Metaphor and Gesture (Gesture Studies, Volume 3)

Metaphor and Gesture......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Contributors......Page 8
Acknowledgements......Page 10
Introduction......Page 12
References......Page 15
1. Introduction......Page 16
2.1 What is a gesture?......Page 17
2.2 What is a metaphoric gesture?......Page 18
2.3 On metaphoricity in words and in gesture......Page 20
3.1 Commonalities in the expression of metaphor in words and in gestures......Page 22
Figure 1. Dishonest behaviors as different vertical levels......Page 23
3.2 Differences in the expression of metaphor in words and in gestures......Page 24
Figure 3. Gesture referring to absolute categories......Page 25
4.3 Ontological metaphors......Page 27
4.4 The function of metaphoric gestures for the speaker, and the addressee......Page 28
5.2 Identifying metaphoric expressions......Page 29
5.3 Labelling of conceptual metaphors......Page 30
5.6 The relation of metaphor to the modality in which it is expressed......Page 31
6.2 The conduit is not the only metaphoric gesture......Page 32
7. Conclusion......Page 33
References......Page 34
From left to right.........Page 38
Data and methods......Page 40
1 Symmetry......Page 41
Figure 2. That must be the course......Page 42
Figure 3. It wasn’t up to me... to decide......Page 43
Figure 5. Local representative, which I am......Page 44
1.3 Two-item enumeration......Page 46
1.4 Three-item enumeration......Page 48
1.5. N-item enumeration......Page 49
1.6. Balance and counterpart......Page 50
2. Symmetrical development......Page 51
3. Progression along the transverse axis......Page 53
3.2 Spatio-temporal axis......Page 54
Interpretative hypotheses......Page 55
1. Symmetry......Page 56
Figure 8. Symmetry......Page 57
3. Progressions along the transverse axis......Page 58
4. Progressions and symmetry on the transverse axis......Page 61
Conclusion......Page 62
References......Page 64
1. Introduction......Page 66
2. The importance of conceptual mapping......Page 67
3. Conceptual mapping in a material world......Page 70
Figure 1.......Page 71
4. Uncovering the conceptual mapping process......Page 72
5. Methods of the study......Page 73
6. The functions of gesture during instruction......Page 74
6.1 The Clock Quarters conceptual blend......Page 75
Figure 2.......Page 76
6.2 The process of conceptual mapping......Page 77
Figure 3. The Clock blend. The teaching artifact is seen as a clock......Page 78
Figure 4. Building the Clock Quarters blend (1).......Page 79
Figure 6. Building the Clock Quarters blend (3).......Page 81
Figure 7. Building the Clock Quarters blend (4).......Page 82
Figure 9. Building the Clock Quarters blend (6).......Page 83
Figure 10. Building the Clock Quarters blend (7).......Page 84
Figure 11. Building the Clock Quarters blend (8).......Page 85
Figure 12. Building the Clock Counting blend (1).......Page 86
Figure 13. Building the Clock Counting blend (2).......Page 88
Figure 14. Building the Clock Counting blend (3).......Page 89
Figure 15. Building the Clock Counting blend (4).......Page 90
Figure 16. Building the Clock Counting blend (5).......Page 91
Figure 18. Running the Clock Counting blend (2).......Page 93
Figure 19. The same anchor for different blends.......Page 94
7. Making meaning in activity......Page 95
8. Conclusion......Page 97
References......Page 98
Appendix......Page 100
Transcript 1......Page 101
Transcript 2......Page 102
1. Introduction......Page 104
2. What is mathematics? And what makes it so special?......Page 107
3. Limits and continuity......Page 109
3.1 Looking at pure mathematics......Page 111
Figure 2. The graph of the function f(x) = x sin 1/x......Page 112
Figure 1. The graph of the function f(x) = sin 1/x......Page 110
4.1 Conceptual metaphor and conceptual metonymy......Page 113
4.2 Fictive motion......Page 114
4.3 Dead metaphors?......Page 116
Figure 3. Professor Richard Feynman giving a lecture about physics.......Page 117
Figure 4.......Page 118
Figure 5.......Page 119
Figure 6.......Page 120
Figure 7.......Page 121
6. Conclusion......Page 122
References......Page 123
1. Introduction......Page 126
2.1 Data......Page 130
2.2 Methodology......Page 131
2.2.1 Hand shape and palm orientation......Page 132
3. Peircean perspectives on the gestural sign......Page 133
3.1 Peirce’s triadic model of the sign process......Page 134
3.2.1 Icon......Page 135
Figure 1. “Grammar” as an object......Page 137
3.2.2 Index......Page 138
3.2.3. Symbol......Page 140
Figure 3. Ring gesture referring to a “node” in the tree structure......Page 142
3.3.1 Image iconicity......Page 143
3.3.2 Diagrammatic iconicity......Page 145
Figure 5. A “sentence” represented as a string of words......Page 147
Figure 6. Triangle depicting a “tree chunk” which branches out laterally......Page 148
Figure 8. An embedded clause “going all the way down”......Page 149
3.3.3 Metaphor iconicity......Page 150
3.4 Summary......Page 152
4. Peircean semiotics meets conceptual metaphor......Page 153
4.1 Image schemas as iconic symbols......Page 154
4.2 Conceptual metaphors as frameworks for semiotic translation......Page 156
Figure 10. An extended palm-up open-hand gesture providing a surface for a “noun”......Page 157
5. Concluding remarks......Page 158
References......Page 160
1. Expected metaphors......Page 166
Figure 2.......Page 167
2. Unexpected metaphors......Page 168
3. The bowling ball metaphor......Page 169
3.1 Catchments......Page 171
3.2 The explanation......Page 172
Figure 3.......Page 170
4. The upper story window metaphor......Page 173
5. The two spaces metaphor......Page 174
6. What unexpected metaphors do, and how they do it......Page 175
7. Dynamic and static......Page 177
7.1 And gesture morphemes......Page 179
References......Page 180
Catchment, growth point, and spatial metaphor......Page 182
1. Catchment and growth point......Page 183
2. Tuite’s model......Page 184
3. Deconstruction......Page 186
4. The genre of the television program......Page 187
5.1 Reformulation......Page 188
6. Analysis of Derrida’s conclusion......Page 189
6.1 Melodic organization......Page 190
6.3 Growth points and catchments......Page 191
Figure 4......Page 192
Figure 10......Page 193
Figure 13......Page 194
Figure 18......Page 195
Figure 21......Page 196
Figure 27......Page 197
Figure 32......Page 198
Appendix......Page 202
1. Introduction......Page 206
2. Representational gestures and emblems......Page 207
2.1 Representational gestures......Page 208
2.2 Emblems......Page 210
2.3 Summary......Page 211
Figure 5. Example of a presenting gesture......Page 212
3.1 Conceptual metaphors in gesture......Page 213
3.2 The pragmatic function of gesture......Page 214
4. Experimental assessment of the presenting and okay gestures......Page 215
4.2 Stimuli......Page 216
4.2.2 Presenting gestures......Page 217
4.2.4 Okay gestures......Page 218
4.3 Predictions......Page 219
4.4.2 Results of probe task......Page 220
Table 3. Responses to first probe......Page 221
4.5 Discussion......Page 222
5. Conclusions......Page 223
References......Page 225
Appendix A......Page 226
Appendix B......Page 227
1. Introduction......Page 230
2. Data and methods......Page 234
3. Metaphors are modality independent......Page 237
Figure 1.......Page 238
4. Metaphors are products of a general cognitive process......Page 239
Figure 2.......Page 242
5. Metaphors are dynamic......Page 244
Figure 3.......Page 246
6. Summary......Page 249
7. Conclusion......Page 250
References......Page 252
Commentaries on the value of studying metaphor and gesture from the perspectives of different disciplines......Page 258
Metaphoric gesture and cognitive linguistics......Page 260
References......Page 262
Metaphoric gestures and cultural analysis......Page 264
References......Page 268
Metaphor and gesture......Page 270
References......Page 275
2. Gesture and language......Page 276
3. Metaphor in discourse......Page 278
4. Interaction and cognition......Page 279
5. Fused bodies......Page 280
References......Page 282
Sign and gesture......Page 284
References......Page 286
1. Introduction......Page 288
2. Can a metaphor explain another metaphor?......Page 289
3. Illustrators vs. metaphors......Page 290
4. The naturalistic fallacy......Page 291
References......Page 292
The neuroscience of metaphoric gestures......Page 294
1. The neuroscience of metaphoric gesture......Page 295
References......Page 300
1. Metaphor and gesture: Some implications for psychology......Page 302
2. Some needed empirical facts......Page 303
3. Relationship between speech and gesture......Page 304
4. Analyzability of metaphoric gestures......Page 306
5. Coordination between participants in talk/gesture exchanges......Page 308
6. Moving beyond the hands......Page 310
References......Page 311
Index......Page 314
The series Gesture Studies......Page 318