The Metaphoric Process: Connections Between Language and LifePsychology Press, 1995 - 196 trang Metaphor is much more than just a linguistic phenomena, argues Gemma Corradi Fiumara, it is in fact the key process by which we construct and develop our ability to understand the world and the people we share it with. Rationality as understood by philosophers has led to a disembodied view of ourselves in which interaction between life and language has been downplayed. By looking at the metaphoric process - in an interpersonal rather than a formal way - its importance in allowing us access to new worlds of experience is revealed. The metaphoric potential in us all exposes us to the world and initiates our involvement in it. |
Nội dung
Developing models of cognition | 18 |
Cognition and cognitive concepts | 41 |
Brain functions and problemsolving | 62 |
The tradition of psychoeducational assessment | 82 |
Assessing cognitive skills and processes | 100 |
Instruction and remediation | 130 |
Cognitive methods for teaching and learning | 154 |
Cognitive skills and social behaviours | 188 |
30 | 20 |
52 | 27 |
The oppositional metaphor | 42 |
The maturation of knowledge | 52 |
The relationship between digital and analogic styles | 64 |
Detachment and participation 84 | 84 |
The awareness of metaphoric projections 94 | 94 |
The metaphoric function 104 | 104 |
Cognitive education and the school community | 213 |
References | 238 |
Author index | 259 |
Contents | 1 |
The life of language | 13 |
Vicissitudes of selfformation 125 | 125 |
Notes 143 | 143 |
| 173 | |
| 187 | |
Ấn bản in khác - Xem tất cả
The Metaphoric Process: Connections Between Language and Life Gemma Corradi Fiumara Xem trước bị giới hạn - 2005 |
The Metaphoric Process: Connections Between Language and Life Gemma Corradi Fiumara Xem trước bị giới hạn - 1995 |
The Metaphoric Process: Connections Between Language and Life Gemma Corradi Fiumara Xem trước bị giới hạn - 1995 |
Thuật ngữ và cụm từ thông dụng
ability academic achievement activities applied approach areas argument Aristotle aspects attention behaviour brain Cambridge child classroom cognitive apprenticeship cognitive education cognitive strategies complex concepts culture curriculum domain dynamic assessment effective epistemic epistemology evaluation example experiences fact focus function G. E. M. Anscombe human Ibid identified important individual instruction instructional cycle intellectual intelligence interactive assessment intervention involved Journal knowledge language learner learning and problem-solving learning difficulties Learning Disabilities linguistic literal logical meaning mediation memory mental metacognitive metacognitive strategies metamemory metaphor mind objects outcomes P. F. Strawson performance person perspective phatic philosophy planning potential problem procedures programme Psychology rationality relations requires role self-regulated learning sequence situations social skills specific strategy training structure successful suggested symbolic task teacher teaching teaching-learning theory thinking thought tion understanding University Press W. V. O. Quine words