Light permits knowing: Three metaphorological principles for the study of abstract concept-formation

Semiotica ◽  
2001 ◽  
Vol 2001 (136) ◽  
Author(s):  
Marcel Danesi
Keyword(s):  
Concept Formation ◽  
Abstract Concept

From (Theogonic) Mythos to (Poetic) Logos: Reading Pindar’s Genealogical Metaphors after Freidenberg

2012 ◽  
Vol 12 (1) ◽  
pp. 49-77
Author(s):  
Boris Maslov
Keyword(s):  
Concept Formation ◽  
Abstract Concept ◽  
Greek Literature ◽  
Ancient Greek ◽  
Philosophical Concept ◽  
Philosophical Discourse ◽  
Greek Thought ◽  
Transitional Phenomenon ◽  
Important Means ◽  
Poetic Metaphor

Abstract This paper analyzes the use of kinship categories to refer to personified (hypostasized) concepts in Ancient Greek literature, with particular emphasis on Pindar. This device serves to include an abstract concept within a genealogy that is dominated by divinities or quasi-religious entities. Comparing the use of this device in Hesiod, Plato, and Pindar, I suggest that, before the emergence of properly analytic categories within the philosophical discourse, genealogical metaphor served as the most important means of concept formation available to Ancient Greeks. In particular, Pindar’s use of genealogical metaphors points to a productive encounter between image and concept. In this context, I review the neglected work of the Soviet Classicist Olga Freidenberg, who put forward a theory of poetic metaphor as a transitional phenomenon between mythological image and philosophical concept, and discuss the differences between the method of historical poetics employed by Freidenberg and the idealist paradigm that informs the better known work by Hermann Fränkel, Bruno Snell, and Wilhelm Nestle on the shift from “mythos” to “logos” in early Greek thought and literature.

Observing Response, Set-Size, and Abstract-Concept Formation by Pigeons

2007 ◽  
Author(s):  
Kelly A. Schmidtke ◽  
Bradley R. Sturz ◽  
Jeffrey S. Katz ◽  
Anthony A. Wright
Keyword(s):  
Concept Formation ◽  
Abstract Concept ◽  
Set Size ◽  
Response Set ◽  
Observing Response

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Self-Prioritization Beyond Perception

2015 ◽  
Vol 62 (6) ◽  
pp. 415-425 ◽  
Author(s):  
Sarah Schäfer ◽  
Dirk Wentura ◽  
Christian Frings
Keyword(s):  
The Self ◽  
Stimulus Category ◽  
Abstract Concept ◽  
Conceptual Level ◽  
New Paradigm ◽  
Stimulus Features ◽  
Relevant Word ◽  
Word Shape

Abstract. Recently, Sui, He, and Humphreys (2012) introduced a new paradigm to measure perceptual self-prioritization processes. It seems that arbitrarily tagging shapes to self-relevant words (I, my, me, and so on) leads to speeded verification times when matching self-relevant word shape pairings (e.g., me – triangle) as compared to non-self-relevant word shape pairings (e.g., stranger – circle). In order to analyze the level at which self-prioritization takes place we analyzed whether the self-prioritization effect is due to a tagging of the self-relevant label and the particular associated shape or due to a tagging of the self with an abstract concept. In two experiments participants showed standard self-prioritization effects with varying stimulus features or different exemplars of a particular stimulus-category suggesting that self-prioritization also works at a conceptual level.

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