scholarly journals An Analysis of Hate Speech Tweets Against Women from a Socio-cognitive Discourse Perspective

2021 ◽  
Vol 5 (I) ◽  
pp. 128-146
Keyword(s):  
Social Cognition ◽  
Qualitative Analysis ◽  
Mental Models ◽  
Hate Speech ◽  
Social Function ◽  
Social Conditions ◽  
Shared Knowledge ◽  
Cognitive Approach ◽  
Female Journalists ◽  
Male Dominated

The current study conducts a qualitative analysis of tweets based on hate speech directed at women in the Pakistani context using Van Dijk's Socio-cognitive approach (2016). The research's objective is to ascertain how cognition, social conditions, and discourse contribute to the establishment of a system that discriminates against women. The research employs Dijk's (2016) socio-cognitive approach to investigate the language of tweets. Using Twitter, ten tweets are collected as examples of hate speech. These tweets are from some of Pakistan's most powerful female journalists, politicians, and actresses. The research begins by examining the discursive structures that discriminate against women and then examines how cognitive structures shape this discourse. Finally, the discourse's social function is established. The analysis of tweets reveals that discourse is shaped by the tweeters' individual mental models and social cognition. Additionally, it was determined that sexist ideology is embedded in tweeters' mental models and socio-culturally shared knowledge, in which women are negatively represented. According to that they are viewed as objects of physical pleasure and are evaluated negatively based on their appearance rather than their ability, talent, hard work, or intelligence. Such an ideology breeds derogatory and discriminatory tweets, eventually resulting in a male-dominated society. Male-dominated society, sexist ideology, and sexist speech combine to create a system that discriminates against women.

Hunting in a Hostile Climate?: Hegemonic Masculinity and Emphasized Femininity on a Hunting Message Board

2021 ◽  
pp. 1097184X2110650
Author(s):  
Danielle J. Lindemann ◽  
Anna Doggett ◽  
Sharon Getsis
Keyword(s):  
Qualitative Analysis ◽  
Hegemonic Masculinity ◽  
Benevolent Sexism ◽  
Hostile Sexism ◽  
Sexual Objectification ◽  
Message Board ◽  
Recreational Activities ◽  
Masculinity And Femininity ◽  
Male Dominated ◽  
Game Hunting

Based on prior research about other male-dominated leisure pursuits, we might expect game hunting to present a hostile climate for its women participants. However, our qualitative analysis of 293 threads posted between 2005 and 2019 on an online hunting message board suggests that women were welcomed within the pastime. While they did not overtly exclude women from their ranks, however, posters curated the boundary between masculinity and femininity, as well as staking out the territory of emphasized femininity. In particular, they accomplished this via benevolent sexism, hostile sexism, and sexual objectification. Our findings not only shed additional light on the gendered dynamics of this pastime but also enriched our knowledge of the ways that hegemonic masculinity and emphasized femininity can work in tandem—within male-dominated recreational activities, and more broadly.

Activating, seeking, and creating common ground

2009 ◽  
Vol 17 (2) ◽  
pp. 331-355 ◽  
Author(s):  
Istvan Kecskes ◽  
Fenghui Zhang
Keyword(s):  
Mental Representation ◽  
Common Ground ◽  
A Priori ◽  
Emergent Property ◽  
Shared Knowledge ◽  
Construction Process ◽  
Cognitive Approach ◽  
The Core ◽  
Communicative Process ◽  
Integrated Concept

This paper argues that current pragmatic theories fail to describe common ground in its complexity because they usually retain a communication-as-transfer-between-minds view of language, and disregard the fact that disagreement and egocentrism of speaker-hearers are as fundamental parts of communication as agreement and cooperation. On the other hand, current cognitive research has overestimated the egocentric behavior of the dyads and argued for the dynamic emergent property of common ground while devaluing the overall significance of cooperation in the process of verbal communication. The paper attempts to eliminate this conflict and proposes to combine the two views into an integrated concept of common ground, in which both core common ground (assumed shared knowledge, a priori mental representation) and emergent common ground (emergent participant resource, a post facto emergence through use) converge to construct a dialectical socio-cultural background for communication.
Both cognitive and pragmatic considerations are central to this issue. While attention (through salience, which is the cause for interlocutors’ egocentrism) explains why emergent property unfolds, intention (through relevance, which is expressed in cooperation) explains why presumed shared knowledge is needed. Based on this, common ground is perceived as an effort to converge the mental representation of shared knowledge present as memory that we can activate, shared knowledge that we can seek, and rapport, as well as knowledge that we can create in the communicative process. The socio-cognitive approach emphasizes that common ground is a dynamic construct that is mutually constructed by interlocutors throughout the communicative process. The core and emergent components join in the construction of common ground in all stages, although they may contribute to the construction process in different ways, to different extents, and in different phases of the communicative process.

Developing Shared Mental Models in Computer-Supported Collaborative Learning

2008 ◽  
pp. 278-299
Author(s):  
Marissa L. Shuffler ◽  
Gerald F. Goodwin
Keyword(s):  
Collaborative Learning ◽  
Mental Models ◽  
Learning Environments ◽  
Social Presence ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Shared Understanding ◽  
Computer Supported Collaborative Learning ◽  
Online Learners ◽  
Computer Based

In order to adapt to changing learning environments, instructors must be aware of the challenges that virtuality brings to establishing a shared understanding among online learners. Although developing shared mental models is typically a natural part of learning, it requires significant social and task-related interaction among students, which can be difficult in computer based environments in which social presence is lacking. This chapter will briefly discuss research related to the development of shared understanding and explore what instructors can do to address challenges and facilitate the development of shared knowledge in computer supported collaborative learning environments.

Critical sociocognitive analysis of hate speech in the 2015 Nigerian presidential election campaigns

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Adesina B. Sunday
Keyword(s):  
Political Parties ◽  
Presidential Election ◽  
Democratic Party ◽  
Hate Speech ◽  
Presidential Campaign ◽  
Shared Knowledge ◽  
Election Campaigns

Abstract In an attempt to ensure electoral victory, politicians use different strategies. One of such is resort to hate speech to discredit the opponents. The 2015 presidential election campaigns in Nigeria witnessed unrestrained use of hate speech in different media. This paper analysed selected speeches of the campaign organisations of the two leading political parties in the election, namely the Peoples Democratic Party Presidential Campaign Organisation and the All Progressives Congress Presidential Campaign Organisation. Data were got from the speeches and advertorials of the two organisations sampled from The Nation and The Punch, published between January and March 2015. The speeches were subjected to critical sociocognitive analysis. The antecedents of the candidates became a recipe for hate speech. Propagandist and alarmist ideologies were used. Socially shared knowledge played an important role in the hate speech. Figures were used symbolically and serious attempts were made to frighten the electorate.

Exploring learning how to learn in a team-based engineering education

2014 ◽  
Vol 11 (1) ◽  
pp. 63-82 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Zahed Siddique ◽  
Farrokh Mistree
Keyword(s):  
Mental Models ◽  
Semantic Analysis ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Graduate Course ◽  
Content Type ◽  
Knowledge Representations ◽  
Complex Processes ◽  
Learning Team

Purpose – In this paper, the authors aim to explore how students learn how to learn in a team-based graduate course Designing for Open Innovation using a theoretical framework that focuses on the cognitive functions of team-based processes and team performance. Design/methodology/approach – An automated assessment methodology for the structural and semantic analysis of individual and shared knowledge representations serves as a foundation for the approach. A case study is presented that explores the development of individual mental models and shared mental models over the course. Findings – An assessment of the mental models indicates that in this course three types of learning took place, namely individual learning, team-based learning, and learning from each other. Originality/value – The automatically generated graphical representations provide insight into the complex processes of the learning-dependent development of individual mental models and shared mental models.

A cognitive approach to characterization: Katherina in Shakespeare’s The Taming of the Shrew

2000 ◽  
Vol 9 (4) ◽  
pp. 291-316 ◽  
Author(s):  
Jonathan Culpeper
Keyword(s):  
Social Cognition ◽  
Prior Knowledge ◽  
Impression Formation ◽  
Real Life ◽  
Schema Theory ◽  
Cognitive Approach ◽  
Textual Evidence ◽  
Cognitive Theories

In this article, I argue that literary characterization can be fruitfully approached by drawing upon theories developed within social cognition to explain the perception of real-life people. I demonstrate how this approach can explain the construction of Katherina, the protagonist in Shakespeare’s The Taming of the Shrew. Specifically, I introduce notions from cognitive theories of knowledge (especially schema theory), and impression formation. Using these, I describe (1) the role of prior knowledge in forming an impression of a character, and (2) how various types of impression are formed. Prior to my analysis of Katherina, I outline the kind of shrew schema the Elizabethans might have had knowledge of. Then, in my analysis I argue that the textual evidence in the first part of the play is largely consistent with this schema, and thus Katherina at this stage is largely a schema-based character. However, I show that as the play progresses a number of changes create the conditions for a more complex and personalized character. As a consequence of this analysis, I claim that Katherina is not, as some critics have argued, simply a shrew, or an inconsistent character, or a typical character of a farce.

David Herman, Story logic. Lincoln & London: University of Nebraska Press, 2002, Pp. xvi, 477. Hb $60.00

2003 ◽  
Vol 32 (5) ◽  
pp. 722-725
Author(s):  
Anna De Fina
Keyword(s):  
Cognitive Science ◽  
Mental Models ◽  
Narrative Theory ◽  
Language Theory ◽  
Cognitive Approach ◽  
The World ◽  
Linguistic Approaches ◽  
Narrative Understanding

One of the virtues of David Herman's Story logic lies in its attempt to bring together literary and linguistic approaches to the study of narrative. The attempt results in a synthesis that promotes a better understanding of discourse for literary scholars and a deeper grasp of basic narratology tools for discourse analysts. The title of the volume reflects one of the main points of the book: that “stories both have a logic and are logic in their own right” (p. 22) because they constitute a powerful instrument for understanding the world. The more general objective of the analyses presented in the volume is to work toward a cognitive approach to narrative in which narrative understanding is explained as a process of creating and updating mental models of particular storyworlds. Thus, Herman looks at language theory and narrative theory as theoretical frames that not only can enrich each other, but that also constitute a resource for cognitive science in general.

scholarly journals Coping with Metaphor. A cognitive approach to translating metaphor

2017 ◽  
Vol 18 (35) ◽  
pp. 183
Author(s):  
Astrid Jensen
Keyword(s):  
Quantitative Analysis ◽  
Qualitative Analysis ◽  
Basic Assumption ◽  
Cognitive Approach ◽  
Conceptual Metaphor Theory ◽  
Translation Strategies ◽  
Young Professional ◽  
Extensive Training ◽  
Metaphor Theory ◽  
Linguistic Phenomenon

The present article focuses on the translation of metaphor by expert translators, young professional translators and non-professional translators. The approach adopted here treats translation of metaphor as a conceptual rather than a purely linguistic phenomenon, based on the framework sometimes referred to as conceptual metaphor theory (CMT), which is based on Lakoff & Johnson (1980) and Lakoff & Turner (1989). The basic assumption behind this study is that translating metaphor requires translator competence, which among other things entails an awareness of the duality of the metaphor as both a mental concept and linguistic expressions. It is further assumed that translation competence is developed through extensive training and translation experience. The study starts with a qualitative analysis of the metaphorical expressions and translation strategies in the sample texts, followed by a quantitative analysis whereby the frequencies of metaphor transference across languages and across groups are counted.

scholarly journals Social Dysfunction in Psychosis Is More Than a Matter of Misperception: Advances From the Study of Metacognition

2021 ◽  
Vol 12 ◽  
Author(s):  
Paul H. Lysaker ◽  
Ilanit Hasson-Ohayon ◽  
Courtney Wiesepape ◽  
Kelsey Huling ◽  
Aubrie Musselman ◽  
...  
Keyword(s):  
Social Cognition ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Explanatory Power ◽  
Social Function ◽  
Point Of View ◽  
Social Dysfunction ◽  
Social Impairments ◽  
Social Cognitive Deficits ◽  
Social Cognitive Models

Many with psychosis experience substantial difficulties forming and maintaining social bonds leading to persistent social alienation and a lack of a sense of membership in a larger community. While it is clear that social impairments in psychosis cannot be fully explained by symptoms or other traditional features of psychosis, the antecedents of disturbances in social function remain poorly understood. One recent model has proposed that deficits in social cognition may be a root cause of social dysfunction. In this model social relationships become untenable among persons diagnosed with psychosis when deficits in social cognition result in inaccurate ideas of what others feel, think or desire. While there is evidence to support the influence of social cognition upon social function, there are substantial limitations to this point of view. Many with psychosis have social impairments but not significant deficits in social cognition. First person and clinical accounts of the phenomenology of psychosis also do not suggest that persons with psychosis commonly experience making mistakes when trying to understand others. They report instead that intersubjectivity, or the formation of an intimate shared understanding of thoughts and emotions with others, has become extraordinarily difficult. In this paper we explore how research in metacognition in psychosis can transcend these limitations and address some of the ways in which intersubjectivity and more broadly social function is compromised in psychosis. Specifically, research will be reviewed on the relationship between social cognitive abilities and social function in psychosis, including measurement strategies and limits to its explanatory power, in particular with regard to challenges to intersubjectivity. Next, we present research on the integrated model of metacognition in psychosis and its relation to social function. We then discuss how this model might go beyond social cognitive models of social dysfunction in psychosis by describing how compromises in intersubjectivity occur as metacognitive deficits leave persons without an integrated sense of others' purposes, relative positions in the world, possibilities and personal complexities. We suggest that while social cognitive deficits may leave persons with inaccurate ideas about others, metacognitive deficits leave persons ill equipped to make broader sense of the situations in which people interact and this is what leaves them without a holistic sense of the other and what makes it difficult to know others, share experiences, and sustain relationships. The potential of developing clinical interventions focused on metacognition for promoting social recovery will finally be explored.

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