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Contexts of Metaphor

Elsevier (2001)

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  1. Metaphor and Conceptual Productivity: Results of a Pilot Project.Marcel Danesi - 2004 - Semiotica 2004 (148).
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  • Sarcasm, Pretense, and The Semantics/Pragmatics Distinction.Elisabeth Camp - 2012 - Noûs 46 (4):587 - 634.
    Traditional theories of sarcasm treat it as a case of a speaker's meaning the opposite of what she says. Recently, 'expressivists' have argued that sarcasm is not a type of speaker meaning at all, but merely the expression of a dissociative attitude toward an evoked thought or perspective. I argue that we should analyze sarcasm in terms of meaning inversion, as the traditional theory does; but that we need to construe 'meaning' more broadly, to include illocutionary force and evaluative attitudes (...)
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  • Literacy and the Languages of Rationality.David R. Olson - 2013 - Pragmatics and Cognition 21 (3):431-447.
    Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...)
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  • The Study of Metaphor as Part of Critical Discourse Analysis.Andreas Musolff - 2012 - Critical Discourse Studies 9 (3):301-310.
    This article discusses how the study of metaphoric and more generally, figurative language use contributes to critical discourse analysis. It shows how cognitive linguists’ recognition of metaphor as a fundamental means of concept- and argument-building can add to CDA's account of meaning constitution in the social context. It then discusses discrepancies between the early model of conceptual metaphor theory and empirical data and argues that discursive-pragmatic factors as well as sociolinguistic variation have to be taken into account in order to (...)
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  • A Conceptual Metaphor Framework for the Teaching of Mathematics.Marcel Danesi - 2007 - Studies in Philosophy and Education 26 (3):225-236.
    Word problems in mathematics seem to constantly pose learning difficulties for all kinds of students. Recent work in math education. Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books]) suggests that the difficulties stem from an inability on the part of students to decipher the metaphorical properties of the language in which such problems are cast. A 2003 pilot study [Danesi, M.. Semiotica, 145, 71–83] confirmed this hypothesis in an anecdotal way. This paper (...)
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  • Literacy and the Languages of Rationality.David R. Olson - 2013 - Pragmatics and Cognition 21 (3):431-447.
    Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...)
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  • Speaking of Pain in Greek: Implications for the Cognitive Permeation of Emotions.Marina Terkourafi & Persefoni Bali - 2007 - Cognition and Emotion 21 (8):1745-1779.