Figurative Language and ThoughtOxford University Press, 10. sep. 1998 - 208 sider Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers. |
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Almindelige termer og sætninger
abstract argue aspects basic blend Cacciari Cambridge University Press cognitive linguistics cognitive operations Cognitive Psychology Cognitive Science color comprehension conceptual blending conceptual integration conceptual metaphors conceptual structures connections construction grammar context conventional discourse evidence example experience experimental Fauconnier figurative language figurative meaning form-meaning pairs frame Gentner Gibbs Gilles Fauconnier Glucksberg HEATED FLUID human hypothesis idiomatic idioms image schema implications inferences input instance interpretation irony Katz Keysar knowledge Lakoff language and thought lexical linguistic expression literal and nonliteral literal language literal meaning mapping Mark Turner McGlone mental meta metaphoric thought metonymy modular motivated nonliteral language nonliteral meaning noun on-line Ortony patterns perceptual phor phrase polysemous pragmatic problem processing properties psycholinguistic psychology quicksand reason representation role semantic sense sensory sentence source domain space speaker says specific speech synesthesia synesthetic syntactic syntax theory thought and language tropes Turner underlying understanding utterance verb words
Populære passager
Side 95 - Hie thee hither, That I may pour my spirits in thine ear; And chastise with the valour of my tongue All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown'd withal.
Side 111 - I came to explore the wreck. The words are purposes. The words are maps. I came to see the damage that was done and the treasures that prevail.
Side 51 - For instance, imagine a passage built about a set of oppositions ("we do this, but they on the other hand do that; we stay here; but they go there; we look up, but they look down," etc.) Once you grasp the trend of the form, it invites participation regardless of the subject matter.
Side 53 - ... that to which the word it supplants is relative. Thus a cup (B) is in relation to Dionysus (A) what a shield (D) is to Ares (C). The cup accordingly will be metaphorically described as the "shield of Dionysus" (D + A), and the shield as the "cup of Ares
Side 95 - Fie, my lord, fie ! a soldier, and afeard? What need we fear who knows it, when none can call our power to account? Yet who would have thought the old man to have had so much blood in him? Doct. Do you mark that? Lady M. The thane of Fife had a wife; where is she now? What, will these hands ne'er be clean? No more o' that, my lord, no more o' that: you mar all with this starting.
Side 98 - For example, when presented with the scenario of a sealed container filled with fluid, the participants were asked something about causation (eg, What would cause the container to explode?}, intentionality (eg. Does the container explode on purpose or does it explode through no volition of its own?), and manner (eg. Does the explosion of the container occur in a gentle or a violent manner?). Overall, the participants were remarkably consistent in their responses to the various questions.
Side 112 - This is the place. And I am here, the mermaid whose dark hair streams black, the merman in his armored body We circle silently about the wreck we dive into the hold. I am she: I am he...
Side 50 - If you want to understand what a science is, you should look in the first instance not at its theories or its findings, and certainly not what its apologists say about it; you should look at what the practitioners of it do
Side 51 - Once you grasp the trend of the form, it invites participation regardless of the subject matter. Formally, you will find yourself swinging along with the succession of antitheses, even though you may not agree with the proposition that is being presented in this form.
Side 180 - John and Bill were taking a statistics class together. They studied hard together, but John was clearly better prepared than Bill. During the exam, Bill panicked and started to copy answers from John. John didn't see Bill do this and so didn't know he was actually helping Bill. John took the school's honor code very seriously. Later than night, a friend happened to ask them if they ever tried to cheat.