2017 ◽  
Vol 28 (3) ◽  
pp. 539-563
Author(s):  
Mike Borkent

AbstractI analyze multimodal viewpoint construction in comics to engage with how modalities function within the medium as a specific discourse context with distinct conventions and material qualities. I show how comics employ established storytelling practices with character, narrator, and narrative viewpoint levels, while building up and interweaving these through strategic uses of the modalities of the medium. I mobilize the cognitive theories of embodiment, domains, mental simulation, and mental space blending as an analytical framework. I examine the asynchronicity of viewpoint elements between modalities and their synthesis into composite character viewpoints in several examples. I show how modalities can be prioritized and their different qualities and functions strategically manipulated for viewpoint construal. These brief examples show the complexity inherent in multimodal communication and interpretation and the usefulness of encouraging the medium-specific and interdisciplinary analyses of cultural works from a cognitive linguistic perspective.


1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.


1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.


1999 ◽  
Vol 52 (4) ◽  
pp. 813-839 ◽  
Author(s):  
Charles Martin ◽  
Hoang Vu ◽  
George Kellas ◽  
Kimberly Metcalf

Author(s):  
M. Vasanthi ◽  
B. Nithya ◽  
Krishna Prasanth ◽  
S. Bhuminathan

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