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1
Content available Why are Motions Effective in Describing Emotions?
100%
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.
2
Content available Abstract metaphorical classes: A perspective from distributed models of conceptual representations
100%
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.
3
Content available Abstract metaphorical classes: A perspective from distributed models of conceptual representations
88%
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
4
Content available Why are Motions Effective in Describing Emotions?
88%
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
5
Content available O nauczaniu abstrakcyjnych pojęć filozoficznych w aspekcie statycznym i dynamicznym
75%
Trzcieniecka-Schneider I.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2014
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nr 25
87-97
EN
The paper adresses the problem of the need of balance between the static aspect (knowledge) and dynamic aspect (philosophizing) in the teaching of philosophy. The author indicates significant differences in teaching philosophy to adolescents and adults. The multitude of teaching issues specific to philosophy teaching, i. e. helping students in the creation of abstract philosophical concepts, requires the development of didactics of philosophy as an independent philosophical discipline.
6
Content available Cognitive processes involved in metaphor aptness
75%
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
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