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Dissertations / Theses on the topic 'Metaphor'
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Briggs, Susan H. "Landscape as metaphor: artist as metaphier." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1470.
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This research records a three year journey of exploration through the visual arts, specifically painting and drawing in relation to the landscape. The written work presented here provides a support document to my final exhibition of paintings that were exhibited in the John Curtin Gallery at Curtin University of Technology from November 24th - December 15th 2002.The writing of this exegesis is in itself a creative piece, but it is not the same as the visual research that culminates in the paintings. I am convinced that to talk about creating art actually leads one away from being in the experiencing of that art, hence this writing discusses the processes involved and not the finished work. My primary objective within this exegesis is to present a discussion centred around some of the philosophical issues that became visible whilst carrying out my practical work. This discussion is also about process itself in art making practices and research, hence this exegesis is intended to run as a parallel to the visual body of work as presented in the final exhibition of works held in the John Curtin Gallery.I have intentionally used my own practice as a device to question the choices and outcomes of art making generally in an effort to add a little colour to the larger discourse of creative practices. Some of the writing may seem personal (apart from the journal notes) and again, this is an intentional device in order to bring about a sense of embodiment within the writing itself and a way of mirroring the processes within the paintings.
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Briggs, Susan H. "Landscape as metaphor : artist as metaphier /." Curtin University of Technology, School of Art, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14292.
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This research records a three year journey of exploration through the visual arts, specifically painting and drawing in relation to the landscape. The written work presented here provides a support document to my final exhibition of paintings that were exhibited in the John Curtin Gallery at Curtin University of Technology from November 24th - December 15th 2002.The writing of this exegesis is in itself a creative piece, but it is not the same as the visual research that culminates in the paintings. I am convinced that to talk about creating art actually leads one away from being in the experiencing of that art, hence this writing discusses the processes involved and not the finished work. My primary objective within this exegesis is to present a discussion centred around some of the philosophical issues that became visible whilst carrying out my practical work. This discussion is also about process itself in art making practices and research, hence this exegesis is intended to run as a parallel to the visual body of work as presented in the final exhibition of works held in the John Curtin Gallery.I have intentionally used my own practice as a device to question the choices and outcomes of art making generally in an effort to add a little colour to the larger discourse of creative practices. Some of the writing may seem personal (apart from the journal notes) and again, this is an intentional device in order to bring about a sense of embodiment within the writing itself and a way of mirroring the processes within the paintings.
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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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Backman, Gunnar. "Meaning by metaphor an exploration of metaphor with a metaphoric reading of two short stories by Stephen Crane /." Stockholm : Almqvist och Wiksell, 1991. http://catalogue.bnf.fr/ark:/12148/cb355126755.
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Barron, Andrew T. "Exposing Deep-rooted Anger: A Metaphor Pattern Analysis of Mixed Anger Metaphors." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84170/.
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This project seeks to serve two purposes: first, to investigate various semantic and grammatical aspects of mixed conceptual metaphors in reference to anger; and secondly, to explore the potential of a corpus-based, TARGET DOMAIN-oriented method termed metaphor pattern analysis to the study of mixed metaphor. This research shows that mixed metaphors do not pattern in a manner consistent with statements made within conceptual metaphor theory. These metaphors prove highly dynamic in their combinability and resist resonance between SOURCE DOMAINS used. Also shown is the viability of metaphor pattern analysis as a methodology to approach mixed metaphor research.
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Kennedy, Catherine. "Metaphor : Library." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8071.
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Includes bibliographical references.<br>This literature review identifies and examines metaphorical concepts that have been associated with the word 'library' historically in an attempt to identify the possible role and function of libraries and librarians in the twenty-first century. Drawing on contemporary theories of metaphor, the various ways in which libraries have been represented metaphorically within literature are considered as external perspectives of the institution and profession. These images are compared and contrasted to those library metaphors evident in the professional literature - that is, internal perspectives of the library. Examples of other professions adopting the concept 'library' as a metaphor, most notably within the online environment, are also discussed in order to hone in on those concepts perceived to be represented by the label 'library' by those choosing to employ the term. The cross-cu!tural applicability of library metaphors is also considered, drawing on examples from African librarianship, and a cluster of metaphorical concepts likely to inform future library development are identified.
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Arrigo, Michael Tood. "Image as metaphor, metaphor as meaning, meaning as existance." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303412484.
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Dall'Igna, Francesca <1997>. "Metaphors through vectors: a study on the machine interpretation of (visual) metaphor." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21943.
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Le metafore sono un meccanismo pervasivo che gli individui usano nel linguaggio di tutti i giorni. Le metafore rappresentano la mappatura di due concetti, ed è imperativo trovare un modo efficace per rappresentarle in un ambiente computazionale. Questo studio mira a esplorare una possibile rappresentazione per aumentare l’accuratezza delle macchine nell’interpretazione metaforica. In particolare, investiga l’uso di vettori per ottenere degli aggettivi che possano descrivere le suddette metafore. Inoltre, poiché nel marketing l’uso delle metafore visive è esteso, lo studio incorpora una classificazione di immagini, formando una pipeline per l’interpretazione di metafore visive.
Gli aggettivi sono stati recuperati con la creazione di una funzione in Python, mentre la classificazione di immagini è stata raggiunta grazie al training di ResNet50 su un dataset personalizzato. Per esaminare l’accuratezza nello scegliere gli aggettivi, è stato distribuito un questionario a persone con un livello di inglese almeno B2. Le risposte sono state analizzate attraverso precision at k. I risultati si dimostrano generalmente concordi con le scelte della macchina, provando quindi la teoria.
I risultati inoltre suggeriscono che la funzione creata per lo studio funziona, e che vale la pena implementare l’approccio in modelli più estesi di NLP. Perciò, il concetto teorico alla base dello studio dovrebbe essere tenuto in considerazione nella creazione di modelli per l’interpretazione metaforica.
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Mosher, Lockwood Kimberly. "Metaphor, music and mind understanding metaphor and its cognitive effect /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116947187.
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LOCKWOOD, KIMBERLY MOSHER. "METAPHOR, MUSIC AND MIND: UNDERSTANDING METAPHOR AND ITS COGNITIVE EFFECT." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116947187.
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Zahri, Maysoon. "Metaphor and translation." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.293785.
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Netshisaulu, Nthambeleni Charles. "Metaphor in TshiVenda." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71920.
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Thesis (PhD)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study investigates the cognitive, conceptual, linguistic, communicative and cultural nature of metaphors in Tshivenḓa in spoken discourse within the framework of conceptual metaphor theory extended to the framework of metaphor research on language, mind and culture, developed especially in the works of Kövecses (1999, 2000a,b, 2002, 2005, 2006, 2007 and 2011a,b). This study on metaphor in Tshivenḓa assumes an intuitive method in that the analyst identified metaphor usage in Tshivenḓa introspectively, while a more data-driven methodology is also assumed through the systematic identification of metaphors within a pre-determined set of lexical-semantic items and the conceptual mappings of selected metaphors from previous metaphor research. The study systematically identifies metaphors in spoken communication in Tshivenḓa by considering the occurrence of the following types of nouns as source and/or target: (i) natural objects and phenomena, (ii) human beings, (iii) animals, (iv) body shape and colour, (v) body parts, (vi) medicine, (vii) diseases, (viii) food-related nouns, (ix) artifacts and possessions, (x) emotions, (xi) character traits and virtues, (xii) religious terms. The study gives evidence of the striking nature of metaphors as cultural products or constructs in the interpretations evoked by the source domain nouns and the cross-domain mappings posited for the source and target, thereby providing compelling evidence that metaphor research needs to take into account the cognitive, linguistic, communicative and cultural nature of metaphor usage.<br>AFRIKAANSE OPSOMMING: Hierdie studie doen ‘n ondersoek van die kognitiewe, konseptuele, linguistiese, kommunikatiewe en kulturele aard van metafore in gesproke kommunikasie in Tsivenḓa binne die breë raamwerk van konseptuele metafoorteorie soos uitgebrei na die raamwerk van metafoornavorsing oor taal, denke en kultuur, soos veral ontwikkel in die werk van Kövecses (1999, 2000a,b, 2000, 2005, 2006, 2007 en 2011a,b). Die studie aanvaar ‘n intuïtiewe ondersoekmetode in die sin dat die navorser metafoorgebruik in Tshivenḓa introspektief geïdentifiseer het, terwyl ‘n meer data-gedrewe metodologie terselfdertyd ook aanvaar is deur die sistematiese identifisering van metafore binne ‘n voorafbepaalde stel leksikaal-semantiese items asook deur die konseptuele karterings van geselekteerde metafore vanuit vorige metafoornavorsing. Die studie identifiseer op sistematiese wyse in Tshivenḓa gesproke kommunikasie die volgende semantiese tipes naamwoorde as bron of teiken in die metafoor: (i) natuurlike objekte en verskynsels, (ii) mense, (iii) diere, (iv) liggaamsvorme en kleur, (v) liggaamsdele, (vi) medisyne, (vii) siektes, (viii) voedsel-naamwoorde, (ix) artifakte en besittings, (x) emosies, (xi) karakter kenmerke en attribute, en (xii) religieuse terme. Die studie bied evidensie aan die treffende aard van metafore as kulturele produkte of konstrukte in die interpretasies opgeroep deur die bron-domein naamwoorde en die kruis-domein karterings gepostuleer vir die bron en die teiken, en bied daardeur oortuigende bewyse dat metafoornavorsing die kognitiewe, linguistiese, kommunikatiewe en kulturele aard van metafoorgebruik in aanmerking moet neem.
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Blackwell, Alan Frank. "Metaphor in diagrams." Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/272809.
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Starodub, O. "Metaphor and Metonymy." Thesis, Сумський державний університет, 1998. http://essuir.sumdu.edu.ua/handle/123456789/62547.
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Даний документ спрямований на вивчення таких постатей як метафора та метонімія. Метафора та метонімія використовуються для того, щоб зробити письмово більш яскравим, творчим, змістовним.<br>The present paper is aimed at investigating such figures of speech as metaphor and metonymy. Metaphor and metonymy are used to make writing more vivid, imaginative, meaningful.
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Fauzi, Tetriana Ahmed. "Botany and metaphor." Thesis, University of East London, 2012. http://roar.uel.ac.uk/3089/.
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I started the doctorate program with works depicting fictional plants as a mirror or metaphor for my thoughts and feelings. The plants in the watercolour works on paper are impossible biologically and in terms of the environments in which I place them. In connection with these artworks I looked at the work of Charles Avery and Marcel Boodthaers, who both put their artwork in a fictional frame of an invented island and an imaginary museum using different methods and media. Charles Avery exhibits drawings, sculpture and text to realize his imaginary island, while Broodthaers uses readymade objects to create his fictional museum. I wanted the plants I make to have the quality that, although they are fiction, they can possibly exist in the mind of the viewer. Among my methods of working are collecting plants and photographing them in my surrounding area and looking at photographs of plants including Karl Blossfeldt’s magnified images of plant parts. These plant parts reveal anthropomorphic qualities that are very appealing to me. Imaginative perceptions, such as those described by Bataile, also create the fictional characters in my plant works. It was suggested I look at Georgia O’Keefe’s flower paintings which highlight the reproductive parts of plants because some of my plant drawings alluded to sensuality. From there I also looked at other works concerning the body by female artists such as Dorothea Tanning and Cathy de Monchaux. I made digital works by grafting watercolour images of plants onto photographs of landscapes, or close up images of buildings. This included making 3D version of the plants using air drying clay and wires and photographing them in specific places. My plant works took a turn when I visited my parent’s house in Malaysia during summer 2010 and I found decaying plants in a ‘wasteland’ area, visually appealing. I looked at works of Cathy Newell and Lynn Collins concerning decay, abandoned spaces and burned buildings. I looked at the writing of Justin Crumbaugh who discussed perspective and aesthetics of ruin and decay. I make sculptures of what I called ‘plant-objects’ and photograph them in destroyed landscapes. When I came back to London, I made two sculptures referring to traditional floral craft. The sculptures resembled body parts, which for me alluded to sensuality. These can be referenced back to the paintings of Dorothea Tanning, and Whitney Chadwick’s analysis of the female body as the object of anxiety or fantasy in the representation of self for female artists. I also considered metaphor and its relation to the plant world in the traditional Malay context and also other texts that relate to this. I wanted to identify the choices of plants that I draw or sculpt, the rationale behind these choices and their relationship to my own personal metaphors.
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Cox, Sarah Elizabeth. "Metaphor and Memory: How Metaphors Instantiate Schemas in and Influence Memory of Narrative." Oberlin College Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1463336952.
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Williams, Lacey Ann. "My World is a Metaphor| An Investigation into Reflective Practices Specifically Utilizing Metaphors." Thesis, Union Institute and University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573607.
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<p>This dissertation suggests that metaphors are a powerful learning tool in education and a way to develop as a professional educator. The purpose of this phenomenological study was to gain a deeper understanding of how teachers utilize metaphors during reflection. I addressed their experience with metaphors, how they use metaphors, how metaphors play a critical role in their teaching, how students benefit from their use of metaphors, why they use metaphors, and if through technology they are able to use metaphors to reflect. I, individually, interviewed educators to understand the overall process and the emotions they encounter because they are teaching our students. My involvement in this project led me to discover that metaphors are a way of addressing social justice and expanding the following: (a) an ethic of choice, (b) an ethic of virtue, (c) an ethic of identity and above all else, and (d) an ethic of care. All of my participants expressed both literally and metaphorically that utilizing metaphors validated students individually, allowed them to connect on a personal level, and above all else showed an ethic of care towards student learning. Our educators are leading the way in a metaphorical world that must be taught literally as well. </p><p> <i>Key Words:</i> metaphor, reflection, educators, students, education. </p>
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Larsson, Kalle. "Punning Exploiting External and Internal Metaphors : A Study of Groucho Marx's Use of Metaphor Reversal." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6664.
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<p>The aim of this study has been to analyse metaphorical strings which have been interpreted literally, a process referred to as metaphor reversal. This was first described by Löflund (1999:18) and the specific term was later coined by Alm-Arvius (2006:6). Metaphor reversal is basically a subcategory of the broader term polysemy punning.</p><p>When a metaphor unexpectedly is interpreted literally, a humorous effect takes place and a pun is created. Especially if the metaphorisation in question has an entrenched figurative meaning, the unexpectedness of the literal interpretation is greater and the pun more obvious. The examples of these puns exploiting metaphor reversal have been taken from films featuring the verbal comedian Groucho Marx (GM), who frequently used this type and other kinds of puns in his films.</p><p>The terms internal and external metaphor, coined by Alm-Arvius (2003:78), have been used in order to distinguish between two different types of metaphorisations. Internal metaphor refers to metaphors with obvious internal collocational clashes and external metaphor refers to metaphors without such clashes, which can thus be given a literal as well as a figurative reading. However, this is not a clear-cut distinction and occasional overlapping between the two categories is common. Therefore, a continuum has been given which shows the overlapping category ‘more figurative external metaphors’. These are metaphors without collocational clashes, but with entrenched figurative meanings which make them metaphorical and not literal.</p><p>GM does not only revert external metaphors; he also reverts internal metaphors although this category contains collocational clashes which should make a literal interpretation impossible. Internal metaphor puns tend to be more absurd than external metaphor puns due to the collocational clashes which make the literal interpretation less probable. Reverted external metaphors are referred to as REM and reverted internal metaphors as RIM.</p><p>Most examples analysed are metaphorisations with idiom status with clearly preferred figurative meanings. Consequently, their figurative meanings are deeply entrenched and should not be altered. However, these figurative meanings are altered by GM in his punning; they are reverted and interpreted literally. This indicates that one of the few occasions when it is accepted or even possible to interpret a metaphorical idiom literally is in punning.</p>
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Romaniw, Irene. "The interpretation of metaphor." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28483.
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This thesis attempts to explain exactly how it is that we interpret metaphor. A brief historical overview of the substitution, comparison and interaction methods is offered. Then the basic steps within these theories are aligned with current thoughts on the interpretation of metaphor from within semantic theory. Because of the self-imposed restrictions within semantic theory, a semantic interpretation of metaphor is an extremely limited one. The problems of definition of meaning, the allowance of deviant language and the nature of the relationship between syntax and semantics are considered before adapting Samuel Levin's Semantics of Metaphor. Levin offers a formula, based on semantic theory, whereby a good basic framework is provided to outline the steps involved in the understanding of metaphor.
By extending Levin's theory and by testing this extended version against complex metaphor, a more comprehensive approach to the interpretation of metaphor is offered. Furthermore, application of the extended theory to increasingly complex metaphors reveals a consistent and predictable pattern traceable throughout the interpretation process which, in turn, can only be reflective of the organizational patterns of human thought.<br>Arts, Faculty of<br>English, Department of<br>Graduate
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McCruden, Patrick J. "Metaphor and religious dialogue." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Gokcesu, Bahriye Selin. "Metaphor processing and polysemy." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297104.
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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences and Program in Neuroscience, 2007.<br>Title from dissertation home page (viewed Sept. 29, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 1354. Adviser: Robert Goldstone.
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Gast, Jason A. "Ceramic vessels as metaphor." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318612.
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This project has shown how a ceramic vessel can be used as a metaphor for human emotion and feeling. People are like ceramic vessels because they hold in emotion how vessels hold liquids or solids. Artists that are reviewed in the project are Peter Voulkos, David Leach and Bob Witt. The body of work is made up of a series of teapots that are built of a base, body, spout, lid and handle. Changing the position of any one of these parts can give the teapot a different feeling.<br>Department of Art
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Lambourn, David Malcolm. "Metaphor in social thought." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/57727/.
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Whereas a number of influences have directed the attention of sociologists and others towards language as a feature of social phenomena, these same influences have served to reveal wide discrepancies in the place accorded to figurative language, and to metaphor in particular. This has proved to be the case both in respect of the phenomena studied and of the subsequent writing. These influences have included, inter alia, 'the linguistic turn' in philosophy, the rise and fall of structuralism both as philosophy and as a model for anthropology, and also in the development of ethnomethodology from phenomenology. The thesis specifically locates the enquiry within the writer's biography and is not sited within anyone traditional discipline, but has rather been a reading 'between literature and science' and one 'privileging' metaphor over concept. The attempt to explore the 'privileging' of metaphor over concept renders problematic an understanding of language as langue, and prefers parole. Rendering language problematic has consequences for how knowledge and science are understood. In parallel with the reading, an ethnomethodological study of a school was undertaken in order to provide a context in which the outcomes of the reading could be sited and compared, leading to a consideration of metaphor within ethnography. With these starting assumptions, a report is made of a limited number of authors who have been widely acknowledged as influential in considerations of metaphor. Aristotle is read, through and against recent interpreters, as if an ontology of metaphor were considered undesirable. This leads to an understanding of metaphor as a tool. Hobbes is seen through the work of Quentin Skinner as one who, influenced by his contemporary Descartes, is critical of the use of metaphor in spite of his articulate use of it. Vico, not widely influential until the late nineteenth and twentieth centuries, reveals a diachronic picture of the primacy of metaphor in relation to the development of concepts, later supported by Herder who offered a complementary, though synchronic, version. Nietzsche, writing in a post-Darwin context, sees the formation of metaphor as the fundamental human drive and links it with truth as a value. Work on metaphor during the latter parts of the twentieth century is described beginning with I. A. Richards, leading to brief considerations, inter alia, of Max Black, W. V. O. Quine, Mary Hesse, Rom Harre and Hayden White. Writers in the social sciences who have been explicit about the part played by metaphor, Victor Turner, R. H. Brown, R. A. Nisbet and D. McCloskey are acknowledged. Donald Davidson is seen as particularly influential, denying the possibility of a separate notion of metaphorical meaning and confirming a denial of langue. Richard Rorty is seen as a writer who has treated metaphor positively in his Contingency, Irony and Solidarity and his use of metaphor there is examined in its variety. Throughout, the Nietzschean view of the formation of metaphor as the fundamental human drive is connected with Cohen's view that metaphor cultivates intimacy. It is on this basis that the above writers, some of whom would otherwise be seen as belonging to different genres, most prominently philosophy, have contributed to social thought, and to the place of metaphor within it. The insight into metaphor as a fundamental human drive and as cultivating intimacy is then linked with the view that metaphor becomes valued as concept by virtue of the work done in linking past action to new circumstances. This combination, one linking metaphor with pragmatism, is used as a pattern by which to inspect others' writings. The widespread rejection or devaluation of metaphor in social theory could then be related to its role having been undermined by the rhetoric of natural science, though freed somewhat by T. S. Kuhn, an undermining which threatens creativity and the cultivation of intimacy with its implications for the formation and sustaining of communities. The supposition, for reasons of the production of social science, that once the analogies contained in or suggested by a metaphor may thereafter be discarded, is resisted on the grounds that history is overlooked, persons are no longer seen in relation, knowing and certainty work to bring play to an end, learning is transformed from personal engagement to instruction, community is replaced by rules for rational conduct, and obedience replaces discovery and growth. Metaphor explicitly identified offers hope.
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Mulberry, Greig R. "Rorty, Davidson, and Metaphor." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/9775.
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In his essay "What Metaphors Mean," Donald Davidson gave a striking view of metaphor, claiming that metaphorical utterances have no meaning beyond the literal meanings of the words contained in them. Richard Rorty claims that this view of metaphor can be used to argue that cultural, moral, and scientific change (all products of metaphor) are contingent. I will argue that Davidson's view of metaphor is not consistent with Davidson's overall principles of theory construction, and, hence, is not consistent with his theory of linguistic meaning. Furthermore, I will argue that Rorty himself has significantly misinterpreted Davidson's theory of metaphor.<br>Master of Arts
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Wilkinson, Alexia A. (Alexia Anne) Carleton University Dissertation Journalism. "Journalism, myth and metaphor." Ottawa, 1993.
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Macaulay, Stephanie Jan Carleton University Dissertation Philosophy. "Understanding Ricoeur on metaphor." Ottawa, 1996.
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Brown, Ian James Morris. "History as theatrical metaphor." Thesis, Manchester Metropolitan University, 1991. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290319.
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Giacomo, Paola Vanesa de. "Contemporary theory of metaphor." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94393.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010<br>Made available in DSpace on 2012-10-25T09:24:58Z (GMT). No. of bitstreams: 1
286138.pdf: 2374674 bytes, checksum: 759665ea75cbe36caa23c9f33688b823 (MD5)<br>Nos últimos trinta anos, a metáfora tem sido observada sob aspectos mais psicológicos e cognitivos, tornando-se objeto de interesse central nas ciências humanas, principalmente na psicologia cognitiva que tem desenvolvido uma grande quantidade de pesquisas dedicadas ao processo de compreensão da metáfora. O objetivo deste estudo é contribuir com um mapeamento das diferentes perspectivas dos pesquisadores brasileiros dedicados à Teoria Contemporânea da Metáfora. Os dados consistem de trezentos e cinco estudos empíricos publicados entre 1998 e março, 2010. A análise mostra que (1) São Paulo foi o estado brasileiro mais frutífero a desenvolver pesquisas no tema e PUC-SP foi a universidade com o maior número de publicações, seguida pela UFJF e a UFSC. Também o GEIM - Grupo de Estudos da Indeterminação e da Metáfora - demonstrou ser o grupo de pesquisa com contribuições mais significantes para o campo; (2) a maioria dos estudos foi conduzida em português como língua materna - principalmente os baseados em Lingüística de Corpus; (3) a investigação brasileira tem sido conduzida de forma qualitativa e possui abundantes pesquisas etnográficas e de ação; (4) há uma tendência em favor do uso da metodologia de Lingüística de Corpus com ênfase no uso das ferramentas fornecidas pelos Laboratórios de língua brasileiros; (5) existe um leque de investigadores que têm observado a metáfora conceitual sob uma perspectiva mais filosófica e semântica; (6) a maioria dos pesquisadores selecionados neste estudo analisaram a indeterminação de significados na língua (real) em uso; (7) Metaphors we live by (Lakoff & Johnson 1980) e sua tradução ao português - pelo GEIM - demonstrou ser indispensável na literatura brasileira. Resultados gerais sugerem que Brasil é um campo fértil e tem explorado a abordagem Lakoffiana da metáfora nas mais diversas áreas de estudo.
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Glover, Martin James. "Metaphor, philosophy and science : An impossible-worlds approach to the semantic of metaphor." Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505637.
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Wright, Christopher I. "Metaphor, inference and insight : an inquiry into the role of metaphor in cognition." Thesis, Cranfield University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385762.
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Deyhle, David Allen. "A study of the value of metaphor for theological understanding." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Havsteen-Franklin, Dominik. "When is a metaphor? : art psychotherapy and the formation of the creative relationship metaphor." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17710/.
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It is a widely debated subject whether a patient with a diagnosis of major depression and a history of psychosis is able to use and comprehend metaphors. There are a number of studies that indicate that metaphor comprehension with this population is very reduced. However, within the context of psychotherapy metaphor is poorly defined and the concept is often applied inconsistently in academic literature. This thesis examines a commonly reported occurrence of metaphor formation in art psychotherapy and in particular, examines a type of metaphor that offers a novel perspective about interpersonal relationships called the creative relationship metaphor. This thesis aims to develop a definition of a form of metaphor that is helpful in clinical practice and understand the clinical formation of this metaphor in art psychotherapy. The first part of the thesis develops a new metaphor type, called the ‘creative relationship metaphor’ (CRM), beginning with a psycholinguistic perspective. 2 3 In summary, the key characteristics of the CRM being developed is that it is: • An interpersonal event • An image based representation which is cognitively mapped • Context dependent • A novel way of perceiving the person, thing or event The hypothesis that patients diagnosed with severe mental health issues can produce CRMs is tested through two analyses. The first analysis focuses on the defining features of the creative relationship metaphor and the second analysis focuses on the therapist’s influence on metaphor formation. In the clinical examples, the increased capacity to reflect on significant relationships is linked to the formation of the CRM. These results offer preliminary evidence suggesting that there are specific in-session interventions that support the development of the CRM in the assessment context.
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Patterson, K. J. "Lexical priming and metaphor : application of the theory of lexical priming to metaphoric language." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/3001530/.
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Metaphoricity is often regarded as a distinctive linguistic phenomenon, in opposition to literal, or non-figurative language. Recent research from a corpus-linguistic perspective has begun to show, however, that such a dichotomist stance to metaphor does not bear scrutiny. Current categorization of metaphoric language is unable to address the fuzzy, ambiguous nature of metaphoricity with any definitive set of linguistic characteristics (Deignan, 2005; Partington, 2006; Philip, 2011). Moreover, a metaphor’s ability to violate or bend the limits of linguistic conventions (semantically, lexically, grammatically) is what gives those who employ them a certain degree of freedom in their use of language. The focus of this thesis is to explore and compare the lexical characteristics of metaphoric and non-metaphoric instances of language from a corpus-based perspective. Hoey’s theory of Lexical Priming (2005) presents a usage-based account for both the psychological motivation behind our understanding of language and our ability to use language fluently to communicate within a given context. Presently, the theory accounts for both spoken and written language within particular domains but little attention has been paid to figurative language and in how far priming can account for its usage. This research aims to present an account of how lexical priming can be extended to account for metaphoric instances of language. The focus of this thesis is to explore the relations of collocation, colligation, semantic association and pragmatic association in metaphoric and non-metaphoric instances of the items cultivated (v), flame (n) and grew (v) within a corpus of nineteenth century writings. Hoey’s Drinking Problem hypothesis, an outcome of the Lexical Priming theory is shown to provide an explanation for what drives us as language users to identify metaphoricity. The findings reveal differences in the lexical behaviour between metaphoric and non-metaphoric uses: as a metaphor, it can be argued that cultivated, flame and grew are qualitatively different lexical items, when compared to their non-metaphoric use(s). These findings suggest that lexical, grammatical, textual and pragmatic manifestations in language carry a great deal of importance in distinguishing between subtleties in word senses and meanings. Moreover, the findings show a metaphoric sense of an item appears to be dependent on the primings activated in a reader. It could be argued, based upon the lexical priming approach, that metaphoricity is inherent in the language user rather than the language itself. The research concludes more generally that corpus linguistics, as a method, can offer an explanation for why we recognise metaphoric uses of an item successfully.
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Januškytė, Sigita. "Subjectivized Grammatical Metaphor in Translation." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_182420-93785.
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This paper focuses on the concept of a subjectivized grammatical metaphor and its practical application in the translation of English fiction. At first, it explains the theoretical concept of a grammatical metaphor in general, following Halliday and other scholars. Later it gives the wide array of translation transformations of subjectivized grammatical metaphor to illustrate this theoretical overview with the examples of its practical application.<br>Šis darbas pristato gramatinės metaforos savoką ir atvejus, kai ji eina sakinyje veiksniu, bei jų vertimą į lietuvių kalbą iš anglų grožinės literatūros kūrinių. Darbo pradžioje aptariama teorinė gramatinės metaforos sąvoka, remiantis Halliday ir kitais mokslininkais. Antroje darbo dalyje nagrinėjami konkretūs gramatinės metaforos vertimo pavyzdžiai, iliustruojantys šią teorinę apžvalgą.
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Kendrick, Stuart. "The metaphor of the virus." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441794.
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Denham, Alison Edwina. "Metaphor and the moral imagination." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314928.
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Huang, Mimi Ziwei. "Metaphor, Salience and Literary Discourse." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518831.
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McClure, Ashley. "Humanizing Technical Communication With Metaphor." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3228.
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This thesis explores how metaphors can humanize a technical document and more effectively facilitate user comprehension. The frequent use of metaphor in technical communication reminds us that the discipline is highly creative and rhetorical. Theory demonstrates that a technical text involves interpretation and subjectivity during both its creation by the technical communicator and its application by the user. If employed carefully and skillfully, metaphor can be a powerful tool to ensure users' needs are met during this process. The primary goal of technical communication is to convey information to an audience as clearly and efficiently as possible. Because of the often complex nature of technical content, users are likely to feel alienated, overwhelmed, or simply uninterested if the information presented seems exceedingly unfamiliar or complicated. If users experience any of these reactions, they are inclined to abandon the document, automatically rendering it unsuccessful. I identify metaphor as a means to curtail such an occurrence. Using examples from a variety of technical communication genres, I illustrate how metaphors can humanize a technical document by establishing a strong link between the document and its users.<br>M.A.<br>Department of English<br>Arts and Humanities<br>English MA
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Willson-Quayle, James. "Hobbes, metaphor and political thought." Thesis, London School of Economics and Political Science (University of London), 1991. http://etheses.lse.ac.uk/1204/.
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The thesis examines the role of metaphor in political thought and, in particular, in the work of the British philosopher Thomas Hobbes. It is argued that, contrary to what many critics have suggested, Hobbes's use of images, metaphorical and otherwise, formed the basis for much of his political philosophy. Indeed, it is from a correct understanding of the use of the metaphoric image in political thought that varied Hobbesian concerns such as history, science, geometry, optics, poetry, and political philosophy can be united. Appropriately, chapter one narrates four distinct traditions of applying the subject of metaphor to philosophy. It is argued that, far from being marginal to political thought, metaphor partially forms the basis for much of the activity of political thinking. The second chapter develops a theory of the meaning of political metaphors. It is argued here that many twentieth century accounts of the meaning of metaphors are deficient for they fail to acknowledge how metaphorical images are used in political thought: namely, to unite the populace in a common political judgment. The remainder of the thesis is then devoted to the work of Thomas Hobbes. Based upon an understanding of political metaphor as outlined in the first two chapters, it is argued in chapter three that contempory theorists are wrong when they suggest that Hobbes contradicted himself when using metaphors to adorn his prose and yet, at the same time, condemning their very existence. On the contrary, it is argued that Hobbes's treatment and use of metaphors was highly consistent. More importantly, once Hobbes's alleged contradiction has been satisfactorily resolved, we soon find that the metaphoric image was to play a large role in almost all of his work, from his translation of Greek classics to his theory of rhetoric and of history. Chapter four then turns to Hobbes's optical theory of nowledge, for it is argued here that the starting point to Hobbes's understanding of science, geometry, and, ultimately, knowledge is primarily visual. Chapter five then analyzes the metaphorical imagery of Hobbes's most popular work, Leviathan. From a dose look at various aspects of this work we find that the metaphoric image is perhaps its most constitutive element. Finally, chapter six analyzes the double-edged sword to our political images. From looking at the role of metaphorical imagination in Hobbes's political philosophy, including a discussion of the poetic imagination of Michael Oakeshott and Martin Heidegger, it is argued that the act of imagination can be either politically creative or highly dangerous. This, indeed, is the consequence of the metaphoric image in political thought - it has the power either to save or enslave us.
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Miers, John William. "Visual metaphor and drawn narratives." Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/13457/.
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This thesis explores the ways in which the production and comprehension of drawn narratives are structured by metaphorical conceptualisation. The argument develops from the observation that metaphor theory does not account for the perceptual character of depiction. I begin by focusing on an overlooked distinction between "pictures that are metaphors" and "pictures that have metaphors as their textual content" made by Richard Wollheim. This leads into the elaboration of a theoretical model of depiction-as-metaphor, which contributes to analytic philosophy as well as metaphor studies. In the fourth and fifth chapters, I argue that common nonpictorial drawing devices including speech balloons and motion lines operate as reifications of cognitive construal operations. Applications of metaphor theory to comics have generally focused on identifying the operation of metaphorical structures previously proposed through research using linguistic corpora. This strategy is frequently employed in the thesis, but I extend it by bringing to bear a wider range of cognitive processes that highlight the role of visual perception in cognition. My theoretical framework synchronises the accounts of unconscious cognitive processes developed by, in particular, George Lakoff and Lawrence Barsalou, with philosophical accounts of depictive seeing as a self-conscious imaginative use of one’s own perception, amongst which the work of Kendall Walton is highlighted. The formal study of comics is replete with theoretical frameworks derived from linguistic models of signification, but much less attention has been paid to developing models that approach the artform as a species of drawing rather than writing or literature. My thesis contributes to redressing that imbalance. My synthesis of depiction and metaphor extends the application of metaphor theory to drawn multimodal texts. The challenges it proposes to the Lakoffian model of metaphorical cognition are in keeping with contemporary scholarship, and contribute to the ongoing work in understanding metaphor’s central role in cognition.
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Cohen, Jacqueline M. "Collage: a metaphor for remembering." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299793856.
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Rouzer, John Harvey. "Ontological metaphor in Chinese syntax /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320758437.
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Bishop, Ryan M. (Ryan Marion). "Metaphor and the ESL Classroom." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500225/.
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This paper concentrates on the viability of using metaphor as a teaching tool in the English as a Second Language classroom. In doing so, a semantically-based theory of metaphor, like that presented by Lakoff and Johnson (1980), is employed as a base for the examination. Such a theory of metaphor presents a dramatic shift from theories, especially Aristotle's, of the past. The theory of metaphor proposed by Lakoff and Johnson contends that language is essentially metaphorical and that much of our 'commonsense' knowledge about the world is derived from interpretations of reality and is manifested in metaphors central to a culture and its language. If this theory is true, then it stands to reason that a student attempting to learn English as a Second Language could profit greatly from metaphor instruction because such instruction would aid all areas of the language acquisition process.
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Arbegast, Jeff. "Cross-disciplinary use of metaphor /." Online version of thesis, 1993. http://hdl.handle.net/1850/11869.
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Sarnoff, Tamar Jill. "METAPHOR, COGNITIVE ELABORATION AND PERSUASION." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194626.
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Metaphors have long been a subject of interest to philosophers, scholars and researchers. Recent insights into the nature and function of metaphor have spurred new interest in the persuasive effects of metaphor. To date, research on the relation between metaphors and attitudes has produced mixed findings. This paper argues that there are several limitations in previous models and designs and this work attempted to resolve several of them. The rationale for the study is based on the Elaboration Likelihood Model (ELM) of persuasion, which argues that cognitive elaboration is a strong predictor of attitudes. Researchers have posited that metaphors should evoke more cognitive elaboration than literal counterparts. This paper reports the results of a study that tested the relationship between metaphors, cognitive elaboration, and attitudes. Participants were exposed to one of 72 message conditions and responded to a set of psychological and attitude scales. Many of the hypotheses were not supported, including tests of the amount of cognitive effort that subjects reported and results related to attitude change by metaphor type. Results indicated that attitudes were stable across time, which is consistent with the ELM.
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Pyle, Maurine Hebert. "CONTEMPORARY QUAKER USE OF METAPHOR." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1534.
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This qualitative sociolinguistic study focuses on the contemporary usage of metaphor in religious speech among North American Quakers of the Religious of Society of Friends with a particular emphasis on the two historical metaphors of Light and Dark. Beginning with the 20th century, a diverse religious population has been steadily arising in Quaker meetings including many non-Christians. Individual American Quakers are currently choosing a variety of spiritual and/or religious identities and practices ranging from Evangelical or mystical forms of Christianity to Neo-paganism and Non-theism. Thus, the traditional meanings of these metaphors, which were rooted in biblical passages, are changing. This study is based primarily upon six in-depth interviews which provide a sample of a variety of religious viewpoints on the experiential usage of the metaphors of Light and Dark to embody spiritual feelings in worship. These two metaphors are embedded in many religious practices making them central to religious experience. Although Critical Discourse Analysis is used as the primary lens for investigation, the theories of Sapir, Whorf, Lakoff and Johnson also provide an additional basis for analysis. Additionally, a corpus which demonstrates collocations of the metaphors of Light and Dark has been created from archives of Early Friends' journals of the 17th century and compared to the writings of contemporary American Quakers.
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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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Gebken, Lisa M. "Metaphors in the news : the effects of metaphor usage in measuring recall and retention of information within a news story." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115752.
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This study has designed to test whether or not the use of metaphors affects audience recall and retention of news. The study is designed to test the hypotheses that metaphors help the reader recall a greater amount of information immediately after exposure (i.e., short-term memory, identified in this study as recall), and that metaphors aid in a greater amount of information retained at a later date (i.e., long-term memory, identified in this study as retention). Recall and retention help demonstrate whether or not metaphors promote reader understanding and remembering of facts in news stories better than in stories that do not use metaphors or images.The methodology of this study consisted of two tests in which subjects answered open-ended questions to see if the presence of metaphors aided in retention and recall of information. Two versions of a newspaper story with identical news were presented. The metaphor story contained one primary metaphorical image which ran continuously throughout the story. The nonmetaphor story featured no manipulation by the researcher. The first test measured the amount of information recalled immediately after exposure to a given story. The second test took place five days after the initial exposure.Using a MANOVA repeated measures design, the researcher found a difference between the metaphor and nonmetaphor variables and significant difference between the recall and retention variables, but no interaction between all of the independent variables. Therefore, this study did not support the hypothesis that news stories with metaphors aid in both recall (short-term memory) and retention (long-term memory) of information.<br>Department of Journalism
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Holme, Randal. "Teaching language as metaphor : the potential of current research into metaphor and cognition for classroom practice." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3788/.
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Recent developments in cognitive linguistics have revealed how abstract meaning in language is shaped by bodily experience. We understand and express such concepts as time, causation, direction or love through metaphors that are shaped out of our sense of ourselves as embodied creatures (Lakoff 1987, Johnson 1989, 1991, 1992, 1993). The diachronic analysis of syntax also shows how metaphor shifts lexical meaning towards grammatical meaning (Heine 1997). For example, in English and other Indo-European languages, we use what Heine (1993) identifies as a propositional schema of possession to express how in having taken hold of an action, we have completed it. Thus we grammaticalise a possessive 'have' (haber, avoir, etc.) or 'ter' (hold in Portuguese) to express an immediate past, or finally, as in modem French, the past itself Applied linguists are now asking how this cognitivist re-examination of the nature of meaning creation should impact upon language teaching (e.g. Low 1988, Lindostromberg 1991, Dudley Evans and St John 1998, and Boers 2000). One suggestion is that conceptual metaphors might prove an effective mechanism to help learners of specialist language group some forms of specialist lexis, using a conceptual metaphor such as 'cash is liquid', for example, to help students understand the language of finance, clustering and organising such terms as 'capital liquidity' and 'company floatation’. This thesis carries forward this exploration in a more comprehensive manner. It first examines the nature of metaphor in order to produce a useable construct. This construct differs from some mainstream cognitive views (e.g. Gibbs 1994 and Lakoff and Johnson 1999) in that it follows Glucksberg and Keysar (1993) in relating metaphor construction to class inclusion, and Glucksberg and McClone (1999) in affording similarity a role in metaphor interpretation. It treats metaphor as holding together three aspects of pedagogy: the nature of what is taught, the mechanisms through which it is learnt, and the learner's affective relationship to both. The picture of language and the language learner's mind that is produced rejects notions of adult acquisition and focuses upon the role of conscious learning through metaphor-based techniques. In the role of a participant observer, the author recounts how they implemented this in the classroom.
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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.<br/>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.<br/>En el segon capítol fem una comparació entre experiencialisme i existencialisme a través del concepte d'imaginació un element clau en ambdues teories.<br/>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.<br/>Finalment, un apartat de conclusions tancarà la tesi per tal de recollir les principals propostes que han estat defensades al llarg del treball.<br>This dissertation deals with Conceptual Metaphor Theory and Experientialist philosophy by George Lakoff and Mark Johnson and Existentialist philosophy by Jean-Paul Sartre. <br/>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.<br/>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. <br/>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. <br/>Finally, a part of Conclusions will close the dissertation in order to summarize the key proposals defended throughout the work.