Making meaning with metaphor in grief therapy

Metaphors play an important role in contemporary approaches to grief therapy by helping clients (re)construe their continuing relationship with the deceased. Relevant studies have illustrated the substantive elements of metaphors (i.e. sources, targets, and mappings) in this regard, often focusing on localized bursts of intense metaphoric activity. This paper highlights the extended nature of metaphoric conceptualizations and their relationship with key meaning-making processes, following the principle of ‘correspondent analysis’ as a collaborative move between language analysts and therapy practitioners. Three specific phenomena are detailed through a mixed methods analysis of 18 motivated segments in a single session of grief therapy: (i) sporadic sources, (ii) persistent sources, and (iii) metaphor ‘chaining’ across embodied and verbal activity. Their respective links to treatment objectives and processes demonstrate how metaphor theoretic constructs dovetail with therapeutic work, and suggest future avenues for modeling unfolding metaphoric activity as a time series.

The Will of Objects

This chapter explores a long digression at the beginning of Mahimabhaṭṭa’s text that gives a strange theory of word-meanings. Mahimabhaṭṭa argues here that all nouns actually express verbal activity—that the only reason we call something a “pot” is because it is enacting the activity of being a pot. Mahimabhaṭṭa explains that the reason this is the possible is because all things, even seemingly insentient objects, are an expression of God and are therefore possessed of agency and willpower. This chapter argues that this assertion is actually an intervention in some of the important changes that had recently taken place in non-dual Śaiva philosophy in Kashmir, including the changes that Abhinavagupta had relied on for his literary theory. The chapter explores what this can tell us about Mahimabhaṭṭa’s Śaivism and the deeper motivation for his attack on the theory of poetic manifestation.

Author Reply: Aligning Social Relations With Faces, Words, and Emotions

How do facial movements and verbal statements relate to emotional processes? A familiar answer is that the primary phenomenon is an internally located emotion that may then get expressed on the face and represented in words. In this view, emotion’s social functions and effects are indirect consequences of prior intrapsychic states or events. By contrast, my target article argued that facial and verbal activity are constituents rather than consequences of the dynamic production of fundamentally relational emotions. This article clarifies this alternative position and evaluates potential counterarguments.

Articulación de semántica y pragmática. Los dos principios subyacentes a todas las operaciones lingüísticas

Semantics and pragmatics are two equally necessary operational components that act in a circular and complementary way at all levels of language organization. Languages function as dynamic systems because they are constituted not only by formal and abstract semantic rules, but also by pragmatic rules that co-articulate in verbal activity inherent meaning with practical knowledge and communicative situations. Languages use different techniques for the same function, for example for the apprehension of colors, sounds, smells and tastes. In some techniques such as specific labeling, predominant in wixárika, Spanish and German, the semantic component prevails, organizing in the lexicon extensive paradigms of specific terms that are loaded in memory, while other languages such as miˀphaa give preference to other techniques such as generic labeling based on inferential rules that act according to context. This implies strong consequences for lexicology, typology as well as for translation.

ОСОБЕННОСТИ ФОРМИРОВАНИЯ САМОСТОЯТЕЛЬНОГО ПОСТРОЕНИЯ РАССКАЗА У СТАРШИХ ДОШКОЛЬНИКОВ С НОРМОЙ И НАРУШЕНИЯМИ РЕЧЕВОГО РАЗВИТИЯ

Представлено исследование становления связной речи детей дошкольного возраста с нормой и нарушениями речевого развития. Проанализированы концепции ведущих отечественных ученых относительно изучения особенностей речевого развития у детей с общим недоразвитием речи. В рамках данной проблемы актуальным является рассмотрение вопросов формирования навыков самостоятельного построения рассказа у старших дошкольников с нормой и нарушениями речевого развития. Это связано с тем, что овладение рассказыванием представляет собой качественный переход на абсолютно новый уровень речемыслительной деятельности, что имеет значение в общем психическом развитии ребенка. Обосновывается мысль о том, что дошкольный возраст является благоприятным для интенсивного развития монологической речи, связного высказывания. Дошкольники в полной мере усваивают навыки владения семантическим, синтаксическим и морфологическим строем родного языка. Рассматриваются и обобщаются особенности речевого развития детей дошкольного возраста с общим недоразвитием речи. Приводятся эмпирические данные относительно ошибок в освоении детьми дошкольного возраста навыков самостоятельного построения рассказа. Достоверность результатов обоснована сравнительным анализом особенностей формирования построения рассказа детьми дошкольного возраста с общим недоразвитием речи и нормой речевого развития. С помощью сравнительного анализа выявляются словарные, грамматические, синтаксические затруднения детей дошкольного возраста в построении связного высказывания. Обосновывается необходимость разработки рекомендаций по коррекции особенностей самостоятельного составления рассказа у старших дошкольников с общим недоразвитием речи. This article is devoted to the study of the formation of coherent speech of preschool children with normal and impaired speech development. The article analyzes the concept of the leading Russian scientists to study the features of speech development in children with general underdevelopment of speech. Within the framework of this problem, it is urgent to consider the issues of formation of an independent construction of a story in older preschoolers with the norm and disorders of speech development. This is due to the fact that the mastery of storytelling is a qualitative transition to a completely new level of verbal activity of a child, which is important in the overall mental development of a child. The idea that preschool age is favorable for intensive development of monological speech and coherent utterance is substantiated. Preschoolers fully learn the skills of semantic, syntactic and morphological structure of the native language. The article discusses and summarizes the features of speech development of preschool children with General underdevelopment of speech. The article presents empirical data on the errors in the development of independent storytelling in preschool children. The reliability of the results is substantiated by the comparative analysis of the peculiarities of formation of the plot of preschoolers with general underdevelopment of speech and normal speech development. On the basis of the comparative analysis, vocabulary, grammar and syntactic difficulties of preschool children in construction of the coherent statement are revealed. In conclusion, on the basis of the above conclusions, the need to develop recommendations for correcting the features of self-compilation of a story among older preschoolers with general underdevelopment of speech is justified.

Features of adaptation and adaptive capabilities of first-year students with different strategies for translating meanings

Successful adaptation of students to the University environment is a prerequisite for effective educational and professional activities and the formation of a professional personality. The article describes the study of adaptation and adaptive capabilities of students with different strategies for translating meanings, the relationship between verbal and non-verbal activity of students and their adaptation to higher education, and adaptive capabilities. The sample was made up of the first year students studying in the areas of Psychology and Linguistics. A total of 78 people participated in the study, including 56 girls, 22 boys aged 17-20 years (M=17.9; SD=0.58; 71.8% of girls). The following methods were used: survey-method "strategies of meaning transfer" by E. A. Suroedova, the method of "Adaptation of University students" by T. D. Dubovitskaya, A.V. Krylova, multi-level personality questionnaire (MLE) of "Adaptability" A. G. Maklakova and S. V. Chermiyanina; statistical methods (descriptive statistics, Mann Whitney U test, Kruskal-Wallis test, Wilcoxon Rank-Sum Test, Spearman rank correlation coefficient). The study established differences in the adaptation and adaptability of first-year students with different strategies of meaning transfer, and revealed the relationship with the adaptive capabilities of students and verbal activity. The results of the study can be useful for psychological services to help students adapt and develop communication skills, namely the ability to translate meanings, and researchers in the field of educational psychology.

Subject’s Roles in the Non-Cooperative Type of Communicative Situation “Talk of Friends”

Communicative situation “Talk of Friends” is the only one to represent discourse of friendship. This presupposes that discourse subject’s role is that of FRIEND in its different varieties. However, talk of friends is not always of cooperative nature. In case of non-cooperative character it embraces two subtypes, namely: potentially conflicting and conflicting. In the first case the dialogue participants face a threat to their friendship, in the second case their talk puts an end to it. This article aims at establishing the role infrastructure for both subtypes of the uncooperative type of the communicative situation “Talk of Friends”. Approaching discourse subject as that of mental, communicative and verbal activity results in analyzing each role in the cognitive and communicative aspects and as for the means of its verbal manifestations. The research data analysis gives grounds to argue that the subject roles, proper to the potentially conflicting situation subtype, are friend critic and indifferent friend. The role friend critic is implemented with the communicative aim to reveal the drawbacks of a friend, so that he/she could get rid of them, it is realized by negative evaluative utterances and often combines with the role friend adviser in a dialogue. The role indifferent friend aims at distancing from the other through denying him/her of help, sympathy etc. Non-specific utterances of refusal and disagreement serve to realize this role. In the conflicting non-cooperative situation “Talk of Friends” the role NOT A FRIEND is the only one of the discourse subject, who explicitly/implicitly informs the other about the end of their friendship because of the negative evaluation of the other or himself/herself. Each of the roles is implemented on the basis of the corresponding scenario.

The Dynamics of Mental States of People Under Investigation

The relevance of the results of this empirical research is based on a number of factors. Firstly, the knowledge of the causes and dynamics of different psychological states makes it possible to single out psychological patterns emerging in similar circumstances, accurately predict the behavior of the person under investigation, identify atypical situational or accidental conditions, and avoid mistakes in their description. Secondly, the study of mental states of a person deprived of liberty is valuable for the organization of the whole correctional process and the development of recommendations on preventing the destructive behavior of persons under investigation when it is caused by their mental state. The study touches upon little-studied issues of changes in the mental states of persons put in the temporary detention facilities. The analysis of the obtained data showed that longer periods spent in detention facilities lead to such negative changes in mental states of people under investigation as an increase of unmotivated anxiety, psycho-emotional tension, emotional lability, irritation, sadness, boredom, low spirits, poor well-being and activity, inmates develop sensory deprivation, frustration, hypoxia, and a deeper depression. At the same time, there is an increase in sociability, activity, and extraversion. Limitation of the freedom of actions and motor activity is compensated by a considerable increase in verbal activity, there is a greater desire for a trustful and open interaction with other people, a growth in self-criticism. To satisfy the need for communication and verbal activity, it is necessary to give people under investigation a chance to meet representatives of different religious denominations and the detention facility’s psychologist. After longer periods of detention persons under investigation begin to express characteristics typical of criminal behavior: boldness, inappropriate familiarity, tendency to take risks, resourcefulness, impatience, maximalism, love of freedom, courage and decisiveness. Time spent in a detention facility is most effective for optimizing the mental state of persons under investigation, developing constructive scenarios of serving a sentence and future successful re-socialization. When persons under investigation are transferred to penal colonies, their mental state is predicted to deteriorate.

Marcello lächelt sein Mastroianni-Lächeln

Sentences with a cognate object typically consist of an intransitive activity verb, its subject NP and a second NP in the accusative. Its nominal core is typically derived as nomen actionis and/or nomen acti from the verb. Essential questions are: How are cognate objects licensed? What role do they play in verbal activity? Which nouns and which verbs come into question? Can the reading of cognitive objects be predicted as an event or object? In this paper I will propose a constructional grammatical analysis. Different readings of the cognate object as well as the temporal constitution as a telic or atelic situation are explained within the construction by compositional processes. These are essentially analyzed as a transfer of the nominal reference mode to the entire VP. The nominal reference method also results from compositional processes within the NP. An important focus of the analysis is on overrides and adjustments (coercion) in case of semantic conflicts.