Dissertations / Theses: 'Conceptual metaphor'

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Pérez, i. Brufau Roger. "Conceptual Metaphor Theory and Sartre's Philosophy." Doctoral thesis, Universitat Autònoma de Barcelona, 2010. http://hdl.handle.net/10803/4854.

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Aquesta tesi se centra en la Teoria de la Metàfora Conceptual i la filosofia experiencialista de George Lakoff and Mark Johnson i en la filosofia existencialista de Jean-Paul Sartre.
En el primer capítol estudiem les obres de Lakoff i Johnson sobre la Metàfora (1980, 1999) i també fem una revisió crítica de les més importants reformulacions, ampliacions i crítiques que ha rebut la teoria.
En el segon capítol fem una comparació entre experiencialisme i existencialisme a través del concepte d'imaginació un element clau en ambdues teories.
En el tercer i darrer capítol examinem les metàfores centrals que podem descobrir en el llibre més important de l'existencialisme: L'être et le Néant de Jean-Paul Sartre (1943a). Com si es tractés d'un nou capítol de Lakoff & Johnson (1999) centrarem la nostra atenció en aquest importantíssim llibre de Sartre per tal de descobrir quines metàfores sostenen el seu sistema. L'anàlisi es basarà en la teoria de la Metàfora Conceptual (tal com es presenta a Lakoff & Johnson 1999) i en la idea clau en aquest mateix llibre que la metàfora és una habilitat essencial que ens permet construir sistemes filosòfics.
Finalment, un apartat de conclusions tancarà la tesi per tal de recollir les principals propostes que han estat defensades al llarg del treball.
This dissertation deals with Conceptual Metaphor Theory and Experientialist philosophy by George Lakoff and Mark Johnson and Existentialist philosophy by Jean-Paul Sartre.
In the first chapter we study Lakoff and Johnson's works on Metaphor (1980, 1999) and we also do a critical review of the most important revisions, extensions and criticisms related to the theory.
In the second chapter we do a comparison between experientialism and existentialism by means of the concept of imagination a key component of both theories.
In the third and last chapter we examine the central metaphors that we can discover in the most important book of existentialism: Jean-Paul Sartre's (1943a) L'être et el Néant. As though it were another chapter in Lakoff & Johnson (1999) we will pay attention to this very important book of Sartre's in order to discover which metaphors sustain his system. The analysis will be based on Lakoff & Johnson's Conceptual Metaphor Theory and Lakoff & Johnson's (1999) key idea that metaphor is an essential skill that allows us to build philosophical systems.
Finally, a part of Conclusions will close the dissertation in order to summarize the key proposals defended throughout the work.

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Kotze, H. B. (Hendrik Benjamin). "Davidson on metaphor and conceptual schemes." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51670.

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Compilation of two papers, the first of which was accepted for publication in the South African Journal of Philosophy in the second half of 2001.
Why metaphors have no meaning : considering metaphoric meaning in Davidson. -- Bare idea of a conceptual scheme : relativism, intercultural communication and Davidson.
Thesis (MA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: WHY METAPHORS HAVE NO MEANING: CONSIDERING METAPHORIC MEANING IN DAVIDSON Since the publication of Donald Davidson's essay 'What Metaphors Mean' (1984c) - in which he famously asserts that metaphor has no meaning - the views expressed in it have mostly met with criticism: prominently from Mary Hesse and Max Black. This article attempts to explain Davidson's surprise-move regarding metaphor by relating it to elements in the rest of his work in semantics, such as the principle of compositionality, radical interpretation and the principle of charity. I conclude that Davidson's views on metaphor are not only consistent with his semantic theory generally, but that his semantics also depend on these insights. Eventually, the debate regarding Davidson's views on metaphor should be conducted on the level of his views on the nature of semantics, the relationship between language and the world and the possibility of there existing something like conceptual schemes.
ENGLISH ABSTRACT: THE BARE IDEA OF A CONCEPTUAL SCHEME: RELATIVISM, INTERCULTURAL COMMUNICATION AND DAVIDSON Donald Davidson's paper 'On the Very Idea of a Conceptual Scheme' ('OVICS') has become famous for the refutation accomplished in it of conceptual relativism. Via an argument that, essentially, all languages are intertranslatable, Davidson rejects the notion that different conceptual schemes can inhere in the supposed 'un-translatable' languages said to exist by, for instance, Whorf and Kuhn. Critics of Davidson's position have mainly focussed on practical issues, with many holding that his arguments in 'OVICS' ignore the realities of the real intercultural communication situation. In the present paper, I address criticisms of this sort. Davidson's arguments are reconstructed, with attention being paid to their dependence on the idea of practical application in the real intercommunication situation. With the aid of practical examples, the implications of elements of Davidson's philsophy of interpretation for intercultural communication are evaluated. Finally, radical interpretation is presented as a better model for intercultural dialogue than linguistically relativist ones.
AFRIKAANSE OPSOMMING: WHY METAPHORS HAVE NO MEANING: CONSIDERING METAPHORIC MEANING IN DAVIDSON Sedert die publikasie van Donald Davidson se opstel 'What Metaphors Mean' (1984c) - waarin hy die berugte stelling maak dat metafoor geen betekenis het nie - is sy sieninge meestal begroet met kritiek, ook van prominente figure soos Mary Hesse en Max Black. Hierdie artikel poog om 'n verduideliking te vind vir Davidson se verassende skuif aangaande metafoor, deur sy sieninge hieroor te kontekstualiseer teen die agtergrond van elemente uit die res van sy werk in semantiek, soos die beginsel van komposisionaliteit, radikale interpretasie en die beginsel van rasionele akkomodasie ('charity'). Ek kom tot die gevolgtrekking dat Davidson se sieninge aangaande metafoor nie slegs naatloos aansluit by sy algemene sieninge aangaande semantiek nie, maar dat die res van sy semantiese teorie ook afhang van sy sieninge aangaande metafoor. Uiteindelik behoort die debat rakende Davidson se sieninge aangaande metafoor gevoer te word op die vlak van die aard van semantiek, die verhouding tussen taal en die werklikheid en die moontlike bestaan van konseptueie skemas.
AFRIKAANSE OPSOMMING: THE BARE IDEA OF A CONCEPTUAL SCHEME: RELATIVISM, INTERCULTURAL COMMUNICATION AND DAVIDSON Donald Davidson se artikel 'On the Very Idea of a Conceptual Scheme' het beroemdheid verwerf as teenargument vir die idee van konseptuele relativisme. By wyse van 'n argument dat alle tale in beginsel vertaalbaar is, verwerp Davidson die idee dat verskillende konseptueie skemas kan skuilgaan in die veronderstelde 'onvertaalbare' tale waarvan daar sprake is by byvoorbeeld Whorf en Kuhn. Kritici van Davidson se posisie beperk hul hoofsaaklik tot praktiese besware en 'n vername aanklag teen Davidson is dat hy die realiteite misken van werklike interkulturele gesprek. In hierdie artikel spreek ek sodanige kritiek aan. Ek herkonstrueer Davidson se argumente en voer aan dat dit deurgaans afhanklik is van die idee van toepassing in 'n praktiese situasie van interkulturele dialoog. By wyse van praktiese voorbeelde evalueer ek die implikasies van Davidson se filosofie van interpretasie vir interkulturele kommunikasie. Laastens bied ek radikale interpretasie aan as 'n beter model vir interkulturele dialoog as linguisties relativistiese modelle.

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Fetterman, Adam K. "The Benefits of Metaphoric Thinking: Using Individual Differences in Metaphor Usage to Understand the Utility of Conceptual Metaphors." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/27209.

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Metaphor representation theory posits that people often think, rather than merely speak, metaphorically. Particularly, concrete domains (e.g., tactile experiences) are recruited to represent abstract concepts (e.g., love). Based upon this theory, three assumptions can be derived. The first assumption is that metaphors should be common in speech and are not relegated to the realm of poetics. Second, the manipulation of metaphoric mappings should activate associated domains. The final assumption is that the use of conceptual metaphors facilitates the understanding of concepts with no physical referents (e.g., emotion). Research has supported the first two assumptions. The current studies were the first empirical test of the third assumption. A metaphor usage measure was developed and validated in the first study. Two additional studies directly tested the third assumption. Study 2 demonstrated that the metaphor usage measure predicted emotional understanding. Study 3 demonstrated that low metaphor usage predicted dysfunctional responses to negative daily events to a greater extent than high metaphor usage. Those scoring higher in metaphor usage also showed the established sweetness-pro-sociality metaphor effect to a greater extent than those low in metaphor usage. These findings empirically support the idea that metaphor use is associated with an increased understanding of concepts lacking physical referents, an important theoretical question in the metaphor literature. A foundation for future research is provided.

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Wilkie, Katie. "Conceptual metaphor, human-computer interaction and music : applying conceptual metaphor to the design and analysis of music interactions." Thesis, Open University, 2014. http://oro.open.ac.uk/40777/.

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Interaction design for domains that involve complex abstractions can present significant challenges. This problem is particularly acute in domains where users lack effective means to conceptualise and articulate relevant abstractions. In this thesis, we investigate the use of domain-specific conceptual metaphors to address the challenge of presenting complex abstractions, using tonal harmony as an extended case study. This thesis presents a methodology for applying domain-specific conceptual metaphors to interactions designs for music. This domain involves complex abstractions where users with any degree of domain knowledge may have difficulty in articulating concepts. The methodology comprises several parts. Firstly, the thesis explores methods for systematically guiding conversation between musicians to elicit speech that describes music using conceptual metaphors. Recommendations for the most suitable methods are made. Secondly, the thesis presents a methodology for identifying image schemas and conceptual metaphors from transcriptions of conversations between musicians. The methodology covers rules for identifying source image schemas and extrapolating conceptual metaphors. Thirdly, the thesis presents a methodology for evaluating existing music interaction designs using domain-specific conceptual metaphors. We demonstrate that this approach can be used to identify potential areas for improvement as well as tensions in the design between certain tasks or abstractions. Fourthly, the thesis presents a case study for the development of a conceptual metaphor-influenced design process. In the case study, a set of materials are developed to be used by participants in the design process to facilitate the mapping of conceptual metaphors to elements of an interaction design without requiring knowledge of Conceptual Metaphor Theory. Finally, a pilot study is presented integrating the results of the conceptual metaphor-influenced design process into a consistent and useful prototype system. Compromises and refinements to the design proposals made during the design process are discussed and the resulting system design is detailed.

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Liu, Pei. "Embodied-linguistic conceptual representations during metaphor processing." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/129824/.

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Although metaphor processing has fascinated linguists and psychologists alike, the conceptual representations involved have not been fully examined. In the present thesis, I propose metaphor processing should be viewed as an aspect of language processing, involving conceptual representations that are both embodied and linguistic. The thesis includes five self-contained papers, which showed a detailed picture of conceptual representation that was flexible and dynamic. In the paper contained in Chapter 3, I proposed an operational definition of the effort to generate embodied simulation (i.e., the ease-of-simulation measure, or EoS). As a composite measure, EoS accounted for the speed of successful metaphor processing better than other rating tasks, which suggested that EoS could account for the underlying mechanism of metaphor processing, thus assumed to be embodied simulation. In papers reported in Chapters 4, 5 and 7, I studied influences of embodied simulation and linguistic distributional patterns on metaphor processing. These two components were both found to contribute to metaphor processing, and the interplay between them were were influenced by factors such as the depth of processing required and the time available for responses. Papers reported in Chapter 6 and 7 examined the EEG activations of embodied and linguistic components, in literal language processing and metaphor processing respectively. Both studies revealed that embodied and linguistic components performed various functions, each being activated at several time points. The linguistic component was activated first between 200ms-400ms after the stimulus onset, suggesting that it was involved in lexical and sublexical processing, which also supported the idea that it had a speed advantage compared to the embodied component. The latter was activated around 400ms, being responsible for semantic representations. Moreover, both components were activated again at the later stage of processing, indicating that both components were used and integrated for decision making.

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Kim, Taehyung. "Teachers' conceptual metaphors for mentoring." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.

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McVittie, Frederick E. "The role of conceptual metaphor within knowledge paradigms." Thesis, Manchester Metropolitan University, 2009. http://e-space.mmu.ac.uk/323606/.

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The general paradigm which spans this research has perhaps best been summarised by Mark Johnson when he wrote that; 'Meaning and thought emerge from our capacities for perception, object manipulation, and bodily movement'. (2007: p.113) Knowledge, in all its forms, is a category of meaning and thought, and therefore also figures within these capacities. The main purpose of this writing with be the detailed unpacking of this central idea with particular reference to the blog The Conference Report. A major argument that I will be developing is that the particular forms of knowledge that we think of as 'objective' are thought of in that way for specific reasons, and that these reasons appear through the embodied capacities that Johnson specifies. That is, through our capacities for perception, object manipulation, and bodily movement, a trilogy of factors to which I will be adding the fourth of 'space' (implied in his use of the term 'capacities'). I will suggest that the phenomenological notion of the 'object', which underpins the abstract concepts of 'objectivity', is more complex that might be immediately apparent, as are its relations with 'perception' and 'bodily movement', and indeed 'space'. Whilst offering appropriate respect for scientific empiricism and logical deduction, I intend to demonstrate that the complexity of these capacities render certain aspirations toward the formulation of 'objective knowledge' problematic. By placing objective knowledge in the wider conceptual framework of embodied cognition through the application of a theoretical line which runs through phenomenology, cognitive poetics, conceptual metaphor, and image schema, I hope to provide a framework that allows for the organised consideration of forms of knowing which do not aspire to the condition of the object. These forms of knowing, it will be argued, may be instantiated and expressed through the medium of the blog from which some of this writing is drawn and to which some of it returns.

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Daoud, Atef Tag El-din Agami. "Applying conceptual metaphor theory to figurative language teaching." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/af8ced29-ad1f-40d9-a691-e747b6ec70b2.

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Custer, Matthew Park. "Isomorphic aspects of conceptual metaphor in music analysis." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4602.

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Metaphor is an important tool for describing musical structure and interpretation. Recent research suggests that metaphor goes beyond a linguistic device; we use conceptual metaphor frameworks and cross-domain mapping based upon our embodied experiences to understand our world around us. I review the linguistic origins of metaphor theory and show how the purview of metaphor theory has recently extended into cognitive domains through a case study, primarily using the work of metaphor scholar Zoltán Kövecses. I then review how two prominent music theorists--Michael Spitzer and Lawrence Zbikowski--have developed current theories of metaphor to refine their approach to music analysis. These sources provide an effective backdrop into my case study of isomorphic conceptual underpinnings of metaphors used in two prominent analytical essays in music theory, Donald F. Tovey's, "Tonality" and David Lewin's "Music Theory, Phenomenology, and Modes of Perception." Finally I utilize conceptual metaphor and cross-domain mapping to support my analysis of the tonal role of C♯/D♭ in Beethoven String Quartet No. 7 in F Major, op. 59, no. 1, first movement, and hexatonic cycles in Schubert Piano Trio in E♭ Major, D. 929, first movement. My analyses aim to elucidate the isomorphic aspects of evocative and useful metaphors in music analysis that help us engage with music in a deeper, nuanced manner.

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Burgermeister-Seger, Anne Elizabeth. "An Analysis of Conceptual Metaphor in Marital Conflict." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4528.

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This thesis investigates metaphoric structure revealed during discussions about conflict, and poses the general question: What conceptual metaphors do married individuals use to structure their marital conflict? Theoretical issues of metaphor analysis and general issues of conflict management are reviewed, providing a background for the study's approach to data collection and analysis. Eight married individuals were interviewed. Interviews were tape recorded. The interview schedule was structured around issues of topic, setting, process, response, and communication of typical, as well as a most recent, marital conflict. More specific probing followed respondents' comments. Using techniques of interpretive analysis, transcripts from the interviews were analyzed for emergent metaphors. Data from the transcripts coalesced around the topics of structural, ontological, and orientational metaphors. Implications for conflict management and marital counseling are discussed. Finally, in view of the study's limitations and strengths, the thesis concludes with suggested directions for future research.

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Yasynetska, Olena A. "Conceptual, Linguistic and Translational Aspects of Headline Metaphors used to Refer to the American and Ukrainian Presidential Campaigns of 2004." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1129586319.

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Bayliss, Lauren. "Metaphor as a Tool for Preparing Sojourners." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32611.

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Sojourners, or people who live in a foreign country for a limited period of time, must prepare to communicate effectively in a foreign culture. Current theory suggests that sojourners learn to develop primary social interaction schemas to prepare for intercultural communication. Because sojourners may not stay in a country long enough to develop schemas, sojourners could benefit from a tool designed to help them acquire schemas for their host countries. Conceptual and situation metaphors can help sojourners gain useful insights into the cultures they prepare to face. To investigate metaphors that may assist sojourners, international students studying in the United States were interviewed to uncover the metaphors they already used to describe their experiences, as well as to see if new metaphors could be created to assist future sojourners. The conceptual and situation metaphors uncovered are discussed in within the framework of schemas.
Master of Arts

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Thomas, Beth A. "Complicating Metaphor: Exploring Writing About Artistic Practice Through Lacanian Psychoanalytic Theory and Conceptual Metaphor Theory." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1264986315.

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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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Papadoudi, Dafni. "Conceptual metaphor in English popular technology and Greek translation." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/conceptual-metaphor-in-english-popular-technology-and-greek-translation(02c32fa4-98cc-4499-a329-371c1e5413c5).html.

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This research project studies the metaphorical conceptualisation of technology in English popular technology magazines and in translation in the respective Greek editions. The focus is on the cognitive linguistic view of metaphor initially presented by Lakoff and Johnson (1980), on the metaphor identification procedure (Pragglejaz Group 2007), and critical metaphor analysis (Charteris-Black 2004). The analysis of the English data identifies 14 main metaphors and 29 submetaphors which contribute to the structure of the target domain of technology. It distinguishes between conventional and novel metaphors, and common and original metaphorical expressions, motivated by correlations in experience between diverse source domains and by the widespread diffusion and impact of technology. The English data also provide insight into the functions of these metaphors in popular technology discourse and reveal evidence to thinking, values and attitudes about technology in the English language. The analysis of the Greek data examines similarities and differences in the conceptualisations between the English and Greek languages and cultures, and finds similarities in the categories of metaphors, frequency of and preference for metaphor use in the source and target languages, and in the majority of metaphorical expressions. Similarities are based on common experiences stemming from experiential co-occurrence or experiential similarity, and on translated experience. Differences are restricted to specific-level metaphors and expressions, motivated by alternative conceptualisations of terminology, cultural specificity and preferential conceptualisations. A set of translation strategies and a number of possible translation effects are also identified. These strategies and effects add to the possibilities of translation variations and the range of translation options, and are used to draw conclusions regarding the similarities and differences between the English and Greek languages and cultures. Consequently, through the identification and description of metaphors in technology magazines and in translation, the study attempts to highlight aspects of the culture of technology, which views technology as a cultural artefact and a producer of its own culture.

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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.

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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.

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Woolf, Natalie. "Plastic : a material metaphor : a conceptual and practical investigation of plastic qualities as material and as metaphor." Thesis, Royal College of Art, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.565958.

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This study looks at plastic, in particular as a flooring material, and its role and influence on design practice and applied decoration. It addresses the potential for surfaces to incorporate digital technology and communications systems and proposes the development of a reactive flooring surface. The study is organised in two parts. The first sets out my personal experience and ambition for the development of flooring design and the evolving relationship between practical design work and theoretical investigation, on the nature of the conceptual and material qualities of plastics. It sequentially charts investigations into reproduction and quality for applied images, through a recognition and exploration of plastic as an inherent quality and its potential as a smart material, and finally presents projects that extend the term plastic as a metaphor for malleability. The Study concludes with a proposal for a representational behaviour for plastic material as it progresses into the realm of digital media. The second part covers a wide range of field research. It draws on critical theory and on cultural and historical commentaries on specific aspects of design, technology and development. Firstly, in order to contextualise the central proposal for a responsive flooring project, it presents a survey of projects and practitioners whose work also demonstrates a relationship between material and digital experience, establishing a framework for the discussion and charting of forms of interaction from a materials perspective. Secondly, it reflects on the limited tactile qualities of plastic materials and its emergent cultural symbolism. With plastic then employed as a metaphorical precedent, its historical development can provide a new perspective on the integration of emergent digital technologies into culture. Thirdly, the second part presents real material developments that signal the shift into new applications. And finally touches upon how the language of critical discussion can influence the understanding, and therefore developmental choices, in emergent technologies in the light of the way the term plastic has been affected by its common and cultural linguistic applications beyond its material substance. Thus, by drawing on the developments of material properties, and concentrating on a thread of inquiry based on Plastic qualities, the aim has been to bring digital possibilities into the physical realm, reinstating sensory experience.

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Alshunnag, M. B. M. "Translating conceptual metaphor in popular biomedical texts from English to Arabic." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/39306/.

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The current study explores the metaphorical conceptualisations of biomedical knowledge in online articles found in the English/American popular scientific magazine Scientific American and their translation in the Arabic Majallat Al Oloom. The study aims to reveal the translatability of metaphors between the two languages from a cognitive perspective. It seeks to explore the translation techniques that are chosen to transfer the conceptual metaphors between the involved languages. The Conceptual Metaphor Theory initiated by Lakoff and Johnson (1980a/2003), is used as the principal theory for analysing the conceptual representation, typology and metaphorical mappings of these popular biomedical metaphors. The Semantic Field Theory of metaphor, proposed by Kittay and Lehrer (1981), is used to identify the source domains and target domains of these metaphors. The Metaphor Identification Procedure (MIP), proposed by Pragglejaz Group (2007), is used to determine the metaphorical linguistic representation of these metaphors. The discoursal-pragmatic functions of these metaphors are investigated according to the typology of scientific metaphor, suggested by Boyd (1993), whereas the persuasive function of metaphors, put forward by Cherteris-Black (2004), is used in this discourse to identify their pragmatic functions. An amalgamation of translation methods, suggested by both Schäffner (2004) and Toury (1995), are used to analyse the translation procedures found in the Arabic magazine in order to determine whether the metaphors are retained, modified, paraphrased, deleted, or even if a new metaphor is created in the target texts in addition to new strategies detected in the corpus.

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Green, Suzanne Disheroon 1963. "Knowing is Seaing: Conceptual Metaphor in the Fiction of Kate Chopin." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278960/.

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This paper examines the metaphoric structures that underlie Chopin's major novel, The Awakening, as well as those underlying selected short stories. Drawing on the modern theory of metaphor described by Mark Turner, George Lakoff, and Mark Johnson, the author argues that conceptual metaphors are the structural elements that underlie our experiences, thoughts, and words, and that their presence is revealed through our everyday language. Since these conceptual structures are representative of human thought and language, they are also present in literary texts, and specifically in Chopin's texts. Conceptual metaphors and the linguistic forms that result from them are so basic a part of our thinking that we automatically construct our utterances by means of them. Accordingly, conceptual metaphor mirrors human thought processes, as demonstrated by the way we describe our experiences.

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Sherwood, Matthew Aaron. "An analysis of conceptual metaphor in the professional and academic discourse of technical communication." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1483.

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This dissertation explores the ongoing division between technical communication practitioners and academics by examining the conceptual metaphors that underlie their discourse in professional journals and textbooks. Beginning with a demonstration that conceptual metaphor theory as formulated by George Lakoff and Mark Johnson is a viable lens through which to engage in rhetorical (in addition to linguistic) analysis, the dissertation shows that academics and practitioners engage in radically different linguistic behaviors that result from the complex and often conflicting interplay of conceptual metaphors that guide their work. These metaphors carry assumptions about writers, texts, and communication that create covert tensions with the ethical value systems overtly embraced by both practitioners and academics. Chapter II looks at two professional publications written primarily by technical communicators for an audience of colleagues, and demonstrates that practitioners tend to use metaphors primarily centered around machines and money, objectifying both documents and people and reducing the processes of communication to a series of abstract mathematical influences. Chapter III looks at two technical communication journals with a more scholarly audience, and argues that academics participate in a much more convoluted conceptual system, embracing humanist language about communication that favors metaphors of human agency, physical presence, and complex social interaction; however, academics also participate in the abstracted, object-oriented metaphors favored by practitioners, leading to a particularly convoluted discourse both advocating and at odds with humanist social values. Chapter IV shows the practical consequences of these conflicting conceptual systems in several widely-used technical communication textbooks, arguing that academics inadvertently perpetuate the division between industry and academy with their tendency to use conceptual metaphors that contradict their social and ethical imperatives. This research suggests that a more detailed linguistic analysis may be a fruitful way of understanding and perhaps addressing the long-standing tensions between academics and practitioners in the field of technical communication.

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Begley, Mary. "The Middle English lexical field of 'insanity' : semantic change and conceptual metaphor." Thesis, University of Manchester, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-middle-english-lexical-field-of-insanity-semantic-change-and-conceptual-metaphor(8df594e5-d3a1-4272-8e4a-ed250107b737).html.

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This thesis is an investigation of Middle English insanity language. It analyses change in the Middle English lexical field of INSANITY, the semantic structure of lexemes wod and mad, and compares INSANITY conceptual metaphors in Middle English and present-day English. The INSANITY lexical field is an ideal one to study language change, due to socio-cultural changes since the Middle Ages such as advances in medical knowledge, the development of the field of psychiatry and legal changes protecting people with a mental illness from discrimination. The general theoretical aims were to examine a) change in conceptual metaphor, and b) semantic and lexical change with a particular focus on the decline in use of adjective wod. The theoretical frameworks are cognitive linguistics, prototype theory, and conceptual metaphor theory, and the data is derived from Middle English corpora and other sources. The INSANITY database I created for this study consisted of 1307 instances of mad, wod and near-synonyms in context. The main results can be divided into three groups. Firstly, the lexical field study demonstrates that various intra-linguistic and socio-cultural phenomena effect lexical change. Using case studies amongst others of the decline of wod in the Wycliffite Bible and of Caxton's translations from French, and a systematic variation across genre, I argue that the important factors are i) the arrival of new medical loanwords such as frensy, lunatic and malencolie; ii) the early re-emergence of the vernacular in medical texts starting in the twelfth century, and the development of a new medical register; iii) the so-called medieval 'inward turn'; iv) changes in the neighbouring lexical field of ANGER. Secondly, the semasiological study of wod and mad shows that the meanings of these two lexemes are structured and change in line with the central tenets of prototype theory, i.e. as described for diachronic prototype semantics by Geeraerts (1997). The path of mad's semantic development does not parallel that of wod after the thirteenth century. Mad's senses do not have the emphasis on wildness and fury that the senses of wod do. A particularly interesting finding is the semantic change from a sub-sense of adverb mad and adjective mad, 'unrestrained', leading in present-day English to a new delexicalised and grammaticalised sense of mad, where its use as an intensifier enhances scalar quantity and quality. Thirdly, the conceptual metaphor study demonstrates that predominantly the same conceptual metaphors are seen in both Middle English and present-day English, with some exceptions such as the concept of insanity being related to moral decline, as evidenced in the dearth of FALLING metaphors for insanity in present-day English. Conceptual metaphors such as INSANITY IS ANOTHER PLACE are evidenced in present-day English expressions such as out of her senses, or not in my right mind. In 1422, Thomas Hoccleve could write of a dysseveraunce between himself and his wit, or about his wyld infirmitie, which threw him owt of my selfe, illustrating the same underlying concepts. Other INSANITY conceptual metaphors which remain unchanged are GOING ASTRAY, LACK OF ORDER, LACK OF WHOLENESS, DARKNESS, FORCE, PRISON and BURDEN. Because of its unique approach in combining onomasiological and semasiological approaches with a conceptual metaphor study, this study reveals not only specific patterns of change, but differences in the rate of change on the lexical and conceptual levels. Lexical change driven by the need to be expressive, and reflecting socio-cultural changes such as changes in medical knowledge, can be seen to happen rapidly over the Middle English period. However, underlying conceptual change is barely discernible even over a much longer period of time from Middle English to present-day English. This research is significant because it provides a basis for future analysis of insanity language in other periods and contexts. It also contributes to the study of semantic change in general, highlighting the insights that can be gained by combining different types of data-driven analyses.

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Su, Lulei. "A Pedagogical Perspective on Advanced L2 Learners’ Acquisition of Chinese Conceptual Metaphor." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592924.

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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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Adams, Aurora Mathews. "LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA." UKnowledge, 2017. http://uknowledge.uky.edu/ltt_etds/20.

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This corpus-based study examined English and Spanish learner language for ‘heart’ metaphors. Gutiérrez Pérez (2008) compared ‘heart’ metaphors across five languages and that study served as a reference framework for the work presented here. This work intended to find evidence of metaphor transfer and/or new metaphor learning in second language writing. Conceptual metaphors (Lakoff and Johnson, 1980) and linguistic or lexical metaphors (Falck, 2012) from both languages were considered in the analysis. This work analyzed ‘heart’ metaphors taken from two learner corpora, the Cambridge Learner Corpus and the Corpus de Aprendices de Español. Results were compared to the findings of Gutiérrez Pérez (2008) to see whether these metaphors typically occur only in English, only in Spanish, or are found in both languages. The results showed evidence of language learners using several kinds of metaphors that do not typically occur in their first language. The aim of this study was to add a new facet to this body of research by examining these phenomena in learner corpora rather than monolingual corpora. Furthermore, this study also examined both second language English and second language Spanish corpora, addressing potential bi-directionality of transfer or conversely, the use of new linguistic forms.

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Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.

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Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based productâ s effectiveness at enabling learners to build rich mental models of a complex, abstract concept, the project ran fifty-seven preservice teachers (55 female, 2 male; mean age of 21) through the instruction, randomly assigning half to the concept map interface environment and half to the metaphor-based interface environment. Participants completed four essay-type assessment questions. Trained raters, blind to participant assignment, isolated any of the 13 targeted concepts present within participantsâ protocols and, through consensus, constructed a concept map for each participant, representing that participantâ s mental model of the targeted domain. Map attributes were translated into four weighted subscores (nodes, branches, levels, and cross-links) and summed. Comparison across the two groups indicated no significant difference for richness of mental model, t(55)=-.72, p> .05, although the discussion suggests methods for increasing the power in subsequent experimental sessions. A significant interaction between Subscore and Achievement, F(3,51)=33.42, p< .01, suggests that concept map cross-links are much more sensitive to differences in domain integration and the general richness of a participantâ s mental model than the level and branch subscores. This result has implications for classroom application. Concept maps have taken a place as a learnerâ s, a teacherâ s, and a researcherâ s tool. With cross-domain validation and domain-specific extensions, specification of the relative sensitivity of various subscales, that is, the structure of the concept map, will enable educators to justify weighting scales and identify learner achievement. Credible concept map weighting scales also enhance learnersâ self-reliant and impartial assessment of personal growth in domain-specific knowledge. Results suggest that learners who have difficulty integrating domain concepts require direct, explicit instruction to help them to make connections between disparate conceptual strands.
Ph. D.

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Johansson, Anna. "Conceptual Metaphors in Lyrics by Leonard Cohen." Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-125400.

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The purpose of this study is to find and analyse conceptual metaphors in the lyrics, A Thousand Kissed Deep, Here It Is, and Boogie Street from the album Ten New Songs (2001) by Leonard Cohen using Conceptual Metaphor Theory (CMT). In order to detected the conceptual metaphors, the source and target domains were identified. Conceptual metaphors were found by mapping source domains onto target domains and viewing the lexical expressions in the lyrics. The result and analysis of the findings in this study show that linguistic expressions of LOVE, LIFE and DEATH are conceptually present in the lyrics.

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Simioni, Luciana da Silveira Ferreira. "As metáforas conceptuais da palavra paz nos relatórios do Conselho de Segurança das Nações Unidas: uma análise baseada em corpus digital." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3244.

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A presente pesquisa tem por objetivo investigar como a palavra paz é entendida, em termos de conceito, pelo Conselho de Segurança da Organização das Nações Unidas. Para tanto, são analisados trinta e sete relatórios oficiais produzidos pelo Conselho de Segurança, no período de agosto de 1994 a junho de 2009, acerca das missões de paz realizadas em trinta e uma regiões/países que apresentavam ameaça à paz e à segurança internacionais durante aquele período. De acordo com a Conselheira Gilda Santos Neves, chefe da Divisão das Nações Unidas do Ministério das Relações Exteriores, em seu texto O Brasil e a Criação da Comissão para a Consolidação da Paz (2008), a paz é algo que se consolida e não se constrói. Tal posição norteia a presente pesquisa, uma vez que o objetivo aqui é mapear as expressões linguísticas realizadas através da palavra paz. As bases teóricas desta pesquisa encontram-se fundamentadas na teoria da metáfora cognitiva, de Lakoff e Johnson (1980), bem como no estudo de Deignan (2005) em seu livro intitulado Metaphor and Corpus Linguistics, que visa a fornecer os benefícios que a abordagem cognitiva de metáforas pode obter através da análise de corpora digitalizados. Após compilar os relatórios do Conselho de Segurança e prepará-los para serem lidos pelo programa computacional WordSmith Tools 3.0, foram extraídas todas as ocorrências da palavra paz dos referidos relatórios. Das 686 ocorrências geradas, foram deixadas para análise somente aquelas com sentido metafórico e, no total, nove esquemas conceptuais foram construídos. A pesquisa feita sugere que, para o Conselho de Segurança, a paz é algo profundamente desejado tanto pela população das zonas de conflito quanto pela comunidade internacional. No entanto, a paz não é facilmente construída ou estabelecida. Alcançar a paz implica seguir um processo com diferentes etapas, ou seja, com início, meio e fim, bem como superar obstáculos e retrocessos que surgem no meio do caminho. Para tanto, diversos investimentos têm de ser feitos por todos aqueles envolvidos e realmente interessados na paz mundial. Por fim, vê-se que a visão da Conselheira Gilda Santos Neves, de acordo com as metáforas aqui analisadas, está correta, já que, conforme apontam os resultados do presente estudo, o conceito de paz, para o Conselho de Segurança, não é o de algo a ser construído do zero
The present research aims at investigating how the word peace is understood, in terms of meaning, by the Security Council of the United Nations. In order to do so, thirty seven official reports written by the Security Council, from August 1994 to June 2009, about the peace missions in thirty one areas/countries which presented threat to international peace and to international security during that period are analyzed. According to the Counselour Gilda Santos Neves, Head of UN Division, Ministry of External Relations, in her book O Brasil e a Criação da Comissão para a Consolidação da Paz (2008), peace is something which is consolidated, not built. This statement guides the present research, as the aim here is to map the linguistic expressions realized through the word peace. This research draws on the theory of the cognitive metaphor, by Lakoff and Johnson (1980), as well as the study proposed by Deignan (2005) in her book entitled Metaphor and Corpus Linguistics, which aims at providing the benefits the cognitive metaphor approach can obtain through the analysis of digitalized corpora. After compiling the reports of the Security Council and preparing them to be read by the software used, all the occurrences of the word peace were extracted. From 686 occurrences found, only the ones with metaphorical meanings were taken into consideration and nine conceptual metaphors were created altogether. The research suggests that, for the Security Council, peace is deeply desired not only by the population of the conflict zones but also by the international community. In spite of this fact, peace is not easily built or established. Achieving peace implies following a process with different phases, as well as overcoming obstacles and drawbacks which appear in the middle of the course. Therefore, several investments must be made by everyone involved and interested in global peace. Finally, it can be concluded that, according to the metaphors analysed here, the point of view of the Counselor Gilda Santos Neves is right, as the results of this study show that the concept of peace, for the Security Council, is not of something which must be built from its very beginning

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Berković, Danijel. "Grammar of death in the Psalms, with reference to motion as conceptual metaphor." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20800/.

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The purpose of this study is to determine what relationship, if any, exists between the verbs of motion and emotion and the language of death in the Psalms. Such motionemotion verbal pair we describe as motion-emotion axis. This will endorse that motion vocabulary in the Psalter is often found in the vicinity of emotion words. The principal premise of this thesis is that death is one of the chief motifs in the Psalter, while we distinguish between the idea of motif and that of a theme. Subsequently we maintain that death motif is underlined by thanatophobic emotional predicaments of the psalmist. The following questions and issues arise in the examinations of this work. One of the important investigations is exploring some of the key issues in psalmodic studies, particularly in relation to the inquiries of the identity of the psalmist as a private individual; and that in the context of his personal experience of distress, in face of death threats. This will be some kind of referential points, as we develop our central thesis objectives. Secondly, we will investigate questions and issues of religious language and prayer as one of the focal points in expressions of the psalmist’s experience and emotions. Thirdly, an ever-present and an intriguing question of the psalmist’s sudden mood changes, which often appear within a single Psalm, can hardly be avoid, and this issue will be followed up throughout the dissertation. Fourthly and finally, the central subject we examine here is motion as a concept relative to motional vocabulary and how it relates to the psalmist’s experiential and emotional dimension. The end of the thesis is broader examination of the realms of death and incorporates four aspects of death in biblical context (grave, silence, name, dust and depths). The plan of investigation begins with describing the thesis objectives with the scope of psalmodic texts; giving an overview of previous studies, particularly of Form-critical traditions. This follows with surveying relevant psalmodic texts, in accordance to the following general criteria we ought to: (1) pay attention to thanatophobic motifs in the Psalter, observing the fact that death motif in the Psalter is associated with not only the lamental and complaint Psalms, as one might expect, (2) examine the relationship in the motion-emotion axis in the psalmist’s experience of the spatial dimension (motion in conceptual space, heaven-Sheol). The following general conclusions and contributions are indicated. The verbs of motion in general, are very sparsely investigated in the biblical literature, hardly at all in the context of the Psalms; and not at all as the motion-emotion axis in the thanatophobic experiences of the psalmist. The work has shown that in literary and linguistic terms (grammar of death) there is an exceptional presence of motional vocabulary and phraseology associated with the Psalmist's emotional turmoils in thanatophobic situations. The last chapter is assigned to examine five suggested realms of death in bibliucal texts which are most commonly found (grave, silence, name, dust and depths).

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Almaani, Bashar Osama Saqer. "The Arabic/English translation of King Abdullah II's speeches : a conceptual metaphor approach." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22197/.

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The present study investigates metaphor conceptualisation in political speeches delivered by Abdullah II, King of Jordan. The study will also investigate the translatability of metaphors between English and Arabic. One aim of this research is to identify conceptual metaphors, using examples from the two chosen languages. Conceptual Metaphor Theory (CMT), developed by Lakoff and Johnson (1980a/2003), is adopted as the main theoretical framework in this study. The metaphor identification procedure (MIP), proposed by Pragglejaz Group (2007), is used to identify the metaphorical linguistic representation of these metaphors. The works of Cherteris- Black (2004) and Kövecses (2002, 2005) have been helpful for categorising metaphors in their domains. The source texts provide examples from different source domains, mapped onto the domain of politics: JOURNEY, BUILDING, PLANTS, ANIMALS, BURDEN, and so on. The study examines the challenges and strategies of translating conceptual metaphors in Arabic and English. This involves examination of whether the metaphorical expressions are maintained, paraphrased, illustrated, or omitted in the target texts, in light of Mandelblit (1995), Schaffner (2004), and Newmark (1981). The study reveals that metaphorical language is a significant feature of political texts. For metaphor translation, there is no single strategy; rather the translation is significantly conditioned by the ST and TT contexts, as well as the translators’ professional competence. Moreover, data analysis involved exploring the frequency of source domains in both the source and target texts.

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Navarrete, Ulloa Jairo Alfredo. "Algebraic models of conceptual metaphor: contributions to the understanding of mathematics learning processes." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/113481.

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Doctor en Ciencias de la Ingeniería, Mención Modelación Matemática
This thesis studies a human cognitive phenomenon called Conceptual Metaphor in the context of mathematics learning and reasoning. Metaphor enables the understanding of an abstract concept called target, e.g. numbers, in terms of a more concrete concept called source, e.g. piles of can-dies. Often, inferences from the source are carried to the target and applied there yielding some conclusions about the target. This is known as reasoning by analogy. Empirical evidence indicates that metaphor enhances learning. Converging evidence is pro-vided by working scientists who report the use of analogies while developing their theories. On the other hand, some people advise against its usage in education. They argue that politicians and communicators often lead people into erroneous conclusions by using metaphor, and then, analo-gies undermine objective reasoning. This discussion highlights the need for research to shed light into the learning mechanics underlying metaphor in order to understand its scope and limitations. This work presents a formal model of metaphor which can be used as a framework to study learning by analogy. Since the model is abstract, we use Chapter 1 to make ideas more concrete: we use our formalism for analize deeply a well known example. Along these lines, Chapter 5 presents formalizations of other metaphors frequently encountered in mathematics teaching. The model is built in Chapter 4 where the source and the target of a metaphor are formalized by a key concept named domain. Some results of this chapter are accompanied by cognitive in-terpretations, as for example, Theorems 40, 41, 42, and Proposition 26 can be seen as descriptions of how an analogy carries reasonings from its source to its target. Also, Theorems 30 and 31 sug-gest models for the process of learning by analogy. Finally, Chapter 4 presents some theoretical constructions such as products and coproducts of domains. Our metaphor model relates two domains, each one defined as a mixture of language and semantics. Most results of Chapter 4 need the premise that the two involved languages are compatible . Mathematically, they need a map able to preserve the structure determined by a syntactical operation called substitution. This compatibility notion is characterized for the case of language terms in Chapter 2 by applying unification theory and graph theory. And in Chapter 3, this compatibilitynotion is characterized for the case of the language formulas by adapting the methods of Chapter 2. Finally, one Appendix (Relational Spaces) presents another approach to study metaphor. There, domains are defined with semantics only, leaving language aside. Most of the results emphasized above are lost or at least weakened suggesting that the abstract information provided by symbols and the recursion provided by the grammar of the language are necessary to mimic metaphor s behavior. This observation, together with other results of this thesis, might point to a relation between the recursion property of human languages1 and the ability of learning by analogy. 1 The linguist Noam Chomsky claims that recursion is the only human component of the faculty of language [49].

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Rupnow, Rachel Lynn. "Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92012.

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In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. This research takes the form of a case study in which I answer four research questions, each addressing a relationship between instruction and beliefs or conceptual understanding. Specifically, these research questions are: 1. What beliefs do the instructors have about math, teaching, and learning and what relationship exists between these beliefs and instructional practice? 2. What is the relationship between instructional practice and students' beliefs about math, teaching, and learning? 3. What conceptual metaphors do the professors use to describe isomorphisms and homomorphisms and what relationship exists between these metaphors and the mathematical content in instruction? 4. What is the relationship between the mathematical content in instruction and conceptual metaphors the students use to describe isomorphisms and homomorphisms? In terms of beliefs, the instructors articulated considered positions on the nature of math, math learning, and math teaching. These beliefs were clearly reflected in their overall approaches to teaching. However, their instruction shifted in practice over the course of the semester. Students' beliefs seemed to shift slightly as a result of the ways their instructors taught. However, their core beliefs about math seemed unchanged and some lessons students took away were similar in the two classes. In terms of conceptual understanding, the instructors provided many conceptual metaphors that related to how they understood isomorphism. They struggled more to provide an image for homomorphism, which requires thinking about a more complicated mathematical object. Their understandings of isomorphism and homomorphism were largely reflected in their instruction with some notable differences. Students took away similar understandings of isomorphism to the instructors, but did not all take away the same level of structural understanding of homomorphism. In short, relationships between instructors' beliefs and instruction and between instructors' conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students' beliefs and between instruction and students' conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding.
Doctor of Philosophy
In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. I address four relationships: between instructors’ beliefs and instruction, between instruction and students’ beliefs, between instructors’ conceptual understanding and instruction, and between instruction and students’ conceptual understanding. Relationships between instructors’ beliefs and instruction and between instructors’ conceptual understanding and instruction were evident. However, certain elements were not made as clear as they perhaps intended. Relationships between instruction and students’ beliefs and between instruction and students’ conceptual understanding were also evident. However, relationships between instruction and beliefs were subtler than between instruction and conceptual understanding.

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Hafner, Táboas Amalia. "Dibújame internet: una exploración, desde el análisis de metáforas, de las definiciones de los maestros sobre internet." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667612.

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Esta tesis aborda las representaciones de los maestros sobre internet mediante la identificación y análisis de las metáforas construidas para definirlo. Prestamos especial atención a la presencia de emociones en las metáforas -verbales y visuales- elicitadas en el marco de esta investigación. Argumentamos a favor del tratamiento de las metáforas como un recurso de gran utilidad para comprender cómo se piensa -y cómo se siente- sobre las tecnologías digitales, qué expectativas se depositan en ellas y qué acciones se habilitan con ellas. Esta investigación es un aporte teórico y metodológico al ámbito de la investigación y formación en educación mediática.
This thesis addresses the teachers’ representations of the internet through the identification and analysis of the metaphors they use to define it. This research pays special attention to the emotions present in the elicited metaphors -verbal and visual-. The analysis advocates for the use of metaphors as very useful resources to understand how people think -and feel- about digital technologies, the expectations they raise and the actions they enable. This research aims at contributing, theoretically and methodologically, to the field of media education.

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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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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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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.

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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.

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Angeles, Bruno. "Conceptual integration and user interface metaphor for the multi-touch control of recorded audio." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114145.

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The majority of touch-enabled musical production software tend to use metaphors from professional musical studio environments in their interface (e.g., a rackmount, turntables plus a crossfader, or a keyboard) or simply use single-finger input as a computer mouse. We identify a need for musical software that benefits from novel graphical user interface elements and innovative metaphors to provide control over pre-recorded music. We hypothesize that a software design approach using conceptual integration, or blending, will lead to new ludic interfaces for musical expression with the potential to facilitate DJ tasks. Multi-touch technology offers the promise of going beyond traditional mouse-based user interfaces, and is especially pertinent in that it provides full embodiment: the user interacts directly with the visual feedback of the system. This change in paradigm has implications in software design, not yet fully understood in tools for musical expression.This thesis first documents the existing methods of implementing multi-touch technology, before suggesting a taxonomy of multi-touch devices. A literature review of multi-touch systems for musical applications is also presented, after which metaphor and blending (also known as conceptual integration) are discussed. We apply blending to software design for multi-touch musical software and introduce our programming framework, TactoSonix.
Dans leur interface utilisateur, la plupart des logiciels de production musicale pour écrans tactiles multipoints emploient des métaphores issues des studios de musique professionnels dans leur interface utilisateur (châssis à effets de guitare, tourne-disques, potentiomètres rectilignes, clavier), ou utilisent un doigt qui joue le rôle de souris. Cela nous a amenés à constater que ces logiciels gagneraient à inclure des éléments innovateurs au niveau de l'interface utilisateur et à employer des métaphores inexplorées dans un contexte de contrôle de morceaux de musique pré-enregistrée. Nous partons de l'hypothèse que la conception de logiciel assistée par l'intégration conceptuelle (blending) permettra le développement d'interfaces ludiques pour l'expression musicale et facilitera certaines tâches des DJs. La technologie tactile multipoints nous permet d'imaginer des interfaces de logiciels non-traditionnelles, car elle combiner les interfaces de rétroaction visuelle et de contrôle du systême. Ce changement de paradigme nous oblige à réévaluer la conception des logiciels de production musicale, et à étudier ses applications dans le domaine de l'expression musicale. Ce mémoire répertorie les méthodes qui permettent actuellement de concevoir des dispositifs tactiles multipoints dont il propose une taxonomie. Il présente une analyse de la littérature des systèmes tactiles multipoints dans des contextes musicaux. Les concepts de métaphore et d'intégration conceptuelle (blending) sont étudiés puis appliqués à la conception de notre plate-forme de programmation musicale tactile multi-points, TactoSonix.

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Meng, Si Chen. "Translating conceptual metaphors in political discourse :a case study of Obama's speeches." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954280.

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Worthington, Dennis P. "Racey Bear's legacy metaphor as a bridge to children's understanding and expression of abstract concepts /." Connect to resource online, 2010. http://hdl.handle.net/1805/2198.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Susan Shepherd, Frederick J. DiCamilla, Jonathan R. Eller. Includes vitae. Includes bibliographical references (leaves 90-94).

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Johnstone, Tiffany T. E. "Frontiers of philosophy and flesh : mapping conceptual metaphor in women's frontier revival literature, 1880-1930." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43429.

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In this dissertation, I identify a genre of travel writing that I refer to as frontier revival literature, which I show to be particularly important in negotiating North American ideas of imperialism, nationality, citizenship, gender, and race from 1880-1930. Meaning about cultural identity emerges through motifs of physical movement in frontier revival literature. I focus on how female frontier revival authors appropriate familiar motifs of frontier revival literature to promote women’s rights. Frontier revival literature consists of tourist accounts of travel in western Canada by Canadian and American authors who published in northeastern American cities and who wrote for a largely eastern, urban audience. I show how male frontier revival literature authors use American manifest destiny rhetoric in a western Canadian setting to promote ideas of an intercontinental west that, despite seeming to broadly represent North American progress, are highly gendered and racialized. I combine and adapt elements of feminist and conceptual metaphor theory as a way of reading how women writers of the frontier revival debate such ideas through representations of physical movement. I build on a diverse range of feminist theory to examine how images of the travelling female body negotiate and often contest dominant ideological messages about cultural identity in travel literature by men. I develop conceptual metaphor theory in order to identify a network of metaphors that I see as emerging in frontier revival literature. Focussing on three different chronological stages of frontier revival literature, I apply my methodology in comparative close readings of the following texts by Canadian and American authors: Sara Jeannette Duncan’s A Social Departure: How Orthodocia and I Went Around the World By Ourselves (1890) and Elizabeth Taylor’s “A Woman in the Mackenzie Delta” (1894-95); Grace Gallatin’s A Woman Tenderfoot (1900) and Agnes Deans Cameron’s The New North (1909); and Mary Schäffer’s Old Indian Trails (1911), and Agnes Laut’s Enchanted Trails of Glacier Park (1926). I explore how these six female frontier revival authors challenge the dominant imperialist and masculinist perspectives of their male peers through representations of the female travelling body.

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Falzett, Tiber Francis-Mark. "'Tighinn o'n Cridhe' - 'coming from the centre' : an ethnography of sensory metaphor on Scottish Gaelic communal aesthetics." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/17997.

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This dissertation draws upon local aesthetic attitudes held by members of the elder generation of first-language Scottish Gaelic speakers in Cape Breton Island, Canada towards various forms of communally-based cultural expression as conceived through metaphor. Through such engagement one begins to sense the central role of emplaced identity alongside embodied experience in describing these forms. In many ways, to the ethnographic fieldworker, this is uncharted territory. Here fieldwork functions within emic models of the cèilidh (visit) through collective social engagement in seanchas, an intracultural form of metalinguistic and metacultural discourse. Such a methodological approach facilitates in unveiling an intersubjective understanding of past, present and future acts, the forging of collective identity in the social world and finding meaning in cultural expression. In the context of this dissertation, what began as a seanchas-based exploration into local ethnoaesthetic attitudes revealed a wealth of metaphor in various abstractions arising out of our shared discourse. Such organically yet creatively conceived metaphors function between that which is symbolic and habitual, capable of crossing the boundaries of genre and breaking-down the partitions of that which is at once deemed abstract and concrete. Through the conceptual metaphor theories of George Lakoff and Mark Johnson among others, this works employs a dynamic system of interpretation that, when working in this ethnolinguistic context, makes full use of the available body of cultural and linguistic knowledge both synchronically and diachronically. This ethnography of metaphor, therefore, follows a pathway arising out of a sequential understanding of sensory experience in interpreting both identity and aesthetic thought as expressed by these Scottish Gaels. Beginning with individual orientation in time and space through cultural, social and emotional engagement with both the physical and cognitive landscape, the ethnography goes on to explore both a synaesthetic and kinaesthetic awareness of the various ways in which we conceive expressive sound in its flow. Within this conceptual metaphor framework a system is unveiled in which the expression of communal tradition is seen as emanating from a shared cridhe (heart/centre). Subsequently, the transmission of this knowledge is conceptualised among encultured individuals as capable of being metaphorically eaten and, therefore, (re)internalised in the body. Such an understanding is intrinsically linked to the mutual aesthetic appreciation of language and music through their blas (taste). Ultimately, these metaphors are rooted in an integrated system oriented towards the collective attainment of social wellbeing and a principal desire to sustain that which they serve to describe.

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Palumbo, Renata. "Referenciação, metáfora e argumentação no discurso presidencial." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-21102013-191115/.

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Nesta pesquisa, nosso propósito consistiu em examinar o papel retórico e referenciador da metáfora e em observar como se constituem e se articulam os processos referenciais promovidos pela associação de domínios díspares nas várias etapas dos discursos presidenciais, dirigidos a líderes políticos mundiais especificamente. Para alcançar esse propósito, propusemo-nos aos seguintes passos de investigação, a partir do tratamento qualitativo dos dados: examinamos as metáforas centrais selecionadas e detectamos o momento em que elas apareceram nos pronunciamentos; observamos as redes referenciais relacionadas a essas metáforas; analisamos a função argumentativa da articulação dessas redes metafóricas, na organização discursiva, levando em conta as condições específicas de produção de cada discurso. Nosso corpus constitui-se de dez discursos do ex-presidente da República Federativa do Brasil Luis Inácio Lula da Silva, proferidos: em Davos (2003 e 2005), na Assembleia Geral das Organizações das Nações Unidas, em Nova Iorque (2004), na China (2004), em Portugal (2003 e 2005), na Índia (2004), no Quênia (2010) e na 39º Reunião de Cúpula do Mersocul, na Argentina (2010). As análises permitiram detectar a existência de metáforas centrais inter-relacionadas e articuladas à argumentação dos discursos. Depreendemos ter havido muitas ocorrências de redes referenciais específicas dessas metáforas, que foram, principalmente, estruturadas pela lógica dos contêineres. Tais resultados levaram-nos a entender que a metáfora conceptual é tanto recurso de referenciação, que pode ser selecionado estrategicamente para fins argumentativos, quanto elemento estruturado e estruturante dos processos referenciais. Nosso trabalho adotou como referencial teórico: i) estudos sobre a referenciação, a partir de Mondada e Dubois (2003), Apothéloz (2003), Marcuschi e Koch (1998), ii) reflexões em torno da argumentação, em que se destacam os trabalhos de Perelman e Olbrechts-Tyteca (2002 [1958]) e Aquino (1997); iii) investigações sobre a metáfora conceptual, realizadas por Lakoff e Johnson (1980, 2003), Kovecses, (2005), e a respeito do discurso político, a partir de Charteris-Black (2011), Chilton (2004).
The aim of this research was to examine the rhetorical and referential role of metaphors, and to analyze the constitution of the referential processes promoted by the association of different domains in the various stages of presidential speeches given to world political leaders. In order to achieve such a goal, the following research steps were carried out, subsequent to the qualitative analysis of the data: selected central metaphors were examined and the moment when they occurred in the speeches were detected; the referential networks related to those metaphors were observed; the argumentative role of the articulation of those metaphorical networks in the discursive organization were observed, taking into account the production conditions that are specific to each speech. The corpus is formed by ten speeches by the former president of the Federative Republic of Brazil, Luis Inácio Lula da Silva, which were given in Davos (2003 and 2005), at the General Assembly of the United Nations Organization, in New York (2004), in China (2004), in Portugal (2003 and 2005), in India (2004), in Kenya (2010) and at the 39th Mercosul Summit, in Argentina (2010). The analyses have allowed the detection of central metaphors inter-related and articulated to the argumentation of the speeches. Specific referential networks of those metaphors have been noticed to be pervasive and structured according to the container logic. These results suggest that conceptual metaphors are both a referential resource, which might be used for argumentative purposes, and an element that structures and is structured by the referential processes. This work has as its theoretical reference: i) the studies on referentiation by Mondada and Dubois (2003), Apothéloz (2003), Marcuschi and Koch (1998); ii) reflections on argumentation by Perelmand and Olbrechts-Tyteca (2002 [1958]), and Aquino (1997); iii) research on conceptual metaphors carried out by Lakoff and Johnson (1980, 2003), Kovecses, (2005), and on political discourse, by Charteris-Black (2011), Chilton (2004).

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Tappenden, Frederick S. "Embodying resurrection : conceptualisations of this life and the next in the undisputed Paulines." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/embodying-resurrection-conceptualisations-of-this-life-and-the-next-in-the-undisputed-paulines(6d6d9b79-83b1-4ef9-b8da-b4c0e0f0cb09).html.

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This study examines the centrality of the body in the apostle Paul's resurrection ideals. It is argued that Paul holds to a non-propositional understanding of resurrection that is grounded in recurrent patterns of human embodiment. Such an assertion stands in stark contrast to the pervading scholarly consensus, which is exceedingly cognicentric in its outlook and premised on an untenable opposition of body and mind. In contrast to this consensus, which disembodies resurrection, the present study demonstrates the extent to which Paul's resurrection ideals are somatically grounded. Working within a theoretical matrix that integrates the study of cognition and culture, this study utilises methodologies drawn from cognitive linguistics. Three theoretical concepts are particularly elaborated in relation to Paul: (1) Mark Johnson's understanding of image schemata, (2) George Lakoff and Mark Johnson's understanding of conceptual metaphor, and (3) Gilles Fauconnier and Mark Turner's understanding of conceptual blending. These three theoretical concepts are utilised in concert with one another and thus constitute this study's methodological apparatus. After demonstrating the inherent cognicentrism of standard scholarly approaches (ch. 1), this study examines four aspects in which resurrection can be seen as an embodied concept. Chapter 2 establishes a conceptual framework in which resurrection texts can be both identified and interpreted. It is argued that the concept of RESURRECTION is necessarily abstract and metaphorical in nature, though fundamentally grounded in recurrent patterns of human embodiment. In ch. 3 attention is directed to Paul's transformation metaphors and notions of both dualism and monism in the apostle's thought. It is argued that Paul works within a dualistic framework characterised not by opposition (e.g., body vs. soul) but rather by tensive integration (e.g., the embodied soul). Building on this assertion, in ch. 4 we examine the extent to which Paul understands resurrection as a present (and not merely future) experience. Critically assessing the apostle's eschatological outlook, this chapter argues that the somatic interior functions as the location of present resurrection. In ch. 5 this experience of present resurrection is further elaborated in light of Paul's broader participationist ideals. It is demonstrated that Paul's eschatology fosters a specific kind of resurrection experience in the present, one that is mapped onto the human body itself and elaborated via an in-out transformative interplay. Finally, ch. 6 offers a synthesis of the argument, scholarly contribution, and suggested avenues for further research.

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Shopin, Pavlo. "From injury to silence : metaphors for language in the work of Herta Muller." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267470.

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Herta Müller represents physical suffering and repression in her works, often reflecting on the regime of Nicolae Ceaușescu, and her constant interest in language and reflexivity towards writing have led her to develop sophisticated metaphors that she uses to illuminate language and its functioning under such subjugation. With reference to her fiction and non-fiction, I demonstrate how she uses concrete ideas to understand linguistic phenomena. She evokes injury, destruction, force, life, space, touch, silence, and other bodily experiences to make sense of language in the condition of suffering from social oppression. Drawing on conceptual metaphor theory within the framework of cognitive literary studies, I argue that Müller both relies on and estranges the ways in which people speak and think about language. Language is imagined differently depending on the circumstances and in close relationship with various sensory experiences. The complexity of the relationship between language and thought problematises the process of metaphor building and makes it difficult to identify its key aspects across different contexts and sensory modalities. Müller’s tropes are easy to experience, but difficult to analyse. The idea of language does not exist as a stable concept and is regularly reimagined in her texts; but its meaning is not arbitrary and depends on bodily experience. While Müller evokes such experience to understand language in the condition of suffering, she can also use linguistic concepts to elucidate more abstract ideas. Language can be regarded as an abstract or concrete phenomenon depending on the relevant bodily, linguistic, and cultural contexts. This project contributes to the study of Müller’s poetics as well as to the literary critical interpretation of embodied cognition, and develops the use of conceptual metaphor theory for literary analysis. It also seeks to develop understanding of the role of bodily experience in the metaphorical conceptualisation of language.

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Meloche, Joseph. "A conceptual study on perceptions of information seeking activity." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070104.144337/index.html.

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Fischer, Carolin. "The Flood of Refugees in our Heads: Metaphorical Framing of Refugees in German Newspaper Discourse." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1563357692101357.

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46

Drūlienė, Viltė. "Erdvinės metaforos Daiktavardinių frazių žodyne." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080804_095924-67945.

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Šiame magistro darbe analizuojamos erdvinės metaforos iš Daiktavardinių frazių žodyno. Jame užfiksuoti statistiniu metodu iš Vytauto Didžiojo universiteto Dabartinės lietuvių kalbos tekstyno atrinkti tipiškiausi žodžių junginiai (arba kolokacijos) ir frazės, kuriose pavartotas bent vienas daiktavardis. Laikomasi nuostatos, kad abstrakčiųjų daiktavardžių kolokacijos yra kalbinių metaforų išraiška. Teorinėje darbo dalyje aptariamos plačios ir įvairialypės kolokacijos ir metaforos sąvokos. Čia kalbinė metafora arba metaforinis pasakymas suprantamas kaip kognityviosios kalbotyros šalininkų aprašomos žmogaus sąmonėje egzistuojančios konceptualiosios metaforos kalbinė išraiška. Pasirinktos erdvinės metaforos – tai tos, kurių žodinėje rai��koje randama įvairių erdvės elementų įvardijimų. Išsamesnei analizei darbo objektas susiaurintas iki vertikaliųjų metaforų, kuriomis metaforizuojamas objektas (reiškinys) projektuojama vertikalėje. Aprašius atrankos kriterijus ir problemas, sudarytas vertikaliųjų metaforų ir susijusių frazeologizmų sąrašas, tada junginiai suskirstyti į semantines grupes pagal nurodomą vietą vertikalėje ar judėjimą kuria nors jos kryptimi. Aptartos tipiškiausios kiekvienos grupės kolokacijos, sutelkiant dėmesį į vertikalumą žyminčius žodžius ir metaforizuojamus objektus išreiškiančius kolokatus. Apibendrinus dažniausias kolokacijas, duomenys sisteminti, nustatytos ryškiausios konceptualiosios metaforos, kurios rodo analizuotos lietuvių kalbos vartotojų... [toliau žr. visą tekstą]
Present research paper deals with the specific group of conceptual metaphors, derived from the Dictionary of Lithuanian Nominal Phrases. The dictionary is compiled from collocations, automatically extracted from the Corpus of Present Day Lithuanian Language. All collocations contain at least one noun. The dictionary is a suitable source for the extraction of metaphors since it contains a lot of abstract noun collocations that in most cases are metaphorical. The paper presents theoretical approaches towards both issues under analysis, i.e. metaphors and collocations. The specific object of investigation, however, is conceptual, or dead, metaphor. It is defined here as a linguistic expression of a conceptual model of a world view. Following the cognitive approach it is assumed that human conceptual system, comprising cognition, language and memory, is metaphorical in nature. The metaphors under investigation contain nominations space or spacial elements in their linguistic expressions in general and specifically those, that deal with vertical scale and motion along a vertical dimension. After describing the identification criteria and procedures, the outcome of analysis is presented, i.e. the list of metaphorical phrases and idioms that are further subdivided according to the spacial dimensions, specifically the place or direction in the vertical scale. The most typical collocations of every group are discussed paying attention to the semantics of verticality. The most vivid... [to full text]

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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/.

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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 processos
Starting 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.

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Ignacio, Luana de Fatima Machado. "Compreensão de manchetes sob a perspectiva da mesclagem e da metáfora conceptual." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5344.

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Nesta dissertação, investiga-se o processo de construção do significado de manchetes jornalísticas. Parte-se do pressuposto que a Metáfora Conceptual, proposta por Lakoff e Johnson (2002[1980]) e a Mesclagem, proposta por Fauconnier e Turner (2002), são as operações cognitivas complexas imbricadas no processo de compreensão e de construção de textos. A metáfora consiste em um importante recurso que estrutura o pensamento, as experiências e as ações humanas e a mesclagem, um mecanismo que permite significar eventos e experiências, aproximando realidades diversas, (des)comprimindo conhecimentos e rotinas cognitivas ativadas na conceptualização. Nesse sentido, este trabalho traz a lume a forma como o processo de construção de significado integra informações armazenadas em na mente, intercambiando domínios estáveis e ativando espaços mentais que se comungam para a culminância de estruturas emergentes. Para tanto, elucidamos as evidências de que metáforas e mesclagens podem explicar os sentidos produzidos pelas manchetes publicadas nos jornais Meia-Hora de Notícias, O Dia e O Globo. As manchetes foram coletadas no período de 18 de abril a 14 de setembro de 2011. Reunido o corpus, foi iniciado o cotejamento das manchetes à luz das referidas teorias. Realizou-se, em seguida, uma pesquisa com alunos do Ensino Médio de um colégio da rede pública estadual, a fim de confrontar as ponderações da análise com a compreensão empreendida pelos estudantes. Os resultados da análise e da mensuração das respostas dos alunos deram conta do papel da mesclagem na compreensão das manchetes analisadas, como um processo cognitivo, imaginativo e criativo, manifestado no uso da língua, de modo a promover a construção do significado. Foi possível também descrever o papel da metáfora nas mesclas postuladas para explicação do sentido das manchetes, na medida em que conceptualizações metafóricas fundamentam espaços mentais de algumas redes de integração postuladas para análise das manchetes
This dissertation is devoted to investigate the meaning-construction process in newspaper headlines. Conceptual Metaphor (LAKOFF and JOHNSON, 2002) and Blending (FAUCONNIER and TURNER, 2002) were assumed as complex cognitive operations imbricated in the reading comprehension and text construction processes. The metaphor is an important resource for structuring thought, experience and human action. The blending is an event/experiencesignifying mechanism, which brings together different realities by (de)compressing knowledge and cognitive routines activated during conceptualization. In this respect, this paper brings to surface the way meaningconstruction processes integrate the pieces of information stored in mind, intertwining stable domains and activating overlapping mental spaces for attaining emergent structures. For such, Meia-Hora de Notícias, O Dia and O Globo newspapers, from April 18th, 2011 to September 14th, 2011, feature the corpus of the present study, collected in the light of the above-mentioned theories. Evidences that metaphor and blending are able to explain the meanings produced by the headlines have been considered. The understanding of high school students from a public school were further verified in order to confront to the considerations disclosed in the present analysis. The results suggest that the blending played a role in comprehension as a cognitive, imaginative and creative process, expressed in language use so as to promote meaning construction. The metaphor also played a part in guiding the explanations concerning meaning, inasmuch as metaphoric conceptualizations substantiate the mental spaces of some integrative networks postulated for the analyses of the headlines

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Silva, TeÃfilo Roberto da. "Estudo descritivo da realizaÃÃo das metÃforas polÃtica externa Ã guerra e polÃtica externa Ã comÃrcio." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5754.

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A Teoria da MetÃfora Conceptual (TMC) proposta por Lakoff e Johnson (1980) inaugurou pesquisas tendo como objeto de investigaÃÃo a metÃfora como elemento do raciocÃnio. Nesta perspectiva, este estudo analisou as metÃforas POLÃTICA EXTERNA Ã GUERRA e POLÃTICA EXTERNA Ã COMÃRCIO. Para tanto, partiu-se da hipÃtese de que os conceitos GUERRA e COMÃRCIO sÃo centrais na conceptualizaÃÃo de POLÃTICA EXTERNA. Inicialmente, discutiu-se o conceito da metÃfora pela perspectiva da LinguÃstica Cognitiva. Em seguida, descreveram-se os procedimentos da pesquisa. O corpus analisado sÃo exemplos retirados de textos da revista Veja on-line publicados no primeiro e terceiro trimestres de 2009. A coleta dos exemplos foi realizada com a ajuda da suÃte de programas WordSmith tools. Foram identificados os elementos constituintes dos trÃs domÃnios que estruturam as metÃforas como tambÃm as correspondÃncias conceptuais estabelecidas entre eles. Os resultados revelados pela anÃlise das metÃforas indicaram que POLÃTICA EXTERNA Ã um conceito cuja construÃÃo nÃo prescinde dos domÃnios GUERRA e COMÃRCIO. Os mapeamentos conceptuais identificados formam uma rede coerente tanto de metÃforas como de metonÃmias. Os domÃnios se mostram fortemente imbricados e se relacionam atravÃs de projeÃÃes metafÃricas e metonÃmicas. Esses dois mecanismos da cogniÃÃo atuam conjuntamente na estruturaÃÃo do conceito-alvo POLÃTICA EXTERNA. Verificou-se que os trÃs domÃnios compartilham uma conceptualizaÃÃo comum, sendo possÃvel categorizÃ-los como INTERAÃÃES COM PROPÃSITOS. A correspondÃncia existente entre os domÃnios possibilitam uma melhor compreensÃo do conceito POLÃTICA EXTERNA. A conceptualizaÃÃo metafÃrica de POLÃTICA EXTERNA nÃo sÃ Ã compatÃvel com a compreensÃo teÃrica de polÃtica, como tambÃm com a prÃpria dinÃmica das relaÃÃes internacionais, em que o poder econÃmico anda de mÃos dadas com o poder militar.
The conceptual metaphor theory proposed by Lakoff and Johnson (1980) triggered researches which aimed to investigate metaphor as an element for reasoning. It is from this perspective that this study has analyzed the metaphors INTERNATIONAL POLITICS IS WAR and INTERNATIONAL POLITICS IS COMMERCE. It was hypothesized that the concepts WAR and COMMERCE are central to the conceptualization of INTERNATIONAL POLITICS. Initially we discussed the definition for metaphor from the Cognitive Linguistics perspective. Then, we described the research procedure. The corpus analyzed consists of excerpts extracted from Veja magazine texts published online in the first and third quarters of 2009. We compiled the text excerpts with the help of the Wordsmith tools suite of programs. We identified the elements belonging to the three conceptual domains which structure the metaphors in study as well as the conceptual correspondences these domains establish. The analysis of the metaphorical mappings has revealed that the concepts WAR and COMMERCE are indispensable in the structuring of the concept INTERNATIONAL POLITICS. The identified conceptual mappings form a coherent net of metaphors as well as of metonymies. The domains are inextricably linked and related to each other by means of metaphorical and metonymical projections. These two cognitive mechanisms work together in structuring the target concept INTERNATIONAL POLITICS. We found out that the three domains share a common conceptualization, and it is possible to categorize them as INTERACTION WITH PURPOSES. The relationship that exists between the domains makes possible a better understanding of the concept INTERNATIONAL POLITICS. The metaphorical conceptualization of INTERNATIONAL POLITICS is not only compatible with the theoretical understanding of politics but also with the dynamics of foreign relations, in which economic and military power go hand in hand.

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Balčiūnaitė, Jovita. "Legitimization and delegitimization through metaphors." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120731_123932-31276.

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Abstract:

The purpose of this research was to investigate how political leaders of the United Kingdom and Lithuania, David Cameron and Andrius Kubilius legitimize themselves and delegitimize their opponents through metaphors. To achieve this aim Critical Metaphor Analysis was employed and the following objectives were set: to identify metaphorical expressions used in political speeches; to interpret them and to classify them according to their underlying conceptual metaphor; finally, to explain the way conceptual metaphors and metaphorical expressions convey how political leaders legitimize themselves and delegitimize the opponents. The results of the study demonstrated that the conceptual metaphors used for legitimization and delegitimization are the same in both political leaders’ speeches. However, metaphorical expression used for legitimization and delegitimization displays different characteristics. It also demonstrated that politicians tend to use more metaphorical expressions to convey legitimization than delegitimization.
Magistro darbo tema „Konceptualios metaforos raiška legitimizacijos ir delegitimizacijos procesuose“. Šio tiriamojo darbo tikslas yra išsiaiškinti kokiomis konceptualiosiomis metaforomis Davidas Cameronas ir Andrius Kubilius legitimizuoja save ir delegitimizuoja savo oponentus. Buvo iškelti šie tiriamojo darbo uždaviniai: pirmiausia, surasti metaforinius pasakymus politinėse kalbose, tuomet suklasifikuoti šiuos pasakymus pagal priklausymą konceptualiąjai metaforai ir, galiausiai, paaiškinti kaip metaforiniai pasakymai atskleidžia būdus, kuriais politikai legitimizuoja save ir delegitimizuoja savo oponentus. Tyrime buvo naudojamas Kritinis metaforos analizės metodas pasiūlytas Charterio-Blacko, kuris susideda iš trijų dalių, tai: metaforinių pasakynų suradimas, jų priskyrimas konceptualiąjai metaforai ir galiausiai, paaiškinimas. Pagrindinis tyrimo klausimas buvo išsiaiškinti, kuo skiriasi konceptualiųjų metaforų naudojimas legitimizacijai ir delegitimizacijai Davidas Cameronas ir Andriaus Kubiliaus politinėse kalbose. Tyrimas parodė, kad tiek legitimizacijai tiek delegitimizacijai abu politikai naudoja tas pačias konceptualiąsias metaforas: POLITIKA YRA KARAS, POLITIKA YRA KELIONĖ, ir POLITIKA YRA PASTATAS. Taip pat tyrimas parodė, kad Davidas Cameronas ir Andrius Kubilius naudoja daugiau metaforinių pasakymų išreikšti legitimizacijai nei delegitimizacijai. Tai buvo pastebėta, kai delegitimizuodami savo oponentus politikai nenaudojo kai kurių konceptualiųjų atitikmenų... [toliau žr. visą tekstą]

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