, they are held at the metarepresentational level and experienced as strong impressions of the kind that only metaphors can communicate.
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Lavanty, Brittany. "Describing Emotions: Major Depressive Disorder and Conceptual Metaphor Theory." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428942943.

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JIANG, Yicun. "What is “meta-” for? : a Peircean critique of the cognitive theory of metaphor." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/eng_etd/14.

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My thesis aims to anatomize the cognitive theory of metaphor and suggests a Peircean semiotic perspective on metaphor study. As metaphorical essentialists, Lakoff/Johnson tend to universalize a limited number of conceptual metaphors and, by doing this, they overlook the dynamic relation between metaphorical tenor and vehicle. Such notion of metaphor is not compatible with the polysemous nature of the sign. The diversity and multivalency of metaphorical vehicle, in particular, cast serious doubts on the hypothesis of “conceptual metaphors” which, being meta-metaphorical constructs, can tell us nothing but a dry and empty formula “A is B”. Consequently, Lakoff/Johnson’s notion of conceptual metaphor is very much a Chomskyan postulation. Also problematic is the expedient experientialism or embodied philosophy they have put forward as a middle course between objectivism and subjectivism. What is missing from their framework is a structural space for dynamic interpretation on the part of metaphor users. In contrast, cognitive linguists may find in Peirce’s theory of the sign a sound solution to their theoretical impasse. As a logician, Peirce sees metaphor as the realization of iconic reasoning at the language level. His exposition on iconicity and iconic reasoning has laid a solid foundation upon which may be erected a fresh epistemology of metaphor fit for the contemporary study of language and mind. Broadly speaking, metaphor in Peirce can be examined from roughly two perspectives. Macroscopically, metaphor is an icon in general as opposed to index and symbol, whereas, microscopically, it is a subdivided hypoicon on the third level as opposed to image and diagram. Besides, Peirce also emphasized the subjective nature of metaphor. Semioticians after Peirce have further developed his theory on metaphor. For example, through his concept of “arbitrary iconicity”, Ersu Ding stresses the arbitrary nature of metaphorization and tries to shift our attention away from Lakoff/Johnson’s abstract epistemological Gestalt to the specific cultural contexts in which metaphors occur. Umberto Eco, on the other hand, sees interpretation of signs as an open-ended process that involves knowledge of all kinds. Encyclopedic knowledge thus serves as unlimited source for metaphorical association. For Eco, the meaning of a metaphor should be interpreted in the cultural framework based on a specific cultural community. Both Ding’s and Eco’s ideas are in line with Peirce’s theoretical framework where the meaning of a metaphor depends on an interpreter in a particular socio-historical context. They all realize that we should go beyond the ontology of metaphorical expressions to acquire a dynamic perspective on metaphor interpretation. To overcome the need for presupposing an omnipotent subject capable of knowing the metaphor-in-itself, we turn to Habermas’s theory of communicative action in which the meaning of metaphor is intersubjectively established through negotiation and communication. Moreover, we should not overlook the dynamic tension between metaphor and ideology. Aphoristically, we can say that nothing is a metaphor unless it is interpreted as a metaphor, and we need to reconnect metaphors with the specific cultural and ideological contexts in which they appear.
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King, Jeanette Margaret. "Eke ki runga i te waka: the use of dominant metaphors by newly-fluent Māori speakers in historical perspective." Thesis, University of Canterbury. Maori and Indigenous Studies, 2007. http://hdl.handle.net/10092/977.

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In language revitalisation movements the main impetus and passion is often provided by adults who, as second language speakers, have gained fluency in their heritage language. As parents and teachers these adults often have vital roles in the ongoing transmission of the heritage language. This study is based on interviews with thirty-two Māori adults who have each made a strong commitment to becoming a fluent speaker of Māori. The study posited that the informants would have a strongly-held worldview which enabled them to engage with and maintain a relationship with the Māori language. This worldview is expressed through a range of metaphors, the four most frequent being: LANGUAGE IS A PATH, LANGUAGE IS A CANOE, LANGUAGE IS FOOD, LANGUAGE LEARNER IS A PLANT. The worldview articulated by these metaphors has a quasi-religious nature and draws on elements of New Age humanism, a connection with Māori culture and ancestors as well as kaupapa Māori (Māori-orientated and controlled initiatives). The source domains for these metaphors are traced through a study of various Māori sources from the 19th century through to the present day. This study shows how exploitation of these metaphors has changed throughout this time period leading to their current exploitation by the newly-fluent informants. The metaphors preferred by the informants were contrasted with the prominent metaphor LANGUAGE IS A TREASURE, the entailments of which were found to be more relevant to the experience of native speakers. The informants' experience also contrasts with the focus of language planners in that the informants are more focussed on how the Māori language is important for them personally than how they contribute to the revitalisation of the Māori language. These findings have implications for the revitalisation of the Māori language and have relevance for other endangered languages.
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Olofsson, Malin. "En kognitiv semantisk analys av partikelverbet gå upp: : Conceptual Metaphor Theory (CMT) kontra Principled Polysemy Approach to Meaning Analysis (PPAMA)." Thesis, Örebro University, Department of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1881.

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This essay examines the differences and similarities, weaknesses and strengths of the two Cognitive Semantic theories Conceptual Metaphor Theory and Principled Polysemy Approach to Meaning Analysis. To illustrate the two theories, the Swedish verb-particle construction "gå upp" is examined and analyzed accordingly. The results showed differences in the number of polysemous meaning found. The methodological evaluation showed that the differences in the underlying ideas concerning meaning-construction behind these two theories make them incompatible.

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Livingston, James Graham. "Imagery of psychological motivation in Apollonius Rhodius' Argonautica and early Greek poetry." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/25894.

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This thesis adopts a cognitive-phenomenological approach to Apollonius’ presentation of psychological imagery, thus eschewing the cultural-determinist assumptions that have tended to dominate Classical scholarship. To achieve this, I analyse relevant theories and results from the cognitive sciences (Theory of Mind, agency, gesture, conceptual metaphor), as well as perceived socio-literary influences from the post-Homeric tradition and the various advances (for example, medical) from contemporary Alexandria. This interdisciplinary methodology is then applied to the Argonautica in three large case studies: Medea and the simile of the sunbeam (3.755-60), Heracles and the simile of the gadfly (1.1286-72), and, finally, the poem’s overall psychological portrayal of Jason. In so doing, I show that Apollonius conforms to cognitive universal patterns of psychological expression, while also deploying and deepening his specific culture’s poetic, folk, and scientific models.
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Törmä, Kajsa. "Refugees in British Media Coverage : A Study of Dehumanizing Conceptual Metaphors." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136691.

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This study exemplifies, analyses and discusses the conceptual metaphors refugees are water and refugees are animals in British media discourse. In order to do this, examples of linguistic tokens of the metaphors were collected from four of the biggest newspapers in Britain; Daily Mail, The Sun, The Guardian and The Daily Telegraph. Linguistic tokens of the metaphors were found in all of the newspapers. The tokens of refugees are animals often appeared within quotation marks, whereas the refugees are water tokens appeared mostly unmarked, implying that refugees are water is more conventionalized than refugees are animals. The analysis of the tokens showed how different aspects of refugees are either highlighted or hidden when it is conceptualized in terms of water or animals. In the process of highlighting/hiding certain aspects of refugees, the refugees are dehumanized.
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Benchetrit, Louise Kate. "Conceptualising the coronavirus pandemic: a corpus linguistic study of metaphors in Italian, British and French coronavirus press discourse." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/22912/.

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As the number of coronavirus cases increased globally, governments started to introduce restrictive measures which many individuals had never experienced before. Heads of state started to use expressions referring to ‘war’, encouraging citizens to help the ‘fight’ against the ‘invisible enemy’. In the cognitive linguist approach, metaphors are believed to involve the ‘thinking’ as well as the ‘talking’ (or writing) of one thing in terms of another. That is, similarities (or correspondences) are perceived between two different ‘domains’ such as ‘covid-19’ and ‘war’. Therefore, ‘fighting the disease’ can be ‘translated’ into ‘reducing infection, illness and death’. This dissertation aims to identify metaphorical expressions, and the associated conceptual mappings, in the coronavirus media discourse of three countries – Italy, France, and the United Kingdom – over the period of the ‘first wave’. If metaphorical expressions can highlight how we ‘think’ about an event, it is interesting to investigate if all three countries are ‘thinking’ about the novel coronavirus in the same terms. In order to tackle this question, this dissertation has five chapters. First, the cognitive linguistic approach to metaphors is discussed, focusing on Conceptual Metaphor Theory (CMT). In chapter two we turn to the corpus linguistic approach and its application to metaphor research. On the basis of this theoretical background, chapter three introduces the methodology employed for this study. Chapter four presents the main results for English, French and Italian. In particular, this study found that the coronavirus is conceptualised as WAR, SUBSTANCE IN MOVEMENT, SUBSTANCE IN A CONTAINER, and OBSTACLE in all three language corpora, while WATER, FAMILY and POSSESSION are unique to the French, Italian and English samples, respectively. Finally, chapter five discusses the findings and the limitations of this study, closing with possible directions for future research.
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Books on the topic "Cognitive metaphor theory"

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A cognitive theory of metaphor. Cambridge, Mass: MIT Press, 1985.

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Beyond cognitive metaphor theory: Perspectives on literary metaphor. New York: Routledge, 2011.

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Studies in conceptual metaphor theory. Roma: Aracne editrice S.r.l., 2014.

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Metaphor: Its cognitive force and linguistic structure. Oxford: Clarendon, 1987.

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Kittay, Eva Feder. Metaphor: Its cognitive force and linguistic structure. Oxford: Clarendon Press, 1987.

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Metaphor and metonymy revisited beyond the contemporary theory of metaphor: Recent developments and applications. Amsterdam: John Benjamins Publishing Company, 2013.

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From molecule to metaphor: A neural theory of language. Cambridge, Mass: MIT Press, 2006.

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Feldman, Jerome A. From molecule to metaphor: A neural theory of language. Cambridge, Mass: MIT Press, 2008.

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Feldman, Jerome A. From molecule to metaphor: A neural theory of language. Cambridge, Mass: MIT Press, 2008.

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Finding metaphor in grammar and usage: A methodological analysis of theory and research. Amsterdam: J. Benjamins Pub. Co., 2007.

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Book chapters on the topic "Cognitive metaphor theory"

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Tendahl, Markus. "Cognitive Linguistics and Metaphor." In A Hybrid Theory of Metaphor, 112–37. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244313_3.

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Tendahl, Markus. "Relevance Theory versus Cognitive Linguistics." In A Hybrid Theory of Metaphor, 138–91. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244313_4.

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Jäkel, Olaf. "Kant, Blumenberg, Weinrich: Some forgotten contributions to the cognitive theory of metaphor." In Metaphor in Cognitive Linguistics, 9. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/cilt.175.02jak.

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Samaniego Fernández, Eva. "Translation Studies and the cognitive theory of metaphor." In Metaphor and Metonymy revisited beyond the Contemporary Theory of Metaphor, 265–82. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/bct.56.12sam.

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Boers, Frank. "Cognitive Semantic ways of teaching figurative phrases." In Metaphor and Metonymy revisited beyond the Contemporary Theory of Metaphor, 229–63. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/bct.56.11boe.

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Koller, Veronika. "Theory: A Critical Cognitive Framework for Metaphor Research." In Metaphor and Gender in Business Media Discourse, 8–42. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230511286_2.

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de Bustos, Eduardo. "Parables: Crossroads Between the Cognitive Theory of Metaphor and Argumentation Theory." In Argumentation Library, 83–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56883-6_6.

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Strugielska, Ariadna, and Teresa Siek-Piskozub. "A Usage-Based Model of Linguistic Metaphors. Inferences for the Cognitive Theory of Metaphor and Teacher Education." In Second Language Learning and Teaching, 17–30. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00161-6_2.

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Indurkhya, Bipin. "An Interaction Theory of Metaphor." In Metaphor and Cognition, 245–81. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-2252-0_8.

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(Kobus) Kok, Jacobus, and Barney Jordaan. "The Metanarraphors We Lead and Mediate by: Insights from Cognitive Metaphor Theory in the Context of Mediation in a VUCA World." In Contributions to Management Science, 1–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98884-9_1.

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Conference papers on the topic "Cognitive metaphor theory"

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Wenhong, Xia. "Reading Based on Metaphor Theory in Cognitive Linguistics." In 2009 International Conference on Education Technology and Training (ETT). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.54.

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Smirnova, Anna. "Boot metaphor in the child’s post-traumatic discourse of terrorism." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.schi7656.

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The study focuses on the problem of metaphorical conceptualization of emotions by means of the boot metaphor. The analysis is based on the book of J.S. Foer “Extremely loud and incredibly close”. The paper examines the social and cultural context that shapes the interpretation of shoes in general and helps verbalize the post-traumatic discourse of terrorism by using the boot metaphor. The study comments on the metaphorical repertoire of J.S Foer. The methodology includes a descriptive method and a continuous sampling method. The author concludes that the boot metaphor is productive in terms of describing various emotional states within the novel “Extremely loud and incredibly close”. Such boot metaphors are frequently used to describe negative feelings. Research implications lie in enriching the knowledge about the author’s unconventional metaphors for describing emotional state. The findings may be used in the study of the intercultural communication, in the course text theory and the theory of cognitive metaphor.
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Thom, Sy Thi. "Investigation of Season Metaphors from the Perspective of Cognition: Season as Space." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.18.

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The study aims to identify metaphors of SEASON in English and Vietnamese song lyrics in the light of cognitive linguistics. To be specific, the study follows the theory of conceptual metaphors which was initiated by Lakoff and Johnson (1980). Within the scope of the paper, the entity SEASON is treated as a target domain which is conceptualized through the source domain SPACE, which is examined via the corpora built from English and Vietnamese song lyrics composed the duration of the 20th century onward. By employing descriptive and comparative methods, and adopting the procedure of conceptual metaphor identification (Steen, 2011), the results show that English and Vietnamese share 2 conceptual metaphors of SEASON, namely, location and path. Accordingly, this study functions as an attempt to contribute to the area of metaphor research in cognitive perspective in Vietnam.
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Bratož, Silva, Anja Pirih, and Mojca Žefran. "“Parent” or “Friend”: Teacher Metaphors from the Perspective of Future Teachers." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.143b.

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Several studies in the area of education have recently applied metaphor analysis as an analytical tool for investigating the perceptions and attitudes of various stakeholders, such as learners, practicing and pre-service teachers, language teachers, etc. about different aspects of teaching and learning (Nikitina and Furuoka, 2008; Oxford et al., 1998; Chen, 2003). The primary aim of the study presented in this paper is to identify the ways pre-service teachers perceive the teacher‟s role through metaphors. The theoretical framework first looks at metaphor from a cognitive perspective (Lakoff, 1993). We then turn to the conceptualisation of teachers through metaphors, with particular reference to the typology of teacher metaphors developed by Oxford et al. (1998), Oxford (2001), and Chenʼs (2003) classification system for metaphors about teaching. The second part presents the results of qualitative research which was carried out based on the analysis of studentsʼ personal documentary material in the form of argumentative essays. The results of the content analysis are presented in different categories and include a selection of direct quotations by the participants. The results indicate that future primary school teachers perceive the teacher‟s role through a variety of metaphors, such as teachers as friends, parents or role models. We would like to argue that their perceptions expressed through metaphors reflect different educational paradigms.
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Fiorentino, Michele, Antonio E. Uva, and Giuseppe Monno. "Product Manufacturing Information Management in Interactive Augmented Technical Drawings." In ASME 2011 World Conference on Innovative Virtual Reality. ASMEDC, 2011. http://dx.doi.org/10.1115/winvr2011-5516.

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This work presents a novel Augmented Realty (AR) application to superimpose interactive Product Manufacturing Information (PMI) onto paper technical drawings. We augment drawings with contextual data and use a novel tangible interface to access the data in a natural way. We present an optimized PMI data visualization algorithm for CAD models in order to avoid model and annotation cluttering.. Our algorithm ranks the model faces with technical annotations according to angle, distance, occlusion and area. The number of annotations visualized on 3D model is chosen following the cognitive perception theory to avoid information overload. We also extended the navigation metaphor adding the concept of tangible model navigation and flipping using the duplex drawing. As case studies we used annotated models from ASME standards. By using PC hardware and common paper drawings, this approach can be integrated at low-cost in existing industrial processes.
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Isaev, Ruslan, and Aleksandr Podvesovskii. "Development of an Approach to Building Representation Metaphors for Visualizing Graph Models (by the Example of Cognitive Maps)." In 31th International Conference on Computer Graphics and Vision. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/graphicon-2021-3027-277-287.

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The paper presents development of the authors’ approach to visualization of graph models of various types based on the use of visualization metaphors and aimed at increasing cognitive clarity of these models. One of the key problems of this approach is investigated – namely, formalization of the process of constructing representation metaphors for graph models. Features of graph models that allow formalizing the process of their visualization are considered, the necessary terminology is introduced. A number of principles have been formulated that must be considered when forming metaphors for representing graph models. On the basis of the introduced principles, a general approach to the construction of representation metaphors for visualization of arbitrary graph models is proposed. The main ideas for applying the proposed approach are demonstrated by the example of a fuzzy cognitive map when constructing a metaphor for representing the results of its structure and target analysis. The directions of advanced research have been determined, within the framework of which it is planned to further formalize the approach in order to ensure the possibility of its software implementation. In the future, the presented approach can become an important component of an integrated approach to building a visualization mechanism for an arbitrary graph model, which provides support for efficient visual analysis throughout all stages of modeling.
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Tvrdíková, Linda. "Do Not Ignore the Elephant... Exploring the Role of Intuition and Experience in Judicial Decision-Making." In Argumentation 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9972-2021-2.

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If we look at the literature about judicial decision-making and interpretation of law, we can find many texts which are dedicated to legal arguments, logic and legal reasoning – in those texts the rationality, analytical and logical thinking is glorified and an interpretation seems ‘just’ as a logical operation where judges subsume certain facts under general legal norm or norms, those norms are formulated linguistically, so it seems that the whole job of judges is to analyze texts. What we can see more rarely are discussions and texts exploring the role of intuitions, feelings and emotions and their role in judicial decision-making – at least in the Czech Republic. Those of our faculties are seen as the source of bias and distortion. Even if we look to the past, those themes are not so common among legal theorists and philosophers – especially in our tradition where we are still influenced by Hans Kelsen and František Weyr and their normative theory – but we can find exceptions and those are the American legal realists. In this paper, we will show that their observations and insights seem to be right. How can we know it? Because in last decades cognitive scientists have made big progress in the area of decision-making and it seems that we are not so rational as we thought us to be. They have explored that our thinking does not take place only through the deliberative system but, surprisingly, there is also another one system which influences our decisions. This system is automatic, fast, and intuitive – some call this system S1, Seymour Epstein an experiential system. This automatic system is more influential than our deliberative system because it is always heard – we can use Jonathan Haidt’s metaphor of an elephant and a rider. S1, the intuitive, experiential system, is an elephant and S2, the deliberative, analytical system is the rider – in legal theory, we have talked about the rider a lot but we do not explore the elephant sufficiently. This paper will try to uncover the nature of the elephant.
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Shu, Xin. "Glimpse of Body Metaphor of Chinese Martial Arts under Embodied Cognition Theory." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.56.

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Akimtseva, Yulia, Dmitry Khramchenko, Larisa Ryazantseva, and Natalia Bulaeva. "TEACHING EFL LEARNERS TO UNDERSTAND METAPHORS: COGNITIVE-LINGUISTIC THEORY APPLIED TO CLASSROOM ACTIVITIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0706.

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Compierchio, Angelo, and Phillip Tretten. "Quantum Reality perspectives in Dyadic Interactions." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002771.

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A Virtual Reality (VR) system is introduced in a modified Observe, Orient, Decide and Act (OODA) model for supporting information sharing and situational awareness in a complex environment. At the same time the cooperation and interaction with technical systems provided organizational process support, guidance, and monitoring of system critical functions.The OODA-VR combination enabled bringing together theoretical discussion and practicality responses in dyadic interactions. With the integration of simulation and reality metaphors the reasoning process takes advantage of environmental and cognitive knowledge constructed from complexity tasks. From an interaction viewpoint a more holistic view has been performed in relation to the problem space to articulate the thinking and decision-making process.The provision of the VR interaction capability has been extended to reshape quantum formalism and reality and complement the measurement collapse theory. This baseline has been explored through the Theory of Decoherence and Everettian quantum mechanics representing different measurements outcomes on a system.
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Reports on the topic "Cognitive metaphor theory"

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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