To see the other types of publications on this topic, follow the link: Cognitive metaphor theory.
Dissertations / Theses on the topic 'Cognitive metaphor theory'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 36 dissertations / theses for your research on the topic 'Cognitive metaphor theory.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
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.
Full textAbstract:
FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoThis 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 Some analyses of statements with metaphoric expressions withdrawn from opinion articles are perormed in order to confirm the thesis that the argumentative power of semantic blocks can only be established when the meanings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.
3
Stöver, Hanna. "Metaphor and relevance theory : a new hybrid model." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/145619.
Full textAbstract:
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.
4
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.
Full text
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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/.
Full textAbstract:
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.
11
Hobby, Kristina Lee. "Metaphoric Interpretations of a Social Issue." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/15.
Full textAbstract:
This thesis presents a study on how fourth graders can learn and use metaphor to create meaningful and expressive artworks. It is intended to investigate how students can understand the idea of metaphor and how they can use it to illustrate their own thoughts and ideas within their artworks. Jean Piaget believes much abstract thinking does not occur until the Formal Operations Stage of eleven to thirteen years of age. This study sought to question the ideas of Piaget by introducing the abstract thought of metaphor to fourth graders who are at the approximate age of nine. It set out to demonstrate that students may understand the idea of metaphor while applying it to create meaningful artworks that demonstrate their own opinions, thoughts and beliefs. Concepts about metaphor were introduced to the students through a number of interactive lessons to develop their ability to implement metaphor into their own artworks. This unit taught students how to interpret metaphor and apply the use of metaphor to their own artworks.
12
Daneback, Jenny. "Disease and disaster : On the translation of illness and natural force metaphors in a journalistic political essay." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65116.
Full textAbstract:
This essay deals with the translation of certain metaphors in a journalistic political essay. It focuses on metaphor as a conceptual and rhetorical device, and on the translation of metaphors that make use of the source domains NATURAL FORCE and ILLNESS. The aim of the essay is to investigate to what extent the two source domains are transferred to the target text in translation, and to show how the fact that metaphors are both conceptual and rhetorical is reason for why they should be transferred when possible. The study is quantitative in that it looks at frequency of source domain transfer into the target text and at the frequency of a few metaphor translation methods, and it is qualitative in that it explains how the metaphors are both conceptual and rhetorical choices on behalf of the author, and in that it explains and analyses the processes leading to certain metaphor translation strategies. The study finds that four different methods are used when translating the metaphors in questions and that it is by far most common to directly translate them. The second most common strategy allows for the source domain to be transferred to the target text but for the actual lexemes or phrases belonging to it to be exchanged for other lexemes or phrases within the same source domain.
13
Eriksson, Ingrid. "Retaining or losing the conceptual metaphor : A study on institutional translation of metaphors in political discourse from English into Swedish and Spanish." Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-171437.
Full textAbstract:
The translation of metaphors has been analyzed and discussed for several decades, but there are not many multilingual studies that examine how metaphors are translated. The present study takes a cognitive approach to metaphor and investigates how translators at the European Commission handle metaphorical expressions and the underlying conceptual metaphors in political discourse. The source text is the English language version of the policy document A European Agenda on Migration, and the Swedish and Spanish language versions of it are included as target texts. The study identifies the conceptual metaphors that conceptualize migration and other topics that are closely related to the European migrant and refugee crisis of 2015 and the translation procedures that are used. A total of six translation procedures were found in the target texts, and the most used procedure in the Spanish target text was to retain both the conceptual metaphor and the metaphorical expression, whereas the most used procedure in the Swedish target text was to replace the metaphorical expression with a completely different one and thereby using a different conceptual metaphor. The parallel analysis of all three language versions also revealed that non-metaphorical expressions in the source text were occasionally replaced with metaphorical expressions in the target texts, which proves that adding a conceptual metaphor is one of many translation procedures. The most frequently used source domains in the source text, i.e. water, enemy and applied force, were transferred to both target texts. Some source domains were eventually lost, but a couple of new ones, such as disease and weight, were added instead.
14
Khan, Mohammad Miraz Hossain. "See how far we’ve come : A corpus study of the source metaphor JOURNEY." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34984.
Full textAbstract:
The present study is based on conceptual metaphor theory (CMT), which Lakoff and Johnson introduced in 1980. Data were taken from the Corpus of Contemporary American English (COCA), and three phrases (a long road, bumpy road and fork in the road) were investigated, in order to see how far the conceptual metaphor theory can be corroborated using authentic data. Journey was taken as the source domain of the three phrases. After analysis it was found that altogether 79% were metaphorical tokens, 18% were literal uses and 3% ‘other’ uses of the three phrases. In the metaphorical tokens of the three phrases six conceptual metaphors were identified and the most common conceptual metaphor was LONG-TERM PURPOSEFUL (LABOURIOUS) ACTIVITIES ARE JOURNEYS which made up 63% of all metaphorical tokens. The conceptual metaphor RECOVERING FROM PHYSICAL ILLNESS (OR GRIEF) OR PHYSICAL (OR MENTAL) SUFFERING IS A JOURNEY was only found in metaphorical tokens of the phrase a long road. The study shows that CMT can be used to explain the majority of the tokens in the corpus. However, one conceptual metaphor often mentioned in previous accounts, LOVE IS A JOURNEY, turned out to be quite rare.Studien baseras på Lakoff och Johnsons teori om konceptuella metaforer som introducerades 1980. Materialet är hämtat från Corpus of Contemporary American English (COCA), där tre fraser undersöktes (a long road, bumpy road, fork in the road), för att se i vilken mån teorin om konceptualla metaforer kan beläggas i autentiskt material. Journey (dvs. resa)var källdomänen för de tre fraserna. Analysen visade att totalt 79 % av de undersökta fraserna var metaforiska, i 18 % användes fraserna i bokstavlig mening, och 3 % klassificerades som ”annat”. Sex konceptuella metaforer identifierades; den vanligaste visade sig vara LÅNGSIKTIGA MÅLINRIKTADE (ARBETSKRÄVANDE) AKTIVITETER ÄR RESOR vilket utgjorde 63 % av alla token. Den konceptuella metaforen ATT TILLFRISKNA FRÅN FYSISK SJUKDOM (ELLER SORG) ELLER FYSISKT (ELLER MENTALT) LIDANDE ÄR EN RESA påträffades bara i frasen a long road. Studien visar att teorin om konceptuella metaforer kan användas för att förklara majoriteten av träffarna i korpusen. Det visade sig emellertid att en konceptuell metafor som ofta nämns i tidigare beskrivningar, KÄRLEKEN ÄR EN RESA, var ovanlig i materialet.
15
Braga, Henrique Santos. "Construções imperativas no português brasileiro: uma abordagem funcionalista-cognitivista." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-25082016-123209/.
Full textAbstract:
O presente trabalho propõe uma análise funcionalista-cognitivista sobre construções imperativas do Português Brasileiro (PB). Ao contrário do que ocorre na tradição gramatical, não nos limitamos a analisar um grupo pré-definido de formas verbais, optando então por tratar de um conjunto mais amplo de atos de fala diretivos. Para tanto, amparamos nossa investigação em dados concretos extraídos de obras cinematográficas , o que explica em parte o caráter funcionalista do trabalho, uma vez que abordamos a língua como um instrumento de interação social (cf. TRASK, 2004). Já o aspecto cognitivista subjaz nossa principal hipótese, segundo a qual a imperatividade se constrói como um evento metaforicamente estruturado (cf. LAKOFF, 1992), cujas bases principais são as categorias cognitivas FORÇA e MOVIMENTO. Procuramos então contribuir com os estudos do PB defendendo que as construções imperativas são um conjunto variado de artefatos simbólicos por meio dos quais um enunciador-antagonista pode aplicar determinada força sobre um enunciatário-agonista cf. TALMY (2000) , pelo que postulamos que IMPERATIVIDADE É FORÇA.This paper proposes a cognitive-functionalist analysis about imperative constructions in Brazilian Portuguese (BP). Different from what happens in grammatical tradition, we do not just look at a pre-defined group of verb forms, opting for dealing with a broader set of directive speech acts. To do so, we hold our study on evidence extracted from cinematographic , which partly explains the functionalist character of the work, as we approach the language as a social interaction tool (cf. TRASK, 2004). However, the cognitive aspect underlies our main hypothesis, according to which the imperative is constructed as a metaphorically structured event, whose main bases are the cognitive categories FORCE and MOVEMENT. Then we seek to contribute with the BPs researches securing that the imperative constructions are an assorted ensemble of symbolic artifacts, through which an antagonist-enunciator can apply certain force on an enunciatee-agonist cf. TALMY (2000), therefore we postulate that IMPERATIVE IS FORCE.
16
Marques, Pedro Jorge da Silva. "A metÃfora e a metonÃmia sob a perspectiva dos sistemas dinÃmicos complexos e da teoria fractal no processo de conceitualizaÃÃo da violÃncia urbana na cidade de Fortaleza-CE." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11786.
Full textAbstract:
FundaÃÃo de Amparo à Pesquisa do Estado do CearÃA metÃfora sempre ocupou um lugar de destaque nos estudos do significado e, com o avanÃo das pesquisas em LinguÃstica Cognitiva, essa figura apresenta-se mais evidente quando posta em relaÃÃo com a metonÃmia, que ganha pouco destaque nas pesquisas acadÃmicas. Nesse contexto, a presente pesquisa tem como objetivos: (i) estabelecer a primazia da metonÃmia sobre a metÃfora por meio da anÃlise dinÃmica do discurso dos participantes de grupos focais, ao discutirem a violÃncia urbana na cidade de Fortaleza; (ii) verificar se as relaÃÃes metonÃmicas dÃo-se tanto em nÃvel contextual como de enunciado; e (iii) demonstrar que as metonÃmias sÃo responsÃveis pela emergÃncia de grande parte dos veÃculos metafÃricos, tÃo importantes para a construÃÃo do sentido. Para tanto, fez-se necessÃrio discutir as principais abordagens dos fenÃmenos à luz da teoria dos Sistemas DinÃmicos Complexos, ancorados em Larsen-Freeman (1997); Larsen-Freeman e Cameron (2008), na teoria fractal, com fundamentos em Paiva (2010) e Mandelbrot (1982), assim como Capra (2006). Esse referencial teÃrico serviu de base para verificarmos a hipÃtese de que grande parte das metÃforas serà oriunda de metonÃmia e de que as relaÃÃes que contribuem para a emergÃncia dessa figura deram-se tanto em nÃvel contextual como de enunciado, surgindo de forma fragmentada no discurso real dos participantes dos grupos focais. AlÃm disso, a pesquisa propÃe-se tambÃm a descrever o processo de conceitualizaÃÃo da violÃncia urbana com base nos critÃrios do paradigma da complexidade, mostrando sua importÃncia para as atuais pesquisas. Para dar consistÃncia à nossa discussÃo, embasamo-nos em autores como Goosens (1990, 1995), Barcelona (1997) e Radden (2003) que tambÃm discutem a complexa relaÃÃo entre metÃfora e metonÃmia. Nosso estudo està pautado em uma pesquisa qualitativa e teÃrica, que nos permite refletir acerca da primazia da metonÃmia em relaÃÃo à metÃfora, analisando a transcriÃÃo de trÃs grupos focais que discutiram a questÃo da violÃncia urbana na cidade de Fortaleza-CE. A anÃlise permitiu constatar, atà o momento que, em alguns casos, no processo de conceitualizaÃÃo da violÃncia urbana, a metÃfora tem procedÃncia na metonÃmia, visto que as relaÃÃes que estruturam a metonÃmia, como parte pelo todo, instituiÃÃo pelos responsÃveis, efeito pela causa, entre outros, permeiam tanto o enunciado como o contexto da discussÃo dos participantes dos grupos focais. Isso nos fez chegar à conclusÃo de que uma sÃrie de metÃforas provÃm de metonÃmias o que mostra que, apesar de a metÃfora e a metonÃmia interagirem entre si, em alguns casos, hà primazia desta sobre aquela.
The metaphor has always occupied an important place in meaning studies and with the advances on Cognitive Linguistics researches this figure presents itself more evident when put in relation with metonym, which has less importance on academic researches. In this context, this very work aims: (i) establish the primacy of metonym over metaphor by the dynamic discourse analysis of focal group participants when discussing urban violence in the city of Fortaleza; (ii) verify if the metonymic relations appear both in context and wording; and (iii) demonstrate that metonyms are responsible for the emerging of great part of metaphorical vehicles, so important to the construction of meaning. Thus, it was necessary to discuss the main approaches of these phenomena in light of Complex Dynamic Systems theory, anchored on Larsen-Freeman (1997); Larsen-Freeman e Cameron (2008), on fractal theory, based in Paiva (2010) e Mandelbrot (1982), as Capra (2006). This theoretical reference served as base to verify the hypothesis that great part of metaphors emerge from metonyms and that the relations contribute to the emerging of that both contextual and wording levels arise fragmented in the real discourse of focal group participants. Furthermore, the research proposes itself to also describe the process of conceptualization of urban violence based in the criteria of complexity paradigm, showing its importance to the current researches. To give consistency to that discussion we based ourselves in authors such as Goosens (1990, 1995), Barcelona (1997) and Radden (2003), who also discuss the complex relation between metaphor and metonym. Our study is ruled by a qualitative and theoretical research that allows us to reflect about the primacy of metonym over metaphor, analyzing the transcription of three focal groups that discussed the urban violence in the city of Fortaleza. The analysis allowed until this moment the ascertainment that in some cases, in the process of conceptualization, the metaphor arises from metonym, as relations that structure metonym, such as take a tree for a forest, institution for its responsible ones, effect by cause, permeate both wording and context of the discussion of the focal group participants. This made us come to the conclusion that a series of metaphors come from metonyms, what shows that although metaphor and metonym interact themselves, there is a primacy of the second over the first in some cases.
17
Brannon, Katrina. "Une approche cognitive de la langue émotionnelle dans l’œuvre de John Keats." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL133.
Full textAbstract:
Cette thèse présente une analyse linguistique d’une sélection de poèmes de John Keats, et plus précisément celle de l’expression et de la verbalisation de l’émotion à travers le langage dans les vingt-six poèmes qui composent le corpus poétique et qui constituent le point de départ de cette recherche. L’approche linguistique privilégiée est une approche cognitive, basée sur les théories de la linguistique cognitive, de la grammaire cognitive, et de la poétique cognitive. La théorie de la métaphore et de la métonymie conceptuelles joue également un rôle important dans les analyses poétiques et grammaticales présentées dans cette thèse. L’émotion est conçue comme embodied (incarnée). Son étude s’appuie sur les travaux des cognitivistes, sur la philosophie et sur les recherches en neurobiologie. L’objectif de cette thèse est d’examiner les manières dont l’émotion s’exprime au sein de la poésie keatsienne par une interrogation approfondie de la langue elle-même, en partant donc du principe que les éléments lexicaux et grammaticaux – et leur signification – qui composent les poèmes s’avèrent essentiels pour bien rendre compte de la traduction poétique de l’expérience émotionnelleThis thesis presents a linguistic analysis of a selection of poems by John Keats: specifically, the expression and verbalization of emotion by way of language the twenty-six poems that compose the poetic corpus upon which this research is founded. The linguistic approach taken is a cognitive approach, based on the theories of cognitive linguistics, cognitive grammar, and cognitive poetics. Conceptual Metaphor and Metonymy Theory also play an important role in the poetic and grammatical analyses. The approach concerning emotion is an embodied one, based in language, philosophy, and with support from neurobiological research. The goal of this thesis is to examine the ways in which emotion is expressed within Keatsian poetry by a close interrogation of the language itself, thus holding the view that the lexical and grammatical elements—and their semantics—that compose the verses and poems themselves are essential to the salience of the poetic rendering of emotional experience
18
Buccheri, Alessandro. "Penser les hommes à travers les plantes : images végétales de l’humain en Grèce ancienne (VIIIe-Ve siècle av. notre ère)." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0105.
Full textAbstract:
De plus en plus d’études s’accordent à reconnaître dans la métaphore un instrument de la pensée, plutôt qu’une figure de style. En particulier, les métaphores les plus communes et les plus répétées, celles qui font partie du langage quotidien, structurent l’appréhension du monde des membres des communautés linguistiques qui les utilisent. Bien que nous n’ayons pas accès au langage quotidien des anciens Grecs, les textes contiennent un corpus de métaphores récurrentes, extrêmement répandues, qui utilisent la terminologie botanique pour parler des êtres humains. Cette thèse vise à montrer en quoi ces métaphores végétales ont constitué une manière, culturellement déterminée, d’appréhender plusieurs facettes de la vie humaine : le corps et le fonctionnement de humeurs en son sein ; la forme visible de la personne, la manifestation des émotions et celle de la χάρις ; l’innéité ; les rapports de parenté et notamment celui de filiation ; l’identité citoyenne. Centré sur les textes poétiques composés en Grèce entre le VIIIe et le Ve siècle avant notre ère, ce travail convoque tour à tour les écrits médicaux et philosophiques, les représentations religieuses et les mythes de métamorphose, afin d’inscrire les métaphores botaniques étudiées dans des réseaux conceptuels faisant partie du savoir partagéAs anthropologists, philosophers and linguists have nowadays largely recognized, metaphors are not simply rhetorical embellishments, but a basic mechanism of human thought. Focusing on botanical metaphors occurring in Greek poetry composed between the 8th and the 5th centuries BCE, this dissertation aims to show how knowledge relative to the world of plants was used to understand, conceptualize and represent different aspects of human life. Botanical metaphors are pervasive in archaic and classical poetry. My work locates them against a wider background, comprising other kinds of texts (mainly, philosophy and medicine), myths, and, to a lesser degree, religious representations and practices. Therefore, botanical metaphors appear to be integral to a widespread network of cognitive schemata, sanctioned and transmitted by linguistic practice, and used by Greek speakers to construct their understanding of (some aspect of) human life. As this thesis demonstrates, plants offered convenient models to reason about the functioning of the body and its internal humors as well as the ways in which physical appearance may reveal moral or divine qualities. Botanical knowledge was also used to understand human passions, inborn qualities, kinship ties and civic identities. The overall aim of my dissertation is to offer an “emic” depiction of those domains: that is, a description grounded in Greek speakers’ own conceptual schemata
19
Ewing, Lisa M. "Dangerous Feminine Sexuality: Biblical Metaphors and Sexual Violence Against Women." Wright State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wright1367353989.
Full text
20
Sebastian, Prem. "Exploring the boundaries of embodied cognition and conceptual metaphor theory." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/05a90c02d0e0eb2876f2e99ba189ec7dab4e9a2371c40e0ac2c9a5f38c970780/2437742/Sebastian_2021_Exploring_the_boundaries_of_embodied_cognition_%5BREDACTED%5D.pdf.
Full textAbstract:
Embodied cognition is an approach to cognition which suggests that our bodies and their actions play a fundamental role in the processing of information including perception, planning, feeling, and even decision making. While research includes some strong theoretical work, there is a tendency in this literature to focus on novel effects and there is limited rigorous and systematic programs of inquiry. The current thesis endeavours to address this weakness of the literature by examining the boundaries and limitations of an established effect. This is achieved in this thesis by a meta-analysis, and two empirical studies designed to replicate and extend research on the embodied fishiness-suspicion conceptual metaphor. The results of the meta-analysis indicated that gustatory metaphor consistent embodied effects typically demonstrate moderate to large effect sizes in the predicted (i.e., metaphor consistent) direction. The findings from a broad range of bias tests suggest that these effects are generally robust to publication bias. The results of the first empirical study replicated the previous finding that incidental exposure to a fishy smell elicited suspicion related behaviour in line with the metaphor “something smells fishy”. Consistent with the original experiments, exposure to a fishy smell undermined cooperation (i.e., Public Goods game; Lee & Schwarz, 2012), and improved performance in cognitive decision making (i.e., Wason Rule Discovery Task; Lee et al., 2015). In addition to the replication predictions, it was predicted that certain traits (i.e., distrust) would interact with the embodied effects (i.e., fishy smell) on the various outcome variables (i.e., Public Goods Game/social trust), unexpectedly it was found was that the embodied effects were sufficient to override the traits that were measured. The final study examined the effect of using visual fishiness cues instead of olfactory ones in the fishiness-suspicion paradigm. I predicted that I would find results consistent with the previous research (i.e., Lee et al., 2015; Lee & Schwarz, 2012), and my first empirical study. However, the results failed to support my hypotheses. The discussion focusses on the implications of these findings, and suggestions for future research.
21
Mulaudzi, Tshifhiwa. "Buying patterns of clothing during early adolescence : an exploratory study." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-083401.
Full text
22
Baldauf, Christa. "Metapher und Kognition : Grundlagen einer neuen Theorie der Alltagsmetapher /." Frankfurt am Main : P. Lang, 1997. http://catalogue.bnf.fr/ark:/12148/cb37752576p.
Full text
23
Abrão, Jorge Antonio de Moraes. "A Metáfora no Processo de Interação On-Line: uma abordagem semiótica e cognitiva." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/27/27152/tde-14032019-165020/.
Full textAbstract:
Partindo da ideia de ciberespaço como lugar de interação social, neste trabalho, propomos uma reflexão sobre os processos de produção de significados presentes nas redes sociais. Com esse intuito, buscamos, a partir de uma abordagem inter ou multidisciplinar, entender o papel das metáforas na construção de significados, e como estes podem ser manipulados em um processo interpretativo. Consideramos que se por um lado, na semiótica peirceana, a metáfora pode ser vista como um como um mecanismo responsável pelo crescimento semiótico, devido à transferência de predicados entre símbolos. E, por outro, na Teoria da Metáfora Conceptual, a metáfora é tida como fator indispensável do pensamento e comportamento humano, influenciando como percebemos e compreendemos o mundo e as coisas. É, então, necessário aproximar as duas visões, de modo a promover um maior entendimento desse fenômeno. Assim, apresentamos, primeiramente, alguns pontos principais do que entendemos como signo metafórico, passando para uma síntese da teoria cognitivista para expor aquilo que consideramos como alguns lugares de convergência e relação entre as perspectivas. Em seguida, procuramos estabelecer um debate sobre a interação nas redes sociais na atualidade utilizando as premissas básicas do Interacionismo Simbólico como propostos pelo pensador americano Herbert Blumer. Baseados nesse tripé teórico, voltamos nossa atenção como um mesmo acontecimento é significado e ressignificado nas redes sociais a fim de entender o funcionamento desses processosStarting from the idea of cyberspace as a place of social interaction, in this work, we propose a reflection on the processes of production of meanings present in social networks. With this aim, we seek, from an inter/multidisciplinary approach, to understand the role of metaphors in the construction of meanings, and how they can be manipulated in an interpretative process. We consider that if, on the one hand, in Peircean semiotics, the metaphor can be seen as one as a mechanism responsible for the semiotic growth, due to the transfer of predicates between symbols. On the other hand, in the Theory of Conceptual Metaphor, the metaphor is understood as an indispensable factor of human thought and behavior, influencing how we perceive and understand the world and things. It is then necessary to approach the two visions, in order to promote a greater understanding of this phenomenon. Thus, we present, first, some main points of what we understand as the metaphorical sign, moving to a synthesis of cognitive theory to expose what we consider as some places of convergence and relationship between perspectives. Next, we try to establish a debate about the interaction in social networks in the present time using the basic premises of the Symbolic Interactionism as proposed by the American thinker Herbert Blumer. Based on this theoretical tripod, we turn our attention to one event. and how it was signified and re-signified in the social networks, aiming to understand the functioning of these processes.
24
Pierozan, Samanta Kélly Menoncin. "A metaforicidade dos phrasal verbs constituídos por up e down: uma investigação sob a ótica da semântica cognitiva." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4960.
Full textAbstract:
Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-11-24T11:22:06Z
No. of bitstreams: 1
Samanta Kélly Menoncin Pierozan_.pdf: 2211732 bytes, checksum: df51b6675c3c210b2dce586056eb81d4 (MD5)Made available in DSpace on 2015-11-24T11:22:06Z (GMT). No. of bitstreams: 1 Samanta Kélly Menoncin Pierozan_.pdf: 2211732 bytes, checksum: df51b6675c3c210b2dce586056eb81d4 (MD5) Previous issue date: 2015-08-24
Nenhuma
O objetivo geral deste trabalho é investigar a metaforicidade dos Phrasal Verbs (PVs) tendo-se como pilar teorias da semântica cognitiva, principalmente a Teoria da Metáfora Conceptual (TMC), desenvolvida por Lakoff e Johnson (1980). Além da TMC, no que diz respeito ao significado dos advérbios ou preposições constituintes dos PVs – os quais podem ser chamados de partículas –, consideram-se também as contribuições de Rudzka-Ostyn (2003), a qual utiliza esquemas imagéticos para representar os PVs, e de Lindner (1981), que parte da Gramática Cognitiva (LANGACKER, 1987) para analisá-los. Tendo como foco os PVs up e down, como metodologia, utiliza-se o ferramental da Linguística de Corpus, extraindo-se os PVs do Corpus of Contemporary American English (COCA). Após realizar a seleção dos Phrasal Verbs para análise, relaciona-se o significado dos PVs selecionados com os sentidos e esquemas imagéticos propostos por Rudzka-Ostyn (2003); verificam-se como como esses sentidos expressam os esquemas imagéticos propostos; identificam-se as metáforas conceptuais, em especial aquelas do tipo orientacional, conforme Lakoff e Johnson (1980); e verifica-se o mapeamento metafórico das concordâncias analisadas. Os resultados apontam que os PVs, na sua maioria, são metafóricos, e que essa metaforicidade tem forte relação com a semântica das partículas que constituem a construção verbo-partícula. Além disso, espera-se com a presente pesquisa agregar à proposta de caráter pedagógico de Rudzka-Ostyn (2003), contribuindo para o ensino e aprendizagem de PVs.
The main purpose of this study is to investigate the metaphor properties of Phrasal Verbs (PVs), based on cognitive semantic theories, especially the Conceptual Metaphor Theory, developed by Lakoff and Johnson (1980). In addition, concerning the meaning of adverbs or prepositions that constitute PVs – which can be called particles –, contributions made by Rudzka-Ostyn (2003), who uses image schemas to represent PVs, and Lindner (1981), who takes into consideration Cognitive Grammar (LANGACKER, 1987) to analyze them, are considered. The up and down particles are the focus of this investigation. Regarding methodology, Corpus Linguistics is used, and the PVs are extracted from the Corpus of Contemporary American English (COCA). After selecting them, the relation between the PVs and Rudzka-Ostyn’s image schemas is verified, as well as how their senses express the image schemas proposed by Rudzka-Ostyn (2003); conceptual metaphors, especially the orientational ones, are identified, in accordance with Lakoff and Johnson (1980); and the mapping between conceptual domains is verified. The results point that the PVs are mostly methaphoric, and that its metaphor properties are strongly related to the meaning of the particles that constitute each verb-particle construction. In addition, it is hoped this research adds to the pedagogical proposal of Rudzka-Ostyn (2003), contributing to the teaching and learning of PVs.
25
Brundin, Gudrun. "Kulturelle Lexika und metaphorische Profile : zu einer semantisch-kognitiven Theorie der Protosem- und Konzemstrukturen lexikalisierter Konzepte der Arbeitswelt." Doctoral thesis, Umeå universitet, Moderna språk, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60868.
Full textAbstract:
Based on current results produced in modern cognitive linguistics this study examines linguistic evidence derived from the experiential field ,labor4 in German and Swedish in order to formulate a theory which more closely describes the relationship between semantic and conceptual structure in lexical concepts. The author maintains that semantic information can be seen as the content of the culture which it reflects and that semantic content is represented in culture specific modes. On the basis of frequency lists a chronologically organized cultural lexicon is presented for each language and culture area. The aim of the cultural lexicon is to point out central fields of concern in the two examined language communities at different times. The second part of the investigation deals with the conceptual structure in two culturally relevant types, labor and unemployment, of the cultural lexicon. In accordance with modern relativist views it is argued that linguistic form must be seen as a result of cultural embodiment and that modes of representation in the human mind must also show traces of this embodiment. It is shown that conceptual (and semantic) structures not only reinforce views of the world, but also play a central role in compatibility restrictions on the performance level. The author suggests that semantic and conceptual structures in lexical concepts are distributed in a metaphorical profile specific to each lexical concept and held together on its various levels by so called protosemes and concernes.
26
Cavalcanti, Bianor Scelza. "The "Equalizer" Administration: Managerial Strategies in the Public Sector." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26644.
Full textAbstract:
The purpose of this dissertation is to understand the managerial â actionâ of public administrators in the management of their organizations within the brazilian context.
It seeks to understand the relationships between managers and formal management mechanisms by exploring the complementary nature of the effective managerial action in the face of structural deficiencies and flaws, considering the possibility of overcoming the structuralism-subjectivism dichotomy present in the construction of the Theory of Organizations.
Initially, the study provides a review of the literature on organizational design. It highlights the â goodness of fitâ proposition on strategic choice issues concerning the main organizational variables design and organizational goal attainment. It also calls special attention to the emerging interest of designing theorists on interpretivist aproachs to the matter, such that of Karl Weick.
A review of the the administrative reforms in Brazil is made from the perspective of the main stream organizational design conceptual framework. It highlights the complex dynamics of a constant search for differenciation and flexibilization subject to patherns of advances and reversals, due to the centrality, streng and pervasiveness of the bureaucratic model. It is concluded that in no single given moment, a public manager and his team, may count on a formal organizational design wich attends the â congruencyâ criteria, devised by organizational design conceptual frameworks, to explain organizational results in different environmental sets. Although this conclusion may explain failure at the public sector, it can not provide understanding on the many instances of significative success attained by government operations in spite of inadequate formal administrative structures. This point calls for a better understanding from the interpretivist aproach, on how public administrators, strongly associated with good organizational results, engage into transformative action, in order to superate administrative structures flaws and disfuncional cultural patherns of conduct, structurally present and constantly reproduced, in vigorous develloping countries, such as Brazil.
The dissertation transcribes the testimony of four outstanding public administrators, doing a deep incursion in the managerial real world of public administration, as subjectivelly defined by them and transformed by their engagement into action.Through the thematic version of the Oral History methodology, full segments of the complete enterviews are
cathegorized into the thirty two managerial strategies captured wich are presented on a recathegorized manner under eight main strategies: (1) Interchanging Frames of Reference; (2) Exploring the Formal Limits; (3) Playing the Bureaucracy Game; (4) Inducing the Inclusion of Others (5)Promoting Internal Cohesion; (6) Creating Shields against Transgressions; (7) Overcoming Internal Restrictions; (8) Letting the Structures Blossom. Each one of these eight blocks of strategies presented, deserves further reflexive interpretation by the author, on the light of the interpretivist aproach to organizational design.
A final effort is made, now on theory building, for improuving understanding on the matter. In order to find a significant meaning underlining all the strategies extracted from the â practical constiounessâ of the enterviweers as revealed in their report, the author resort to a methafor. This methafor helps to: (1) better describe and understand a not adequately treated phenomenon, namely, good results under inadequate structural social and organizational conditions; (2) reveal the logic and the meaning underlining all the strategies adopted to generate results under these unfaithfull conditions; (3) name, accordingly to the nature of the managerial transformative social action envolved, an open ended class of managerial interventions of a pragmatic sort driven by an ethics of results much common to good managers, that is, the concept of â managerial equalizationâ ; and (4) give back to public administrators, represented by the enterviwees, to be incorporated in their â discursive counciousnessâ , something the most effective and experienced public managers already have as tacit knowledge built in their â practical counsciousnessâ , and so, help the education and development of new talents.Ph. D.
27
Pettersson, Ulf. "Textmedierade virtuella världar : Narration, perception och kognition." Doctoral thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29606.
Full textAbstract:
This thesis synthezises theories from intermedia studies, semiotics, Gestalt psychology, cognitive linguistics, cognitive psychology, cognitive poetics, reader response criticism, narratology and possible worlds-theories adjusted to literary studies. The aim is to provide a transdisciplinary explanatory model of the transaction between text and reader during the reading process resulting in the reader experiencing a mental, virtual world. Departing from Mitchells statement that all media are mixed media, this thesis points to Peirce’s tricotomies of different types of signs and to the relation between representamen (sign), object and interpretant, which states that the interpretant can be developed into a more complex sign, for example from a symbolic to an iconic sign. This is explained in cognitive science by the fact that our perceptions are multimodal. We can easily connect sounds and symbolic signs to images. Our brain is highly active in finding structures and patterns, matching them with structures already stored in memory. Cognitive semantics holds that such structures and schematic mental images form the basis for our understanding of concepts. In cognitive linguistics Lakoff and Johnsons theories of conceptual metaphors show that our bodily experiences are fundamental in thought and language, and that abstract thought is concretized by a metaphorical system grounded in our bodily, spatial experiences. Cognitive science has shown that we build situation models based on what the text describes. These mental models are simultaneously influenced by the reader’s personal world knowledge and earlier experiences. Reader response-theorists emphasize the number of gaps that a text leaves to the reader to fill in, using scripts. Eye tracking research reveals that people use mental imaging both when they are re-describing a previously seen picture and when their re-description is based purely on verbal information about a picture. Mental spaces are small conceptual packets constructed as we think and talk. A story is built up by a large number of such spaces and the viewpoint and focus changes constantly. There are numerous possible combinations and relations of mental spaces. For the reader it is important to separate them as well as to connect them. Mental spaces can also be blended. In their integration network model Fauconnier and Turner describe four types of blending, where the structures of the input spaces are blended in different ways. A similar act of separation and fusion is needed dealing with different diegetic levels and focalizations, the question of who tells and who sees in the text. Ryan uses possible worlds-theories from modal logic to describe fictional worlds as both possible and parallel worlds. While fictional worlds are comparable to possible worlds if seen as mental constructions created within our actual world, they must also be treated as parallel worlds, with their own actual, reference world from which their own logic stems. As readers we must recenter ourselves into this fictional world to be able to deal with states of affairs that are logically impossible in our own actual world. The principle of minimal departure states that during our recentering, we only make the adjustments necessary due to explicit statements in the text.
28
Newell, John Paul. "On metaphor in a neuro-cognitive theory of language." Thesis, 1998. http://hdl.handle.net/1911/17199.
Full textAbstract:
Metaphor is one of the most intriguing topics in cognitive linguistics. In this thesis, I propose a theory of metaphor from within a neurocognitve framework, specifically the relational network model of Sydney Lamb. The basis of metaphor in this model is the shared properties of concepts in the network. Metaphoric associations are created through evoked similarity in a given context. There are three aspects of metaphor in the relational network model: creative nonce metaphors, learned metaphoric expressions, and emergent conceptual metaphors. For metaphoric expressions, there is a cline from nonce metaphors to dead metaphors--expressions that are more toward the nonce end of the cline require more input from context for correct comprehension. Studies of subjects with right hemisphere brain damage show that they have problems with choosing the appropriate context and problems comprehending metaphor. These findings support the theory of metaphor presented in this thesis.
29
Juchem-Grundmann, Constanze [Verfasser]. ""Dip into your savings!" : applying cognitive metaphor theory in the business English classroom ; an empirical study / von Constanze Juchem-Grundmann." 2009. http://d-nb.info/999198327/34.
Full text
30
Altman, Magda Elizabeth. "Making sense of traditional Chinese medicine: a cognitive semantic approach." Diss., 2004. http://hdl.handle.net/10500/981.
Full textAbstract:
Cognitive linguists posit that language as a system of meaning is closely related to cognition and to the associated perceptual and physiological structures of the body. From the cognitive semantic viewpoint, cognitive processes underpin and motivate linguistic phenomena such as categorisation, polysemy, metaphor, metonymy and image schemas. The pedagogical implication of the cognitive semantic perspective is that understanding these cognitive motivations facilitates language learning.
This dissertation uses an applied cognitive semantic approach to `make sense' of a traditional knowledge system, Traditional Chinese Medicine (TCM). TCM views human physiology as a holistic and dynamic system that exemplifies the same principles as the cosmos-environment. TCM models result in a categorisation of physiological phenomena based on a complex system of experiential and cosmological correspondences. I suggest that the holistic epistemology of cognitive linguistics is well suited to an understanding of these holistic models. From a pedagogical viewpoint, I argue that an analysis of the cognitive motivations which underpin TCM categorisations and the polysemy of some key TCM terms can help the student make sense of TCM as a meaningful system of thought and practice.
Both the theoretical and applied approaches explored in this dissertation should have relevance to other traditional knowledge systems, particularly traditional medical systems.Linguistics
M.A. (Linguistics)
31
Naicker, Suren. "A cognitive linguistic analysis of conceptual metaphors in Hindu religious discourse with reference to Swami Vivekananda’s complete works." Thesis, 2016. http://hdl.handle.net/10500/22281.
Full textAbstract:
This thesis investigates the use of metaphorical language in The Complete Works of Swami Vivekananda. Vivekananda is one of the most influential modern-day Hindu scholars, and his interpretation of the ancient Hindu scriptural lore is very significant. Vivekananda’s influence was part of the motivation for choosing his Complete Works as the empirical
domain for the current study. Vivekananda’s Complete Works were mined using AntConc, for water-related terms which seemed to have a predilection for metaphoricity. Which terms to search for specifically was determined after a manual reading of a sample from the Complete Works. The data was then tagged, using a convention inspired by the well-known
MIPVU procedure for metaphor identification. Thereafter, a representative sample of the data was chosen, and the metaphors were mapped and analysed thematically.
This study had as its main aim to investigate whether Hindu religious discourse uses metaphors to explain abstract religious concepts, and if so, whether this happens in the same way as in Judaeo-Christian traditions. Furthermore, following Jäkel (2002), a set of sub-hypotheses pertaining to ubiquity, domains, models, unidirectionality, invariance,
necessity, creativity and focussing is assessed.
Key findings in this study include a general confirmation of the above-mentioned hypotheses, with the exception of ‘invariance’, which proved to be somewhat contentious. The data allowed for the postulation of underlying conceptual metaphors, which differed somewhat from the metaphors used in traditional Judaeo-Christian philosophy.Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)
32
Strudwicke, Indigo Jan. "To pivot a nation: a comparison of national pandemic response speeches during the initial spread of COVID-19." Thesis, 2021. http://hdl.handle.net/1885/258173.
Full textAbstract:
As the COVID-19 pandemic spread around the world in
early 2020, dozens of world leaders addressed their nations with
a specific rhetorical goal: to convince their citizens to comply
with pandemic management policies that would drastically impact
normal life. This moment of global pivot presented a rare
opportunity to compare the responses of world leaders and study
the forms of rhetoric present when faced with an immediate
crisis. What themes were used to persuade nations to accept
change? Some pointed to science, but in what role was science
positioned? And how widely was it drawn upon across global
discourse? Though studies have investigated the discourse of
COVID-19 around the world, considering the way leaders positioned
science in their discourse is underexplored within literature.
Here I generate a dataset of speeches given by leaders from 57
countries around the first most-major policy response to COVID-19
in February to April 2020. I then qualitatively identify and
discuss the emerging themes within this discourse, with a close
focus on the conceptual metaphors in use and the positioning of
science within these speeches. This research finds that war
metaphor was used pervasively contributing to an overall
conceptualisation of COVID-19 as a war. Science was found to
present in two distinct roles against the backdrop of this -
‘science as a mentor’, providing advice and justification for
policy responses, and ‘science as saviour’, being associated
with hope for the future and an end of the pandemic. I discuss
the concerns with the pervasive war metaphor, particularly its
impacts on the communication landscape as the pandemic
progresses, and the limitations of the two main positionings of
science. I argue that while this may reflect increased political
appreciation for the value of science in a crisis, the
constraints of simplifying science’s role on such a large scale
may perpetuate a perception of science as a tool that can be used
to solve problems, and influence the conversation around science
to overemphasise application and under emphasise the value of
curiosity driven or basic science research.
33
Štěpánová, Pavla. "Metaforičnost partnerských pojmenování." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-321462.
Full textAbstract:
Diploma thesis Figurativeness of denominations in a partnership based on a questionnare survey deals with a discourse of figurative denominations in partnerhips. Firstly, the position of partnership denominations within the field of onomastics is defined and a general language characteristics of these denomations is presented. Further on, the main ideas from cognitive linguistics are presented, especially the conceptual metaphor theory which has been the basis for an analysis and interpretation of partnership denominations. These have been divided into several semantical groups in the context of which the partnership denominations are being analysed.
34
Mowat, Elizabeth M. "Making connections: network theory, embodied mathematics, and mathematical understanding." Phd thesis, 2009. http://hdl.handle.net/10048/853.
Full textAbstract:
In this dissertation, I propose that network theory offers a useful frame for informing mathematics education. Mathematical understanding, like the discipline of formal mathematics within which it is subsumed, possesses attributes characteristic of complex systems. As the techniques of network theorists are often used to explore such forms, a network model provides a novel and productive way to interpret individual comprehension of mathematics.
A network structure for mathematical understanding can be found in cognitive mechanisms presented in the theory of embodied mathematics described by Lakoff and Nez. Specifically, conceptual domains are taken as the nodes of a network and conceptual metaphors as the connections among them. Examination of this metaphoric network of mathematics reveals the scale-free topology common to complex systems.
Patterns of connectivity in a network determine its dynamic behavior. Scale-free systems like mathematical understanding are inherently vulnerable, for cascading failures, where misunderstanding one concept can lead to the failure of many other ideas, may occur. Adding more connections to the metaphoric network decreases the likelihood of such a collapse in comprehension.
I suggest that an individuals mathematical understanding may be made more robust by ensuring each concept is developed using metaphoric links that supply patterns of thought from a variety of domains. Ways of making this a focus of classroom instruction are put forth, as are implications for curriculum and professional development. A need for more knowledge of metaphoric connections in mathematics is highlighted.
To exemplify how such research might be carried out, and with the intent of substantiating ideas presented in this dissertation, I explore a small part of the proposed metaphoric network around the concept of EXPONENTIATION. Using collaborative discussion, individual interviews and literature, a search for representations that provide varied ways of making sense of EXPONENTIATION is carried out. Examination of the physical and mathematical roots of these conceptualizations leads to the identification of domains that can be linked to EXPONENTIATION.
35
Pizarro, Isabel Alexandra Alves da Nóbrega. "A estruturação metafórica na concetualização de "Hora" na poesia de Fernando Pessoa ortónimo." Master's thesis, 2015. http://hdl.handle.net/1822/41505.
Full textAbstract:
Dissertação de mestrado em Ciências da LinguagemA presente dissertação tem como principal objetivo a análise da estrutura da metáfora poética de acordo com os instrumentos de análise propostos por Lakoff & Johnson (1980), Lakoff & Turner (1989) e Lakoff & Feldman (2006), na Teoria da Metáfora Concetual, desenvolvida no âmbito sa Linguística Cognitiva, em articulação com outras Ciências Cognitivas, tais como a Psicologia, a Antropologia, a Neurobiologia e a Inteligência Artificial. Para o efeito, constituímos como corpus trinta e dois poemas ortónimos, do poeta português Fernando Pessoa (1888-1935), escritos entre 1910 e 1935, nos quais a metonímia concetual de tempo “hora” é o ponto de partida para metáforas concetuais de “hora”, que apresentam como principal domínio fonte a mente do Eu poético, concetualizada em termos de contentor metafórico de emoções que são, por sua vez, concetualizadas em termos de objetos, espaços e atributos humanos, que projetam a respetiva estrutura inferencial no domínio concetual alvo “hora”. No presente trabalho, mostramos que o domínio fonte das metáforas concetuais de “hora” se enraíza no universo mental do poeta, cuja configuração é determinada pela sua experiência de vida, no sentido mais abrangente do termo, e pelo valor emocional que lhe atribuiu, o que confirma, tal como defende a Teoria Neural da Metáfora, a existência de uma correlação a nível neural entre a experiência sensoriomotora e a avaliação subjetiva da mesma, que explica a ligação entre conceitos diferentes, como são os de “hora” e “objeto”, de “hora” e “pessoa” e de “hora” e “emoção”. Da avaliação da multiplicidade de experiências do Eu poético nasceu a concetualização de “hora” apresentada nas análises dos poemas que constam dos dois capítulos em que as separámos: o capítulo 3.1, que integra as análises em que “hora” é espacializada/materializada e o capítulo 3.2, no qual “hora” é antropomorfizada.
In this paper, we analyse literary metaphors according to the explanatory tools proposed by the Theory of Conceptual Metaphor, within the realm of Cognitive Linguistics. For that purpose, we choose as literary corpus thirty-two excerpts from poems by the Portuguese poet Fernando Pessoa (1888-1935), written between 1910 and 1935, in which the time conceptual metonymy “hour” is the starting point for conceptual metaphors of time in which the source domain is the mind of the poetic self, conceptualized in terms of metaphorical container of emotions that are, in turn, conceptualized as objects, spaces and human beings, according to the poet’s life experience. Keywords: Theory of Conceptual Metaphor, conceptual metonymy, image-schemas, time, space, objects, emotions.
36
Pevná, Lucie. "Koncept čtyř ročních období v českém jazyce." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-310778.
Full textAbstract:
The diploma thesis explores the four seasons from the view point of the linguistic picture of the world theory. The etholinguistic approach is applied in the thesis - attention is paid to the Czech-specific perception of reality especially focused on the weather and the changes of the nature in the course of the four seasons. Human perception of the change is based upon the senses - the sense of hearing, the sense of smell, and touch and the eyesight. Each season is unique. The seasons can be differentiated by their season specific stereotypes, season prototypes, and connotations. On the linguistic pictures of each season collocations are built, from which new lexical items originate, describing the season as such. Due to anthropocentrism we perceive individual astronomical and meteorological issues as personified items to which we ascribe human behaviour and human qualities. The motto of the thesis says: "I will not do the spring sowing next year. " The motto denotes the interaction of two conceptual schemata (the scheme of a cycle and the scheme of a journey) realizing the fact that the natural cycle corresponds in our mental representation with the phases of human life. The difference between the concepts is that man always reaches the terminal point of his journey unlike the nature constantly...