scholarly journals Spatial Parametrization as a Basis of Conceptual Metaphor In the Language of W. Shakespeare

Author(s):  
Н. А. Пескова

В статье рассматривается когнитивная основа формирования пространственной метафоры в языке У. Шекспира. Исходя из накопленного опыта в изучении категоризации, концептуализации и вербализации пространства описаны возможные способы интерпретации пространственных (ориентационных) метафор, передаваемых предложными конструкциями. Пространственная параметризация человеком окружающего мира, его первичный опыт взаимодействия с окружающим миром рассматриваются как когнитивная основа для формирования универсальных когнитивных моделей, лежащих в основе пространственных метафор. Модели, репрезентирующие физическое пространство, легко переходят в ментальные пространства, передавая разнообразные абстрактные отношения, что и происходит, в частности, при создании пространственной метафоры. Многочисленные примеры доказывают, что явление метафорического переосмысления пространственных предлогов отнюдь не редко у Шекспира, а, напротив, является отражением его индивидуального мировосприятия, которое в конечном итоге отражается и в неповторимости стиля. Образность и экспрессивность, порождаемые пространственной метафорой, как правило, создают проблемы при переводе, поскольку иной язык накладывает определенные ограничения на буквальное воссоздание авторского образа. В случае с пространственными метафорами замена когнитивной модели (базового образа) не столь существенна по сравнению с полной утратой метафоричности, что значительно снижает экспрессивность в целом. The article discusses the cognitive base of spatial metaphors in the language of W. Shakespeare. Relying on the accumulated experience in the study of categorization, conceptualization and verbalization of space, the author suggests ways of interpreting spatial (orientational) metaphors conveyed by prepositional constructions. Man’s spatial parametrization of the surrounding world, his primary experience in interacting with the environment is regarded as a cognitive base of universal cognitive models which underlie spatial metaphors. Models representing physical space easily pass into mental spaces, conveying various abstract relations, which happens when a spatial metaphor appears. Numerous examples prove that metaphorical use of spatial prepositions is by no means rare in Shakespearean texts. On the contrary, is arises from his individual perception of the world, which ultimately results in the uniqueness of style. Figurativeness and expressiveness generated by spatial metaphor is a challenge in translation, since another language imposes certain restrictions on literal ‘verbal imitation’ of the author's image. As for spatial metaphors, а change of their cognitive model (base image) is a more acceptable loss as compared to the loss of figurativeness, which crucially reduces expressiveness.

Author(s):  
Ram Gopal Gupta ◽  
Bireshwar Dass Mazumdar ◽  
Kuldeep Yadav

The rapidly changing needs and opportunities of today’s global software market require unprecedented levels of code comprehension to integrate diverse information systems to share knowledge and collaborate among organizations. The combination of code comprehension with software agents not only provides a promising computing paradigm for efficient agent mediated code comprehension service for selection and integration of inter-organizational business processes but this combination also raises certain cognitive issues that need to be addressed. We will review some of the key cognitive models and theories of code comprehension that have emerged in software code comprehension. This paper will propose a cognitive model which will bring forth cognitive challenges, if handled properly by the organization would help in leveraging software design and dependencies.


2021 ◽  
Vol 10 (2) ◽  
pp. 289 ◽  
Author(s):  
Maria Stella Epifanio ◽  
Federica Andrei ◽  
Giacomo Mancini ◽  
Francesca Agostini ◽  
Marco Andrea Piombo ◽  
...  

The COVID-19 pandemic that has hit the world in the year 2020 has put a strain on our ability to cope with events and revolutionized our daily habits. On 9 March, Italy was forced to lockdown to prevent the spread of the infection, with measures including the mandatory closure of schools and nonessential activities, travel restrictions, and the obligation to spend entire weeks in the same physical space. The aim of this study was to assess the impact of the COVID-19 pandemic and lockdown measures on quality of life (QoL) in a large Italian sample, in order to investigate possible differences in QoL levels related to both demographic and pandemic-specific variables. A total of 2251 Italian adults (1665 women, mainly young and middle adults) were recruited via a snowball sampling strategy. Participants were requested to answer to an online survey, which included demographic and COVID-related information items, and the World Health Organization Quality of Life BREF questionnaire (WHOQOL-BREF). The results showed statistically significant differences in QoL depending on a number of variables, including sex, area of residence in Italy, and being diagnosed with a medical/psychiatric condition. To our knowledge, this is the first study to assess QoL during COVID-19 pandemic in Italy, therefore the present findings can offer guidelines regarding which social groups are more vulnerable of a decline in QoL and would benefit of psychological interventions.


2021 ◽  
pp. 089443932110060
Author(s):  
Levent Yilmaz

Humans make sense of the world through narratives. Therefore, adversaries often use conflict-sustaining narratives to maintain dominance and delegitimize the actions of the rivals. To better understand narratives’ role and influence in such intractable conflicts, a computational framework and methodology are introduced. The computational cognitive model and its underlying inference mechanism allow analysts to simulate and analyze narratives in relation to opposing narratives. The ability to simulate the interaction of adversarial stories with a set of micronarratives shared by members of a group opens new avenues to counter conflict-sustaining narratives. The methodology and its application to a concrete conflict scenario demonstrate how to conduct simulation-driven exploratory analysis over a complex adaptive narrative space to discern how narratives are matched to unfolding events and how they can be used to facilitate favorable change.


2018 ◽  
Vol 36 (5) ◽  
pp. 95-112
Author(s):  
Rok Benčin

The essay discusses a significant shift in conceptualizing the notion of representation found in Alain Badiou’s ontology and Jacques Rancière’s aesthetics. From Heidegger to Deleuze, the artwork was able to express an ontological truth about the world on the condition that it does not represent it. Badiou’s ‘subtractive’ approach to ontology and Rancière’s redefinition of the modern aesthetic break with representation, however, suggest that there is nothing to express beyond the veil of representation. Instead, representation can only be counteracted by the occurrence of surplus representations that subvert the principles of the dominant regime of representation. The essay provides an understanding of this shift by reversing the Leibnizian conceptual metaphor Adorno used to describe the modern artwork. Unlike ‘windowless monads’, whose seclusion from the world enables them to convey an ontological truth, artworks as ‘monadless windows’ reframe the parameters of what is perceived as reality.


2021 ◽  
Vol 291 ◽  
pp. 05026
Author(s):  
O.M. Chorosova ◽  
G.S. Solomonova ◽  
N.Yu. Tulasynova ◽  
A.Z. Alekseeva ◽  
M.V. Ivanov

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.


2019 ◽  
Author(s):  
Michael David Wilson ◽  
Russell Boag ◽  
Luke Joseph Gough Strickland

Lee et al. (2019) make several practical recommendations for replicable and useful cognitive modeling. They also point out that the ultimate test of the usefulness of a cognitive model is its ability to solve practical problems. Solution-oriented modeling requires engaging practitioners who understand the relevant applied domain but may lack extensive modeling expertise. In this commentary, we argue that for cognitive modeling to reach practitioners there is a pressing need to move beyond providing the bare minimum information required for reproducibility, and instead aim for an improved standard of transparency and reproducibility in cognitive modeling research. We discuss several mechanisms by which reproducible research can foster engagement with applied practitioners. Notably, reproducible materials provide a starting point for practitioners to experiment with cognitive models and evaluate whether they are suitable for their domain of expertise. This is essential because solving complex problems requires exploring a range of modeling approaches, and there may not be time to implement each possible approach from the ground up. Several specific recommendations for best practice are provided, including the application of containerization technologies. We also note the broader benefits of adopting gold standard reproducible practices within the field.


2021 ◽  
Vol 12 ◽  
Author(s):  
Claire Loussouarn

Rather than seeing Zoom as a replacement for practicing movement and dance in a shared physical space, I propose to consider our relationship with the screen on Zoom as a movement in its own right. Using my experience of teaching movement on Zoom, I ask how we can connect with another via the screen without losing awareness of our bodies and the space which we're in. I argue that Zoom is a place of 'moving selfies' in dialogue where we can engage critically with the screen by practicing seeing with the whole body and moving with diffuse awareness and where we can critically reflect on our own habits of framing the world and its biases.


2021 ◽  
Vol 6 (1) ◽  
pp. 1-13
Author(s):  
Merry Lapasau ◽  
Sulis Setiawati

This study aims at finding the use of life metaphors in tetralogy Laskar Pelangi (hereinafter TLP). Data were analyzed in the framework of the Conceptual Metaphor Theory (CMT) by using a descriptive qualitative approach. We found 21 life metaphors in TLP and the finding shows that the conceptual metaphor of life as a target domain is mapped into several diverse source domains, and they are: life is a fluid in a container, life is a journey, life is a living organism, life is a precious possession, life is dedication to others, life is a struggle,life is guidance, life is war, and life is hard work. It can be concluded that TLP is rich with the use of metaphors in describing the cultural events of the Malays in detail. The way how the Malay master the problems in their lives, how they see and understand the world, is made clear by their language, which is reflected in conceptual metaphors. The results of this research support the idea that metaphors are not just rhetorical devices to say something more stylistically but they are conceptual in nature and its existence can be different in each culture.


2020 ◽  
Vol 31 (2) ◽  
pp. 503-519
Author(s):  
Rajaa Hamid Salih

The incorporation of conceptual metaphor study and assessment in the broader process of critical discourse analysis represents a relatively recent development. At one level, this process can be viewed as an outcome that derives from the broader purpose and scope of critical discourse analysis (CDA). The main objective of this article is to understand how metaphors may unconsciously shape people's perception of the world. It is understood that metaphors may play a prominent role in shaping public perception of important topics especially in politics, journals or media discourses. People are exposed to many more metaphors than they may even realize on a daily basis.


Author(s):  
Tetyana Lunyova ◽  

The article investigates the interpretative function of the concept REALITY in John Berger’s essay about Vincent van Gogh’s art by applying the methodology of cognitive linguistics. Following Nikolay N. Boldyrev, the interpretative function of the language is considered in the article as the third main linguistic function. The theoretical and methodological foundations of the study are further developed with the idea, which is expressed by several researchers (V. V. Feshchenko, Ye. A. Yelina, U. A. Zharkova), that discourse about art performs an interpretative role. The aim of the study is to reveal the linguo-cognitive mechanisms that enable the concept REALITY to operate as a means of interpretation of van Gogh’s art in Berger’s essay. The research has demonstrated that before the concept REALITY is applied to the analysis of van Gogh’s paintings and drawings, this concept is explicitly interpreted in the essay. The following linguo-cognitive mechanisms are employed to make the content of the concept REALITY clear to the reader: actualization of the commonly known sense «reality is opposed to imagination», critical discussion of this sense, introduction of the conceptual metaphor REALITY IS THE OBJECT THAT SHOULD BE SALVAGED, and actualization of the selected fragments of the philosophical world image as well as scholarly world image, especially the conception of art for art’s sake and the conceptual metaphor REALITY IS SOMETHING THAT LIES BEHIND THE SCREEN CREATED BY THE CULTURE. Thus, having been thoroughly interpreted in the essay, the concept REALITY is used as an instrument of the interpretation of van Gogh’s artistic principles and artworks. The following linguo-cognitive mechanisms support the concept REALITY in its interpretative function: applying the conceptual metaphor REALITY IS SOMETHING THAT LIES BEHIND THE SCREEN CREATED BY THE CULTURE to read van Gogh’s letters, using the conceptual metaphor REALITY IS THE OBJECT THAT SHOULD BE SALVAGED to analyse the facts from the painter’s life, introducing the conceptual metaphor REALITY IS THE CONSUMING ITSELF PHOENIX, actualizing of the concepts WORK and PRODUCTION as the key concepts in the artist’s world image, utilizing the concepts WORK and PRODUCTION to interpret several of van Gogh’s paintings, applying the actualized conception of art for art’s sake to reveal van Gogh’s artistic principles, constructing the conceptual metaphors VAN GOGH’S ART IS APPROACHING THE WORLD and VAN GOGH’S ARTISTIC REPRESENTATION OF REALITY IS DISSOLVING IN REALITY, and constructing the conceptual metaphor VAN GOGH’S PAINTINGS ARE LASERS.


Sign in / Sign up

Export Citation Format

Share Document