Academic literature on the topic 'Psycho-semiotics'

Pancasila has many functions for Indonesia; as the foundation of the state philosophy, the source of all law sources, nation’s view of life, as well as the soul and personality of Indonesia. Pancasila has not become a common value that is the basic for every remark and behavior. Because of that Pancasila needs to be interpreted in useful point of view to build personality with deep contemplation of it. One of the signification is on Sufistic Psychology’s Perspective. Sufistic Psychology as the development of Psychology based on Tasawuf, can be a useful perspective in interpreting Pancasila. Psycho-Sufistik that oriented in moral-transcendental can provide a deep and focused meaning to Pancasila. This research use a qualitative methodology, which elaborates the meaning of Pancasila in Sufistic Psychology’s perspective. Before Pancasila was elaborated in Sufistic Psychology’s perspective, the meaning of Pancasila was analyzed using semiotics. This study aims to interpret Pancasila in Sufistic Psychology’s perspective.The results of the study shows that the research is useful to enrich the intellectual treasures of Pancasila

The paper describes starting point of so called ”Educational Informatics“ as one of the Educational Cybernetics approaches, and example of research results of theory called as „human thinking economy“ application in the field of science and technical education is provided. Educational informatics is based on so-called educational theory of signs (educational semiotics) developed by M. Lansky which provides great support to the process setting the basis of branch didactics in learner’s cognitive capacity. This approach contents the psycho-structural model of processing information explaining the route of information which is to be processed. It starts with registering it by sense organs (sensory perception), followed by aware perception (apperception) and operating it, i.e. the entire processing the information including storing it in the memory. Within this process various functions are activated, both when the memory stores (associates) the information and effectors (performing organs) are activated. This psycho-structural model synthesizes both behavioural approach (stimulus - "black box" - reaction) and the humanistic psychology approach based on the introspective analysis. A similar model was provided for the chemistry didactics by Johnstone, too. This psycho-structural model also distinguishes certain cornerstones (i.e. model of operations) of human perception and learning, i.e. stimuli – perception filter – working space within the memory (operational memory) – long-term memory which influences the accommodator (adaptor, i.e. the apparatus for directing attention or reduction the apperception). It differs from cybernetic pedagogy as it does not apply the “hard“ quantitative approach to expressing the content of single parts of the psycho-structural model (in bits) but divides the learning content into several mastered parts (operations) called “pieces“ which the learner must run in the operational memory. This method is called “chunking“, i.e. composing, stratifying, layering information in the memory) and was applying in our research their selected results are presented in the second part of the paper. The research project results were based on analyse of teacher’s predictive evaluation of items in didactic test. Results of a comparative study of reception of pictures in the test items by so called experts (having a certain level of knowledge of the presented subject matter, i.e. teachers) and so called non-specialists (who have minimum knowledge in the area learned, i.e. learners) are added. In concerned research were analyzed the prognosis of chemistry teaching students (experts) in learners succeeding in the didactic test items with or without picture parts. Results show that future teachers overestimate the role of picture materials on positive responses of learners in didactics test. Key words: educational informatics, cybernetic approach in branch didactics, science and technical education, teacher’s predictive task evaluation.

The article focuses on the human individual as a signifying and communicating self whose properties can be detected or assumed on the basis of its language in verbal communication through texts and text-processing activities or, more broadly, in both verbal and non-verbal communication through signs and sign-processing activities in the semiotics of culture. The point of departure is the distinction between the observable self and the inferable self, i.e., a concrete person who transmits and receives verbal and/or non-verbal messages, and a mental subject who is engaged in creating and comprehending them. As a consequence of this distinction, it can be stated that the communicative network of the human life-world consists of two types of collectivities. On the one hand, there are speakers and listeners of particular languages who form interpersonal collectivities of those transmitting and receiving perceivable meaning bearers through physical-acoustic sound waves in the communication channel; on the other hand, there are intersubjective collectivities of those who process and understand intelligible meaning bearers while referring them to an extra-linguistic reality through acts of reasoning and interpreting. Exposing the notion of polyglotism, this paper argues that a multiaspectual typology of selves is possible on the basis of the linguistic and cultural texts that characterize the social roles and pragmatic goals of communication participants in the various domains of the human life-world. Finally, it supports the conviction that interdependencies between language and culture must be primarily explained in terms of psychological, or rather, psycho-semiotic conditionings of humans. Since particular languages are products and components of social and cultural life, constantly being shaped and changed due to personal and subjective activities of human selves, polyglotism as both multilingualism and multiculturalism also implies an inquiry into their multicultural competence and multicultural identity.

Статья посвящена изучению креолизованных или семиотически осложненных текстов, состоящих из двух негомогенных частей – вербальной и невербальной, в которых взаимодействуют и формируют смысл разные по своей семиотической природе элементы. Целью статьи является выявление специфики семиотической системы англоязычных печатных рекламных текстов. Актуальность исследования заключается в том, что изучение семиотической системы (как визуальной, так и вербальной) современных англоязычных рекламных текстов дополняет данные интерпретации текста рекламы и обеспечивает дискурсивную целостность анализа исследуемых явлений. В современной лингвистике рекламный текст считают креолизованным, он имеет поликодовый характер, именно поэтому обосновано и необходимо применение семиотического подхода к интерпретации текста рекламы. Материалом исследования послужили современные англоязычные рекламные тексты, которые были опубликованы в журналах Vogue, Elle, In Style, Tatler, Marie Claire, Wedding, Cosmopolitan в 2013–2019 годах. Специфика англоязычных рекламных текстов рассматривается в рамках трёх направлений семиотики: семантики, синтактики и прагматики. В семантике текста рекламы содержится так называемый “лингвовизуальный коммуникативный комплекс”. Основной целью автора рекламного текста является специфическое сочетание и взаимодействие образа и идеи. Анализируя печатный рекламный текст с точки зрения синтактики, авторы отмечают его так называемый формульный характер, то есть связную строгую последовательность его структурных элементов: заголовок, текст, слоган, товарный знак. Прагматическая составляющая рекламного текста рассматривается в статье в виде четырех элементов механизма воздействия рекламы: внимание, интерес, желание иметь, действие/покупка, которые следуют в строгой последовательности в указанном порядке. На семантическом уровне авторы устанавливают наиболее частотные и эффективные виды визуальных знаков, используемых в рекламе. Также исследованы цветовые решения, избираемые для направленного воздействия на реципиента эмоционально, психофизически и символически с целью вызвать желание приобрести товар, что усиливает рекламное воздействие. В статье приводится ряд языковых приемов, используемых при создании рекламных текстов: аллюзия, метафора, повторы, аллитерация, каламбур, гипербола, эллипс и другие. В качестве вывода исследования сформулированы обоснования для формирования представлений о семиотической системе англоязычной печатной рекламы. The article is devoted to the study of creolized, or semiotically complicated texts. Such texts consist of two non-homogeneous parts, verbal and non-verbal, in which elements different in their semiotic nature interact and generate meaning. The aim of the article is to identify and describe the specifics of the semiotic system of English-language printed advertising texts. The relevance of the study lies in the fact that the study of the semiotic system (both visual and verbal) of modern English-language advertising texts supplements the interpretation of the advertising text and ensures the discursive integrity of the analysis of the analyzed phenomena. In modern linguistics, an advertising text is considered creolized; it has a multi-code character, which is why it is justified and necessary to apply a semiotic approach to its interpretation. The research material was modern English-language advertising texts published in Vogue, Elle, In Style, Tatler, Marie Claire, Wedding, and Cosmopolitan magazines in 2013–2019. The specificity of English-language advertising texts is considered in the framework of three areas of semiotics: semantics, syntactics, and pragmatics. The semantics of the advertising text contains the so-called “linguistic-visual communicative complex”. The author of the advertising text aims to create a competent combination and interaction of image and idea. Analyzing the printed advertising text in terms of syntactics, the authors note its so-called formulaic character, that is, a coherent strict sequence of its structural elements: heading, text, slogan, trademark. The authors consider the pragmatic component of the advertising text in the form of four elements of the mechanism of advertising influence: attention, interest, desire to have, action/purchase, which follow in in the strict specified order. At the semantic level, the authors establish the most frequent and effective types of visual signs used in advertising. They also analyze the color decisions chosen for affecting the recipient emotionally, psycho-physically, and symbolically in order to arouse the desire to purchase goods, which enhances the advertising impact. The article provides a number of language techniques used in creating advertising texts: allusion, metaphor, repetition, alliteration, pun, hyperbole, ellipsis, and others. As a conclusion of the research, the authors formulate justifications for the formation of ideas about the semiotic system of English-language print advertising.

<p>Anita Liepa (born 1928) is a contemporary Latvian prose writer whose creative work was closely related to the post-soviet period in Latvia in the late 20th – and the beginning of the 21st century. In her works she depicted significant evidence of complex and contradictory processes in the history of Latvia in the 20th century, especially those related to World War II and its consequences for Latvia. Her works are divided into two distinct groups: documentary prose and fiction. The writer was born in Daugavpils, a town on the south-eastern border of Latvia, that had a significant role in the history of Latvia, especially in relation to World War II, as the town, was the place of dislocation of the major cavalry corps regiment in Daugavpils fortress. A. Liepa’s uncle Anatolijs Sondors was the fortress commandant, who faced the entrance of the Red Army and along with other Latvian army officers was deported to the Far North of the Soviet Union and died there.</p><p>The present paper regards the depiction of the cultural space of Daugavpils in Liepa’s works, searching for parallels with the writer’s biography and views expressed in different media, that attribute specific connotations to the semantic of the topos of Daugavpils with border as its major dominant. The paper follows up the depiction of Daugavpils both in Liepa’s documentary prose (“Exhumation”, “Colt Years”, “Silenced Pages”) and fiction (“Windfall”). The paper is methodologically based on the notions of cultural geography, semiotics and feminist autobiography studies. It makes use of Mikhail Bakhtin’s term “topos” to denote a model of spatial construction. Border is singled out as the central element of the semantic of the topos of Daugavpils in Liepa’s works, focusing on its spatial, temporal aspects, as well as the depiction of culture environment.</p><p>The topos of Daugavpils is most precisely and extensively depicted in the memory novel “Colt Years” („Kumeļa gadi”). Though published in 1993, the novel had actually been completed before any other of Liepa’s documentary works; this may partially be the reason, why she made depictions of Daugavpils in her following works more laconic. However, the major difference is determined by the genre of her works. In documentary prose the topos of Daugavpils reveals the information about the epoch or what may be called “signs of the time”, activating the culture code (according to Roland Barthes’ division of codes into hermeneutic, semic, proairetic, symbolic, culture codes), yet also developing a bond with the depiction of action and manifestations of the narrator’s subjective emotional states and the system of values. In works of fiction, space is a poetic category closely related to other poetic elements of the text, foregrounding the hermeneutic, semic, proairetic and symbolic codes. Hence, in “Colt Years” the topos of Daugavpils depicts not only the historical and cultural realia and landmarks of the town in the period of the 1930–1940s, but also spatial opposites of two homes the homodiegetic narrator lived in (her deceased father’s house, where she spent the happiest time of her childhood, and her uncle’s hous, where she lived during her school years), accentuating the bond between space and the narrator’s psycho-symbolic reality (referring to the semic and symbolic codes). The link between the topos of Daugavpils and the plot in all documentary works regarded is implied by the locus of Daugavpils railway station as a point of departure or arrival of characters involved in central plot lines. Scenery seen through the train window is realistically described in detail, providing place names, geographical names, referring to earlier episodes of characters’ lives. Thus, the proairetic code is activated along with the culture and other codes. The hermeneutic code is activated in the novel “Windfall” in a very interesting way. On the one hand, the author realistically describes the town of Daugavpils referring to historical events of the time of Awakening there; on the other, the toponym “Daugavpils” is replaced by an imagined name “Rūdunava”. Thus, the analysis of the depiction of Daugavpils in A. Liepa’s works leads to conclusions about the close connection between the category of space and the genre.</p>

This study reviewed and dialogued with Vygotsky’s epistemology and developmental psycho-semiotics, where development results from the dialectic connections between phylogeny and ontogeny, consciousness and unconsciousness, society and individuality, all of which are mediated in the relationship between language and thinking. Based on Vygotsky’s developmental psycho-semiotics and contemporary psychoanalytic theories, this study discussed an educational psycho-semiotics, concerning the mediational mechanism of teaching as the environment of learning. ‘How does teaching influence learning in a mediational way’, and particularly, ‘how is the dialectic speech-thinking relationship reflected in teaching and teacher socialization’ were the core problems. To the core problems, this study provided a tentative, three-fold response, involving a theoretical, an instrumental, and an interpretive analytical component. Theoretically, it argued that while the simultaneity of interpersonal infusion and intrapersonal integration underlies individual development, the simultaneity or synchronicity of intrapsychological and interpsychological communications defines the quality of teacher-initiated educational relationship and socialization. An acausal, apperceptive cycle, teachers’ intrapsychology – interpsychology – students’ intrapsychology was identified as the fundamental educational mechanism. Reflecting this fundamental mechanism were four structural principles in the higher (i.e., mediated) forms of teaching and teacher socialization. These were the structure of task and participation, functional systematicity in conceptual teaching, interpsychological encounter between teacher and students, and the internal order of interaction. As the study was conducted in the discipline of English as an Additional Language (EAL), Vygotsky’s developmental theory on language and thinking and its particular implications for L2 education were also considered. For better understanding of teachers’ psychological operations, the notion of scientific concepts was reinterpreted. Four features of scientific conceptual functionality were described, which corresponded with the structural principles of mediated teaching. In the second component of the study, a tentative instrument was established, with four dimensions (structural, conceptual, social conceptual, and historical) and each at external and internal levels, for the interpretation of teachers’ intrapsychology as the precondition for teacher-student interpsychology. The final component responded to the central question of mediated teaching and teacher socialization with interpretive analyses of classroom data collected from three senior secondary ESL teachers at three Adelaide schools. Episodes of teaching and teacher-student conversations were interpreted from the four dimensions at external and internal levels so as to shed light on the acausal, apperceptive mechanism that originates from teachers’ intrapsychology to teacher-student interpsychology. Overall, despite surface differences in curriculum contents, tasks, semantics of teachers’ speech, and student clienteles, analyses showed that the mechanism of teacher intrapsychology – interpsychology – student intrapsychology could be used in understanding teaching and teacher socialization across school and classroom settings. In replying to the central problem of the research, i.e., how does teaching influence learning in a mediational way, or how is speech-thinking relationship reflected in teaching and teacher socialization, the theoretical, instrumental, and analytical components of the study did not proceed in a temporal sequence. All three components interacted and mutually facilitated one another. This research methodology was likened to an equation between two unknowns and could be described as the heuristic inquiry. A heuristic inquiry was necessary because of the study’s conceptualization of the research problem, i.e., teaching and teacher socialization, not as causal, but as the acausal and apperceptive origins of learning. With regards to the distinctive research methodology, this study did not present a final, conclusive answer to the problem, but a cohesive platform on which future research can be built.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2008