• 한국시스템다이내믹스연구
• /
• 제12권3호
• /
• pp.5-23
• /
• 2011

Studies in social science are performed on the language of social actors. While a metaphor analysis focuses on the meaning of the language, a cognitive map analysis deals with its external relationships. If we can put together both analyses, it will be possible to investigate the internal meanings and external relationship of the language and image at the same time. In this paper, metaphor analysis and cognitive map approach is applied to find the image of local governments. This study shows how to link metaphor analysis to the cognitive map and the benefit of using both approaches together.

• 디자인학연구
• /
• 제20권2호
• /
• pp.77-88
• /
• 2007

Visual trope is one of the important appealing methods of creativity to induce voluntary consumer participation. In many cases, it delivers a message using metaphors. To define the concepts of_metaphor, we investigated methods of expression and significance of metaphor itself and associated forms; in all: metaphor, analogy, catachresis, metonymy, and synecdoche. We also considered the structure of each form to propose a method of metricizing the metaphor Consequently, we found that the metaphor of a visual trope is a type of operation and development of codes. We suggested models for each form type and concept of metaphor through the evaluation of metaphor significance and case study. Metaphor significance forms mutually close relationships with codes of pragmatics, semantics, and syntax. We suggested a type of metrics or a guideline for an expression method and evaluation of a visual trope appropriate for a metaphor form type. Therefore and importantly, the following study presents unique, but manifold results that are also useful in the field of design.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제8권1호
• /
• pp.19-30
• /
• 2004

This research applies the discursive approach to investigate the social transformation of students' conceptual model of differential equations. The analysis focuses on the students' use of metaphor in class in order to find kinds of metaphor used, their characteristics, and a pattern in the use of metaphor. Based on the analysis, it is concluded that the students' conceptual model of differential equations gradually becomes transformed with respect to the historical and cultural structure of the communal practice of mathematics. The findings suggest that through participating in the daily practice of mathematics as a historical and cultural product, a learner becomes socially transformed to a certain kind of a cultural being with historicity. This implies that mathematics education is concerned with the formation of historical and cultural identity at a fundamental level.

• 복식
• /
• 제54권3호
• /
• pp.13-25
• /
• 2004

The purpose of this study was to show the analysis system and the expression which is applied to fashion illustration by three major components in visual sign, metaphor and metonymy. The results of this study were as follows : Firstly, metaphor in qualisign of syntactics was revealed as a color such as realistic description, a pattern such as clothing of figure. etc. Metonymy was revealed as a social and cultural background color, a concept pattern. etc. In sinsign of syntactics. metaphor was revealed as a human body, non-human body and metamorphosis human body and metonymy as a human body and non-human body. In legisign of syntactics, the metaphor by perspective was used for a fantasy of space. and the metonymy was revealed as a color perspective representation, etc. The degree of change of texture was revealed as a metaphor and metonymy of gradation. And conventional custom sign was almost revealed in metaphor. Secondly, semantics showed about fashion image as juxtaposition of two similar objects in metaphor and as real description and simplification in metonymy Alternative fashion image in semantics was presented as a object related to fashion image. Conventional symbolic sign was presented as a role to clarify a fashion message in metaphor. Thirdly, the metaphorical and metonymical expression in pragmatics were usually presented as drawing and painting.

• The Korean Journal of Pain
• /
• 제28권2호
• /
• pp.88-95
• /
• 2015

Background: Patients suffering from non-cardiac chest pain (NCCP) can interpret their chest pain wrongly despite having received a correct diagnosis. The objective of this study was to compare the efficacy of the relaxation method with metaphor therapy for reducing irrational beliefs and pain severity in patients with NCCP. Methods: Using a randomized controlled trial, 33 participants were randomly divided into a relaxation training group (n= 13), a metaphor therapy group (n = 10), and a control group (n = 10), and were studied for 4 weeks. The two tools used in this research were the Brief Pain Inventory (BPI) index for determining the degree of pain and the short version of the Jones Irrational Belief Test. Metaphor therapy and a relaxation technique based on ${\ddot{O}}$st's treatment were used as the interventions. The collected data were analyzed with a multivariate analysis of covariance (MANCOVA), a Chi-square test, and the Bonferroni procedure of post-hoc analysis. Results: The relaxation training method was significantly more effective than both metaphor therapy and the lack of treatment in reducing the patients' beliefs of hopelessness in the face of changes and emotional irresponsibility, as well as the pain severity. Metaphor therapy was not effective on any of these factors. In fact, the results did not support the effectiveness of metaphor therapy. Conclusions: Regarding the effectiveness of the relaxation method as compared with metaphor therapy and the lack of treatment in the control group, this study suggests that relaxation should be paid greater attention as a method for improving the status of patients. In addition, more studies are needed to determine the effectiveness of metaphor therapy in this area.

• 대한수학교육학회지:수학교육학연구
• /
• 제11권2호
• /
• pp.239-256
• /
• 2001

The notion of metaphor has been increasingly popular in research of mathematics education. In particular, metaphor becomes a useful unit for analysis to provide a profound insight into mathematical reasoning and problem solving. In this context, this paper takes metaphor as an analytic unit to examine the relationship between objectivity and subjectivity in mathematical reasoning. Specifically, the discourse analysis focuses on the code switching between literal language and metaphor in mathematical discourse. It is shown that the linguistic code switching is parallel with the switching between two different kinds of mathematical knowledge, that is, factual knowledge and mathematical imagination, which constitute objectivity and subjectivity in mathematical reasoning. Furthermore, the pattern of the linguistic code switching reveals the dialectical relationship between the two poles of mathematical reasoning. Based on the understanding of the dialectical relationship, this paper provides some educational implications. First, the code-switching highlights diverse aspects of mathematics learning. Learning mathematics is concerned with developing not only technicality but also mathematical creativity. Second, the dialectical relationship between objectivity and subjectivity suggests that teaching and teaming mathematics is socioculturally constructed. Indeed, it is shown that not all metaphors are mathematically appropriated. They should be consistent with the cultural model of a mathematical concept under discussion. In general, this sociocultural perspective on mathematical metaphor highlights the sociocultural organization of teaching and loaming mathematics and provides a theoretical viewpoint to understand epistemological diversities in mathematics classroom.

• 비교문화연구
• /
• 제28권
• /
• pp.67-86
• /
• 2012

Metaphors were conceived of as a figure of speech whose role consisted in merely ornamenting the language. However, with their seminal book Metaphors we live by (1980), Lakoff and Johnson have revolutionized the conception of metaphors by placing them as central to human language, thought and action. Cognitive linguists argue that humans tend to conceptualize abstract concepts, such as time, through more experiential and tangible concepts. For instance, it has been observed that the abstract concept of time is conceptualized as space in several unrelated languages. According to the Conceptual Metaphor Theory (CMT), TIME AS SPACE metaphor covers two more specific metaphors: (1) The MOVING TIME metaphor wherein the observer is conceived as a stationary entity, as in The end of the academic year is getting closer; and (2) The TIME AS A LOCATION metaphor wherein times are conceived as stationary points and the observer is conceived as moving relative to these locations, as in We are first approaching the end of the year. This paper aims at probing the validity of the CMT representations of time on the basis of an analysis of time metaphors in two languages: English and French. This analysis is conducted within the framework of CMT. The results corroborate the CMT representations of time, suggesting that in both languages the abstract concept of time is expressed in spatial terms. In English, as in French, time is conceptualized as a moving entity and as having extension in space. In both languages, time can be seen as bounded; therefore, one can perform actions within defined limits of time.

• 디자인학연구
• /
• 제16권2호
• /
• pp.77-86
• /
• 2003

웹(Web) 환경에서 우리들은 유용한 정보를 대부분 시각을 통하여 접하고 있다. 아이콘은 정보를 탐색하는 경로로 정보를 시각적으로 받아들이는 사용자들을 위하여서는 명확하고 신속하게 전달할 수 있는 아이콘 디자인이 필요하다 아이콘에 관한 연구는 시스템 환경이나, 유형 그리고 사용자의 특성에 따라 활발하게 전개되어 있다. 본 연구는 아이콘 유형 중 메타포어 아이콘(Metaphor Icon)에 관한 것으로 메타포어 아이콘 특성상 사용자의 연상작용에 의한 것이며 유사성을 판별하기 위하여 은유와 직유를 구분하여 웹에서 검색된 메타포어 아이콘을 분석하였다. 기능의 인지여부를 설문하여 인지현황을 알아보았다. 또한 아이콘 디자인 구성요소가 사용자의 인지도에 영향을 미치는지를 아이콘을 시각적으로 비교하여 인지도를 알아보았다. 비교분석 한 결과 구성요소에 따라 인지도는 큰 차이를 보였고 이를 좀더 객관화하기 위하여 구성요소를 설문한 결과 재입증되었다. 따라서 본 연구 결과를 요약할 때 메타포어 아이콘은 시각적으로 기능과 디자인 구성요소가 유사성을 가질때 인지도가 비례한다는 것이다. 사용자들의 인지도를 향상시키기 위해서는 기능을 구체화시키는 구성요소로 디자인하는 방안을 제시하고자 한다.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제27권3호
• /
• pp.321-331
• /
• 2024

본 연구는 분수 개념화 과정에서 나타나는 어려움을 은유의 관점에서 분석하는 것을 목적으로 한다. 이를 위해 수학교육에서의 은유를 은유에 의한 자연스러운 개념화와 교육적 은유로의 확장으로 나누어 고찰한 후, 은유적 개념화의 과정에서 발생할 수 있는 분수 학습의 어려움을 하나 이상의 은유의 통합, 기존에 형성된 기초 은유의 방해, 은유의 패러독스의 세 측면에서 분석하였다. 이를 통해 분수 교수·학습 시 은유가 어떤 방식으로 작용하는지에 보다 세심한 주의가 필요함을 밝히고 분수 학습 지도 방안을 고안하는 데 시사점을 제공하였다.

• 인문언어
• /
• 제5권
• /
• pp.265-289
• /
• 2003

This paper deals with the polysemous phenomenon of perception verbs in terms of metaphor and metonymy and suggest a model of cognitive semantic structure for them. English perception verbs are often used for representing a mental, cognitive activity as well as representing a physical, perceptive activity. This paper looks for a basis for the polysemous use in the creative system of metaphor and metonymy, especially in the meaning extension function of mind-as-body metaphor. English perception verbs show a good example of a metaphor of domain transfer from physical domain to mental or cognitive domain. This paper suggests the conceptual chain and the semantic structure for the perception verb to show the possibility of polysemy and contextual modulation.