The Psammetichus Syndrome and Beyond

2019 ◽  
Vol 35 (1) ◽  
pp. 11-32 ◽  
Author(s):  
Göran Sonesson ◽  

Thanks to Bruno Galantucci, “experimental semiotics” is usually nowadays taken to mean the study of “novel forms of communication which people develop when they cannot use pre-established communication systems”. In spite of Galantucci’s claim to have picked the label because it was free, it has actually been used in different ways at least twice before: by Colin Ware, who takes it to be involved with “the elucidation of symbols that gain their meaning by being structured to take advantage of the human sensory apparatus”, as opposed to conventional meaning-making, and by Kashima and Haslam, who apply it to complex social situations. The label could also conveniently be used to describe the kind of experiment that we have realized at Centre for Cognitive Semiotics, which are classical psychological experiments which have been enriched with a focus on the particular semiotic resources involved, while also applying phenomenological analysis to both the experimental situation and its outcome. These are all reductive uses of the terms “experimental” and “semiotics”. In fact, although Galantucci himself refers to Psammetichus’s famous experiment as being roughly analogous to his understanding of experimental semiotics, there are important differences, the Psammetichus experiment, in spite of its intentions, being more unbiased, if it could really be accomplished. Pursuing the principle that I have called the dialects of phenomenology and experiment, and what Jordan Zlatev has termed the conceptual-empirical loop, I will suggest, in the present paper, that these different experimental approaches can be related to different varieties of semiosis, thus helping us to spell out the full task of the discipline termed cognitive semiotics. This, in turn, will help us determine the full scope of cognitive semiotics, while also highlighting the importance of the semiotic part, that is, the attention to meaning, revealed by phenomenology.

2014 ◽  
Vol 16 (1) ◽  
pp. 34 ◽  
Author(s):  
Patrick Howard

English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators  must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.


2021 ◽  
Vol 2 ◽  
pp. 47-59
Author(s):  
Sue Bradley

Tony Robbins is an American life coach and entrepreneur who claims his motivational workshop, Unleash the Power Within (UPW) can transform people’s lives. This article is based on an interpretative phenomenological analysis of eight participants who had attended different UPW seminars and explored their experiences of transformation. Eight themes were identified: (1) a change in their sense of self, (2) the development of new skills, (3) changes in lifestyle, (4) transformation/conversion, (5) changes in relationships, (6) permanency of change, (7) feelings of fear versus anticipation and (8) loss versus gain. The research concluded that participants had undergone transformation involving significant, valued and enduring changes centred on new meaning in their lives. Further research was suggested to examine both a wider and more in-depth approach, as personal development workshops offer a large and potentially rich field of transpersonal study focused on human meaning-making and change.


Author(s):  
Nur Nabilah Abdullah ◽  
◽  
Rafidah Sahar ◽  

Intercultural communication refers to interaction between speakers of different backgrounds, such as different linguistic and cultural origins (Kim 2001). Interaction in face-to face situations has demonstrated that spoken language involves both verbal and semiotic resources for social action. Semiotic resources that include use of talk, gestures, eye gaze and other nonverbal cues can convey semantic content and can become a crucial point in conversation (Hazel et al. 2014). Drawing on a Aonversation Analysis (CA) approach, we explore how participants employed semiotic resources in word searches activities in an intercultural context. Word searches are moments in interaction when a speaker’s turn is temporarily ceased as the speaker displays difficulty in searching for appropriate linguistic items so as to formulate the talk (Schegloff et al. 1977; Kurhila 2006). In this study, naturally occurring interactions in a multilingual setting were video recorded. The participants were Asian university students with different language backgrounds. The findings suggest that multilingual participants mutually collaborate by utilizing verbal affordances, gaze, gesture and other nonverbal cues as useful semiotic resources in the meaning-making process, and thus resolving word search impediments to facilitate intercultural interaction.


2017 ◽  
Vol 22 (3) ◽  
pp. 418-427
Author(s):  
Anna Einarsson

How is performing with responsive technology in a mixed work experienced by performers, and how may the notion of embodied cognition further our understanding of this interaction? These questions are addressed here analysing accounts from singers performing the author’s mixed work Metamorphoses (2015). Combining semi-structured interviews and inspiration from Interpretative Phenomenological Analysis, questions concerning the ‘self’ when listening, singing, moving and relating to fellow musicians, as well as the relationship towards the computer, are explored. The results include a notion of the computer as neither separated nor detached but both, and highlight the importance of the situation, including not only the here and now but also social and cultural dimensions. The discussion emphasises the role of sensorimotor interaction and bodily experience in human meaning-making.


Author(s):  
Caroline Coffin

AbstractOver the last decade, technological innovation has led to new pedagogic sites, such as online discussion forums and virtual 3D worlds. In these sites students and teachers use language and other meaning-making resources to engage in educational argumentation. However, there have been few studies which have systematically explored the role of lexicogrammatical and other semiotic resources in the making of meaning in these contexts. This is because the main body of research underpinning claims around the affordances and limits of online argumentation is located within sociocognitive paradigms. By drawing on the tools of systemic functional linguistics and, where relevant, systemic functional-multimodal analysis, this article therefore offers a fresh perspective. I show how such tools can illuminate both the overarching textual shape and structure of online discussion forums and the ways in which meanings are made through language and other semiotic resources.


2013 ◽  
Vol 44 (2) ◽  
pp. 179-219 ◽  
Author(s):  
Timothy J. Beck

Abstract In this study, three individual descriptions of anxiety as experienced in social situations were analyzed so that a general structure representing social anxiety could potentially be obtained. The descriptions analyzed produced results that not only overlapped with already existing literature from various perspectives on the topic, but also highlighted certain key factors that have largely been unaccounted for by prior studies. By utilizing the Descriptive Phenomenological Method in Psychology (Giorgi, 2009), these factors were brought to light in more depth and clarity than if the same phenomenon were studied using a third person approach. Specifically, six constituents of social anxiety were revealed; including factors related to inter-subjectivity, the relationship between fear and anxiety, and the relationship between desire and self-lack.


2021 ◽  
pp. 147035722110272
Author(s):  
Bruno De Paula

This article investigates the relationship between young people’s game-making practices and meaning-making in videogames. By exploring two different games produced in a game-making club in London through a multimodal sociosemiotic approach, the author discusses how semiotic resources and modes were recruited by participants to realize different discourses. By employing concepts such as modality truth claims and grammar, he examines how these games help us reflect on the links between intertextuality, hegemonic gaming forms and sign-making through digital games. He also outlines how a broader approach to what has been recently defined as the ‘procedural’ mode by Hawreliak in Multimodal Semiotics and Rhetoric in Videogames (2018) can be relevant for promoting different and more democratic forms of meaning-making through videogames.


Author(s):  
Heather Lotherington ◽  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell ◽  
Andrew Schmitt

Abstract In recent years there has been increased academic and professional interest and awareness in approaches to English language teaching (ELT) that take a plurilingual approach. This is often combined with a multimodal stance. The outcome of this combination is an approach to English language teaching that integrates multiple languages and multiple semiotic resources. This paper examines how a plurilingual approach to ELT can be viewed through a multimodal lens by analyzing the construction of a plurilingual talking book created as a student project in an elementary public school. The analysis uses multimodal analysis software to map the interaction of languages and images, in order to determine how these function as meaning-making resources in a multimodal, multiple-language text created by linguistically diverse students with high ELT needs. The findings indicate how combinations of different semiotic resources work together to create meaning, delineates the role of English in meaning-making, and illustrates the children’s multilingual interactions in the creation of their collaboratively composed multimodal talking book.


2019 ◽  
Vol 35 (8) ◽  
pp. 863-875 ◽  
Author(s):  
Henning Mohaupt ◽  
Fanny Duckert ◽  
Ingunn Rangul Askeland

Abstract Men who use intimate partner violence (IPV) often have challenges as caregivers such as poor understanding of children’s needs and emotions. There is little knowledge regarding their everyday-life experiences of being a parent. We interviewed 14 men in therapy for intimate partner violence on how they experienced their relationship to one of their children (mean age 4,5 years). We performed a descriptive phenomenological analysis. Informants seldom explored their children’s experience. They found that their fathering was influenced by past relationships and negative expectations for the future. The informants’ bodily experience of emotional arousal was described as difficult to control and understand and was a limited source for meaning making in the father-child relationship. The experience of being a good father was connected to presence and control of the child’s behavior. Informants felt that what they experienced as good parenting lacked others’ recognition. Interventions for partner-abusive men should address their fathering and focus on fathers’ life-experience and context as influencing their fathering. Therapeutic interventions should strengthen partner-abusive fathers’ awareness of and meaning making from their emotional arousal. Where safety permits, dyadic interventions aiming at re-establishing the child’s experience of safety in the father-child relationship should be considered by therapy providers as a complement to established interventions with partner-abusive men.


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