CONDITIONED ATTRACTION, SIMILARITY, AND EVALUATIVE MEANING

1969 ◽  
Author(s):  
Richard B. Stalling ◽  
Arthur Staats
Keyword(s):  
Evaluative Meaning

scholarly journals Pragmatic essence of linguistic modality in media discourse

2019 ◽  
Vol 1 (16) ◽  
pp. 54-59
Author(s):  
Victoria Haenko
Keyword(s):  
Discourse Analysis ◽  
Theoretical Aspect ◽  
Media Discourse ◽  
Functional Aspect ◽  
Language Play ◽  
Social Actors ◽  
The People ◽  
Evaluative Meaning ◽  
Language Modality ◽  
And Control

The article deals with the problem of correlation between target socio groups in media discourse. It investigates the role modality plays as pragmatic-functional aspect of discourse analysis and studies modality as means of expressing evaluative meaning. The functional aspect of this view reflects the broad objectives of functional linguistics: i.e. relating linguistic structures to social structures. The pragmatic aspect reflects an emphasis that the reader is dependent on a corresponding view of the relationship between the reader, the writer and the text. The studies of modern linguists are broadly concerned with the analysis of ideology in discourse.  The article observes the effects language can have on people, whether through journalistic writing, advertising literature, politics, science.  The study became an attempt to investigate how and which aspects of language play more significant roles in ideology manipulating hearers / readers. It was seen that modality has not only received little consideration at the practical level, but that it had also been handled through the process of modal categorization; i.e. at the theoretical descriptive level. The theoretical aspect of the article is based on the belief that the speech is aimed at attaining certain goals or targets. The article deals with a problem of correlation and interaction between writer and reader, speaker and hearer, text producers and social actors in the process of interpretation. The article investigates the ways the problem can be settled in view of modality as a parameter of discourse analysis to define goals for the target groups outlined above. The study in the article refers to Halliday’s overarching functions: ideational, interpersonal and textual. The article concludes that the realiser of the interpersonal function of language, modality may be used as a linguistic tool to direct and control the behavior of the people.

scholarly journals On the Emotive-Evaluative Meaning of Phraseological Units

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 75-81
Author(s):  
Gayane Yeghiazarian
Keyword(s):  
Evaluative Meaning

The article examines certain issues related to the emotive-evaluative meaning of phraseological units. Phraseological units contain referential, denotational, connotational sememes. Expressiveness and emotiveness which are often accompanied by evaluation are constituents of connotational meaning. Phraseological units can be of two types – of neutral evaluation and of emotive evaluation. Apart from expressiveness, phraseological units are also endowed by emotive shades, i.e. various nuances expressing the subjective attitude of the speaker/writer. While the element of evaluation in emotive phrases can be explicit, the emotive-evaluative meaning of expressive phraseologisms is inherent and can be realized only in the context.

Provide Evaluative Meaning and Direct Attention

2020 ◽  
pp. 215-236
Author(s):  
Ellen Peters
Keyword(s):  
Decision Makers ◽  
Evidence Based ◽  
Visual Salience ◽  
Data Formats ◽  
Evaluative Meaning ◽  
Numeric Information

This chapter, “Provide Evaluative Meaning and Direct Attention,” links earlier chapters about the habits of the highly numerate to evidence-based communication solutions that especially help the less objectively numerate. In particular, Chapter 17 provides techniques to assist decision makers when they are unable to evaluate the good or bad meaning of numeric information. These techniques range from providing numeric comparisons to carefully using evaluative labels and symbols, more imaginable data formats, and emotion. Evidence exists that emotional communications also facilitate communication by grabbing and holding attention. Other methods that allow the less numerate access into these attentional habits of the highly numerate include ordering information based on its importance, highlighting the meaning of only the most important information, and increasing the visual salience of key numbers. The chapter concludes with a brief summary of some of the challenges that communicators face to presenting information well.

scholarly journals Amygdala hyperreactivity to faces conditioned with a social-evaluative meaning– a multiplex, multigenerational fMRI study on social anxiety endophenotypes

2020 ◽  
Vol 26 ◽  
pp. 102247 ◽  
Author(s):  
Janna Marie Bas-Hoogendam ◽  
Henk van Steenbergen ◽  
Nic J.A. van der Wee ◽  
P. Michiel Westenberg
Keyword(s):  
Social Anxiety ◽  
Fmri Study ◽  
Evaluative Meaning

A framework for analyzing evaluative language in historical discourse

2018 ◽  
Vol 25 (3) ◽  
pp. 335-362 ◽  
Author(s):  
Gordon Myskow
Keyword(s):  
Subject Matter ◽  
Complex Interplay ◽  
Historical Discourse ◽  
The Past ◽  
History Texts ◽  
Group Identities ◽  
Evaluative Meaning ◽  
Evaluative Language ◽  
The Subject ◽  
Four Levels

Abstract History texts are not just disciplinary artefacts for describing, explaining or making arguments about the past. They play a key role in defining present-day group identities and their terms of affiliation. As such, they have generated a great deal of interest among functional linguists interested in how ideology is construed through language. But the ways history texts evaluate the past is not straightforward; they include a complex interplay of discourse participants putting forward a range of views toward the subject-matter. This article presents a framework for investigating evaluative meaning in historical discourse that aims to untangle this complex web of voices, showing how they work together to position readers to take up particular views toward the past. The framework brings together two prominent approaches to the study of evaluation: Martin & White’s (2005) Appraisal framework and Hunston’s (2000) notions of Status Value and Relevance. It posits four levels of evaluation (inter-, super-, extra- and meta-evaluation) that are grounded in insights from the field of historiography and reflect key disciplinary activities of historians.

Dimensions of evaluation

2009 ◽  
Vol 17 (1) ◽  
pp. 146-175 ◽  
Author(s):  
Monika Bednarek
Keyword(s):  
Psychological Research ◽  
New Classification ◽  
Basic Emotions ◽  
The Past ◽  
Cognitive Studies ◽  
Linguistic Research ◽  
Evaluative Meaning ◽  
Diachronic Development ◽  
Appraisal Processes

In the past two decades or so, a number of researchers from various fields within linguistics have turned their attention to interpersonal phenomena, such as the linguistic expression of speaker opinion or evaluation (also called stance or appraisal), or the encoding of subjectivity in language and its diachronic development (subjectification/subjectivization). Many linguists have offered categorizations of evaluative meaning, based on authentic discourse data, but no connection has been made with cognitive approaches to appraisal processes. This paper offers a first meta-theoretical exploration of such issues. It compares dimensions of evaluation that have been identified in linguistic and cognitive studies, and also examines how psychological research into basic emotions can be related to linguistic research on affect. On the basis of these comparisons a proposal for a new classification of evaluative meanings is made. The focus of this paper is on only one aspect of the highly complex phenomenon of evaluation, namely potential evaluative dimensions, although other relevant issues will also be touched upon, including the pragmatics of evaluation (evaluation and context).

A COGNITIVE PERSPECTIVE FOR COMPREHENDING PARONYMS

2020 ◽  
pp. 104-110
Author(s):  
L.A. Furs ◽  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cognitive Approach ◽  
Cognitive Perspective ◽  
Foreign Language Learners ◽  
Evaluative Meaning ◽  
Study Support ◽  
The Difference ◽  
The Given

Paronyms as words, derived from the same root, are an intriguing linguistic issue. The purpose of this article is to present a cognitive approach to revealing the difference in their usage so that foreign language learners and teachers, as well as translators can have a practical guide to avoid errors in using paronyms. We investigate Russian paronyms дружеский, дружественный, дружный ‘friendly’ from the cognitive perspective. This involves analysis of deeply embedded conceptual structure which shows the evaluative meaning, profiled by paronyms and evaluated objective features, profiled by nouns which go with the given paronyms. We present an empirical analysis to suggest that these paronyms are not interchangeable. The results of the case study support the proposed approach and show that the comprehension of confusable paronyms can be achieved through understanding cognitive structures which underlie their meaning. The study of conceptual features of both paronyms and nouns, which go with them, offers sufficient ground for comprehending differences in their usage. Another implication is related to practical issues of translation and methods of illustrating the given paronyms to learners of Russian as a foreign language.

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