Wyniki wyszukiwania - Biblioteka Nauki

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Cognitive processes involved in metaphor aptness

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Khatin-Zadeh O. , Eskandari Z.

Polish Psychological Bulletin

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2021

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tom 52

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nr 2

147-152

EN

This article looks at metaphor aptness from the perspective of the class-inclusion model of metaphor comprehension and those models that assume a componential nature for the meanings of concepts. When the metaphor X is a Y is processed, the concept of X is included in a metaphorical class that is represented by Y, which is usually the most typical member of the metaphorical class. Degree of saliency of the defining feature in the vehicle and the extent to which this feature matches a relevant dimension of topic is the key factor in the degree of aptness of the metaphor. Degree of aptness becomes more complex in those metaphors that describe an abstract concept in terms of another concept. These metaphors include X into a metaphorical class through the mediation of those concepts that are associated to the abstract concept. If the associated concepts have a high degree of typicality in the metaphorical class, they could be better mediators for including the abstract concept into the metaphorical class. The variations of abstract concepts across individuals and their dependency on contexts and cultures could explain why such metaphors may have different degrees of aptness for different people.

2

THE EFFECTS OF USING TECHNOLOGY AND THE INTERNET ON SOME IRANIAN EFL STUDENTS’ PERCEPTIONS OF THEIR COMMUNICATION CLASSROOM ENVIRONMENT

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Ebrahimi N. A. , Eskandari Z. , Rahimi A.

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tom 13

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nr 1

3-19

EN

This study aims to explore the effects of implementing a CALL framework on the students’ perceptions of their communication classroom environments. The What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 34 (F=14 and M=20) Iranian EFL students, the first time after a ten-session-long regular no-tech communication class and the other time after a ten-session-long communication class informed by a CALL framework. The data were analyzed using SPSS and the results showed that there was a significant difference (p<0.05) between the participants’ perceptions of each dimension (i.e, Student cohesiveness, Teacher support, Involvement, Task orientation, Cooperation, and Equity) of their communication classroom before and after introducing the CALL framework. The CALL-informed communication class led to a learning environment that was perceived by students as more efficient and learner-centered. The work uses the concept of learning environment, which is claimed to take into account many different aspects of a learning context and hence comprehensive, to explore practicality of CALL ideas for an EFL classroom.

3

Abstract metaphorical classes: A perspective from distributed models of conceptual representations

80%

Khatin-Zadeh O. , Eskandari Z. , Banaruee H. , Marmolejo-Ramos F.

Polish Psychological Bulletin

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2019

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tom 50

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nr 2

108-113

EN

This article looks at the semantic space of abstract and concrete concepts from the perspective of distributed models of conceptual representations. It focuses on abstract metaphorical classes and the mechanisms through which these concepts are processed. When the metaphor X is a Y is understood, X is included in the abstract metaphorical class of Y. This metaphorical class is abstract because the most of semantic features of Y are filtered out through a suppressive-oriented mode of processing. It is suggested that abstract metaphorical classes of living things are usually defined by a single or a very small set of semantic features. Therefore, such metaphorical classes are highly abstract. On the other hand, abstract metaphorical classes of nonliving things are defined by a relatively larger cluster of semantic features. Therefore, abstract metaphorical classes of nonliving things have a relatively higher degree of concreteness compared to those of living things. In other words, abstract metaphorical classes of living things and nonliving things are rather different in terms of nature and the structure of semantic space.

4

Why are Motions Effective in Describing Emotions?

80%

Khatin-Zadeh O. , Eskandari Z. , Vahdat S. , Banaruee H.

Polish Psychological Bulletin

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2019

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tom 50

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nr 2

119-124

EN

The domain of motion events is widely used to metaphorically describe abstract concepts, particularly emotional states. Why motion events are effective for describing abstract concepts is the question that this article intends to answer. In the literature of the field, several reasons have been suggested to be behind the suitability of motion events for describing these concepts, such as high concreteness of motion events, their high imageability, and the ability of comprehender to simultaneously imagine components of motion events. This article suggests that motion events are particularly effective for metaphorical description of those domains which have the feature of dynamic change over a period of time. This is particularly the case with emotional states. Since changes in emotions take place throughout a period of time, they could best be described by motion events which have the same feature. In other words, the continuous change in emotions is understood in terms of continuous change in the location of a moving object in the 3D space. Based on the arguments of embodied theories of cognition, it would be no surprise to see the involvement of similar areas of the brain in understanding emotions and motions.