Metaphor and Gesture

Name: Metaphor and Gesture
Brand: John Benjamins Publishing Company
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Alan Cienki Cornelia Müller(Herausgeber*in)

John Benjamins Publishing Company

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Erschienen am 4. Juni 2008

IX, 306 Seiten

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Metaphor and Gesture
Editorial page
Title page
LCC data
Table of contents
Contributors
Acknowledgements
Introduction
References
Why study metaphor and gesture?
1. Introduction
2. Background
2.1 What is a gesture?
2.2 What is a metaphoric gesture?
2.3 On metaphoricity in words and in gesture
3. Metaphors expressed in words and gestures
3.1 Commonalities in the expression of metaphor in words and in gestures
Figure 1. Dishonest behaviors as different vertical levels
Figure 2. Gesture used with "truth
3.2 Differences in the expression of metaphor in words and in gestures
Figure 3. Gesture referring to absolute categories
4. Some solutions that the study of gesture brings to the study of metaphor
4.1 A solution to the criticism of circularity
4.2 Gesture and embodied cognition
4.3 Ontological metaphors
4.4 The function of metaphoric gestures for the speaker, and the addressee
5. Some questions that the study of gesture raises for conceptual metaphor theory
5.1 Evidence of conceptual metaphors
5.2 Identifying metaphoric expressions
5.3 Labelling of conceptual metaphors
5.4 Highlighting of metaphoricity
5.5 The time course of metaphor use
5.6 The relation of metaphor to the modality in which it is expressed
6. What the study of metaphor can bring to gesture studies
6.1 Complement to research on concrete referential gestures (often called "iconic)
6.2 The conduit is not the only metaphoric gesture
6.3 Metaphor is hidden in some existing gesture research
7. Conclusion
Acknowledgement
References
From left to right...
1. Data and methods
1.1 Symmetry
1.1.1 "The Left in politics
Figure 1. That must be the main axis Figure 2. That must be the course
Figure 2. That must be the course
1.1.2 Distinction between oneself and others
Figure 3. It wasn't up to me... to decide High involvement: Self-defense
Figure 4. As for me, I discuss it on site Figure 5. Local representative, which I am
Figure 5. Local representative, which I am
Table 1. Others and Oneself
Table 2. Two-item enumeration
1.1.5. N-item enumeration
1.1.7 Signalling a parenthetical remark
1.2. Symmetrical development
Figure 7. We continue to reduce the deficits
Figure 6. We slightly increase public Figure 7. We continue to reduce the deficits expenditures
1.3.3 Logico-temporal axis
2.2. Symmetrical development
Figure 9. Symmetrical development
2.1. Symmetry
Figure 8. Symmetry
Conclusion
References
2.3. Progressions along the transverse axis
Figure 10. Transfer of the progression axes to the transverse axis
Figure 11. Representations collapsed on to the transverse axis
Gesture as a conceptual mapping tool
1. Introduction
2. The importance of conceptual mapping
3. Conceptual mapping in a material world
Figure 1. The Queuing or Standing in Line blend. The arrangement of bodies anchors the conceptual blend, stabilizing the representation of conceptual relations. (Adapted from Hutchins, 2005.)
4. Uncovering the conceptual mapping process
5. Methods of the study
6. The functions of gesture during instruction
6.1 The Clock Quarters conceptual blend
Figure 2. The Clock Quarters blend. The divided circle is m
6.2 The process of conceptual mapping
Figure 3. The Clock blend. The teaching artifact is seen as a clock
Figure 4. Building the Clock Quarters blend (1). Mapping a circle onto the clock face and enacting a path of clock hand motion
Figure 5. Building the Clock Quarters blend (2). Preparing a material anchor and mapping the vertical dividing line
Figure 6. Building the Clock Quarters blend (3). Profiling the regions bounded by the conceptual circle and dividing line
Figure 7. Building the Clock Quarters blend (4). Preparing a material anchor for the horizontal dividing line
Figure 8. Building the Clock Quarters blend (5). Mapping the horizontal dividing line onto the pointing stick anchor
Figure 9. Building the Clock Quarters blend (6). Profiling the regions bounded by the conceptual circle and two dividing lines
Figure 10. Building the Clock Quarters blend (7). Profiling the equivalence of the parts while pointing to each part with the eyes
Figure 11. Building the Clock Quarters blend (8). Profiling the clock input. The clock face is metaphorically construed as a divided circle
6.3 Creating new conceptual mappings for the same clock state
Figure 12. Building the Clock Counting blend (1). Introducing a new space into the discourse while setting the teaching clock to the starting state for the counting process
Figure 13. Building the Clock Counting blend (2). Activating the conceptual model for counting and prompting the string of verbal labels to be used
Figure 14. Building the Clock Counting blend (3). Mapping the counting action onto moving the clock hand, metaphorically construing the clock hand as a human hand used to touch objects when counting
Figure 15. Building the Clock Counting blend (4). Mapping the objects-to-be-counted onto the clock face, creating metaphorical number-objects, and defining a path for the count
Figure 16. Building the Clock Counting blend (5). Mapping from the system of time measurement to the clock face and implicitly to the counting model. The mappings create metaphorical number-object-sets with five minute-elements
Figure 17. Running the Clock Counting blend (1). Cuing the transition to running the blend to generate a time component
Figure 18. Running the Clock Counting blend (2). Executing the counting process to generate the minute portion of the absolute time reading
Figure 19. The same anchor for different blends. Establishing the equivalence of the different ways of reading the time
7. Making meaning in activity
8. Conclusion
Acknowledgments
References
Appendix
A fresh look at the foundations of mathematics
1. Introduction
2. What is mathematics? And what makes it so special?
3. Limits and continuity
Figure 1. The graph of the function f(x) = sin 1/x
3.1 Looking at pure mathematics
Figure 2. The graph of the function f(x) = x sin 1/x.
4. Embodied cognition
4.1 Conceptual metaphor and conceptual metonymy
4.2 Fictive motion
4.3 Dead metaphors?
5. Enter gesture
Figure 3. Professor Richard Feynman giving a lecture about physics. He is talking about particles moving in all directions at very high speeds (a through e), and "once in a while [they] hit (f)
Figure 4. A professor of mathematics explaining the concepts underlying the method of finding roots (solutions) of quadratic equations. As he says you want to find sequences which get closer and closer, he iteratively moves his right hand frontward co-timed with the word sequences
Figure 5. A professor of mathematics teaching a university level class on convergence of sequences of real numbers. Here he is referring to a case in which the numbers of a sequence "oscillates
Figure 6. A professor of mathematics in a university level class talking about an unbounded monotone sequence "going in one direction (a through e) and which "takes off to infinity (f)
Figure 7. A professor of mathematics in a university level class talking about a constant sequence
6. Conclusion
References
Peircean semiotics meets conceptual metaphor
1. Introduction
2. Data and methodology
2.1 Data
2.2 Methodology
2.2.1 Hand shape and palm orientation
2.2.2 Movement and location in gesture space
3. Peircean perspectives on the gestural sign
3.1 Peirce's triadic model of the sign process
3.2 Interpreting sign-object relationships: Icon, index, and symbol
3.2.1 Icon
Figure 1. "Grammar as an object
3.2.2 Index
Figure 2. Pointing gesture ("there is) plus cup gesture ("the main verb)
3.2.3. Symbol
Figure 3. Ring gesture referring to a "node in the tree structure
3.3 Iconic modes within metaphor
3.3.1 Image iconicity
Figure 4. arms-crossing gesture (passive "flip-flop) resulting in large object gesture ("constituent)
3.3.2 Diagrammatic iconicity
Figure 5. A "sentence represented as a string of words
Figure 6. Triangle depicting a "tree chunk which branches out laterally
Figure 7. An "embedded clause as a diagonally descending wavy lin
Figure 8. An embedded clause "going all the way down
3.3.3 Metaphor iconicity
Figure 9. "Emergent grammar. patterns emerging out of language use
3.4 Summary
Table 1. Modes of representation according to Peirce (1955)
4. Peircean semiotics meets conceptual metaphor: Common ground revealed through gesture
4.1 Image schemas as iconic symbols
4.2 Conceptual metaphors as frameworks for semiotic translation
Figure 10. An extended palm-up open-hand gesture providing a surface for a "noun
5. Concluding remarks
Acknowledgements
References
Unexpected metaphors
1. Expected metaphors
2. Unexpected metaphors
3. The bowling ball metaphor
3.1 Catchments
3.2 The explanation
4. The upper story window metaphor
5. The two spaces metaphor
6. What unexpected metaphors do, and how they do it
7. Dynamic and static
7.1 And gesture morphemes
References
Catchment, growth point, and spatial metaphor
1. Catchment and growth point
2. Tuite's model
3. Deconstruction
4. The genre of the television program
5. General linguistic characteristics of the text
5.1 Reformulation
5.2 Rhetorical categories
6. Analysis of Derrida's conclusion
6.1 Melodic organization
6.2 Correspondence between voice and movements
6.3 Growth points and catchments
6.3.1 Catchment 1
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
Figure 9
Figure 10
Figure 11
Figure 12
Figure 13
6.3.2 Catchment 2
Figure 14
Figure 15
Figure 16
Figure 17
Figure 18
Figure 19
Figure 20
Figure 21
6.3.3 Catchment 3
Figure 22
Figure 23
Figure 24
Figure 25
Figure 26
Figure 27
Figure 28
Figure 29
Figure 30
Figure 31
Figure 32
References
Appendix
Form, meaning, and convention
1. Introduction
2. Representational gestures and emblems
2.1 Representational gestures
2.2 Emblems
Figure 1. McNeill's continuum 1: Relationship to speech
Figure 2. McNeill's continuum 2: Relationship to linguistic properties
Figure 3. McNeill's continuum 3: Relationship to conventions
Figure 4. McNeill's continuum 4: Character of the semiosis
2.3 Summary
3. The presenting gesture
Figure 5. Example of a presenting gesture
3.1 Conceptual metaphors in gesture
3.2 The pragmatic function of gesture
3.3 Summary
4. Experimental assessment of the presenting and okay gestures
4.1 Methods
4.2 Stimuli
4.2.1 Presenting sentences
4.2.2 Presenting gestures
Table 1. Matrix of variants for the presenting gesture
Figure 6. Example stimulus
4.2.3 Okay sentences
4.2.4 Okay gestures
Table 2. Matrix of variants for the okay gesture
4.3 Predictions
4.4 Results
4.4.1 Results of judgment task
4.4.2 Results of probe task
Table 3. Responses to first probe
Table 4. Non-unique responses to second probe which occurred for both kinds of gesture
4.5 Discussion
5. Conclusions
Acknowledgements
References
Appendix A
Table A1. Sentences used for experimental stimuli
Appendix B
Table B1. All responses to second probe
What gestures reveal about the nature of metaphor
1. Introduction
2. Data and methods
3. Metaphors are modality independent
Figure 1. "hat es zwischen uns irgendwie gefunkt (literally: "somehow it sparked, translation: "something clicked between us): a verbo-gestural metaphor.
4. Metaphors are products of a general cognitive process
Figure 2. "setting the tracks: Continuous activation of metaphoricity in speech and gesture over six verbo-gestural and two gesture-only metaphors
Figure 3. The course of a love relation as "a kind of up and down: successive and increasing foregrounding of metaphoricity
5. Metaphors are dynamic
6. Summary
7. Conclusion
References
Commentaries on the value of studying metaphor and gesture from the perspectives of different disciplines
Metaphoric gesture and cognitive linguistics
References
Metaphoric gestures and cultural analysis
References
Metaphor and gesture
References
Implications of cognitive metaphor and gesture studies for Ethnomethodology and Conversation Analysis and vice versa
1. Introduction
2. Gesture and language
3. Metaphor in discourse
4. Interaction and cognition
5. Fused bodies
References
Sign and gesture
References
The study of metaphor and gesture
1. Introduction
2. Can a metaphor explain another metaphor?
3. Illustrators vs. metaphors
4. The naturalistic fallacy
5. Conclusion
References
The neuroscience of metaphoric gestures
1. The neuroscience of metaphoric gesture
References
Metaphor and gesture
1. Metaphor and gesture: Some implications for psychology
2. Some needed empirical facts
3. Relationship between speech and gesture
4. Analyzability of metaphoric gestures
5. Coordination between participants in talk/gesture exchanges
6. Moving beyond the hands
7. Conclusion
References
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