Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf

Trager, George L.; Whorf, Benjamin Lee; Carroll, John B.

doi:10.2307/411163

Cited by 89 publications

(88 citation statements)

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“…It may be a human universal to conceptualize these domains in terms of space (cf. Eitan & Timmers, 2010;Whorf, 1956), but the particulars of these spatial representations vary across groups of people, according to the particulars of their linguistic, cultural, or bodily experiences. The mechanism underlying all of these effects of experience, I will suggest, is the same: Repeated experiences cause a certain mental metaphor to be activated frequently, strengthening this source-target association in memory at the expense of competing associations.…”

Section: Mental Metaphors Are Shaped By Different Physical and Socialmentioning

confidence: 99%

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A Shared Mechanism of Linguistic, Cultural, and Bodily Relativity

Casasanto

2016

Language Learning

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What's special about the way language influences thought? In some cases, the answer may be: nothing at all. Language influences nonlinguistic cognition via numerous mechanisms. Other forms of experience can also influence our thinking via some of the same mechanisms. This article illustrates how separable streams of linguistic, cultural, and bodily experience can influence the way people think, feel, and make decisions by strengthening some implicit associations in long‐term memory while weakening others. As a result, people with different experiences think differently, in predictable ways. Distinct kinds of physical and social experiences can shape our minds via similar processes, suggesting continuity between different facets of experiential relativity: linguistic relativity, cultural relativity, and bodily relativity.

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Section: Mental Metaphors Are Shaped By Different Physical and Socialmentioning

confidence: 99%

“…In place of psychological mechanisms, we have had metaphors. 1 One of the most common metaphors can be found in Roger Brown and Eric Lenneberg's (1954) summary of Benjamin Whorf's (1956) notion of linguistic relativity. For Whorf, they suggested, "languages are molds into which infant minds are poured" (Brown & Lenneberg, 1954, p. 454).…”

Section: Introductionmentioning

confidence: 99%

A Shared Mechanism of Linguistic, Cultural, and Bodily Relativity

Casasanto

2016

Language Learning

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“…It was marked by the changes in the vocabulary structure. In the 1300s wisheit was no longer associated with knowledge (kunst) and ingenuity (list), but related solely to religious or mystical experience (Trier, 1931).…”

Section: Discussion and Resultsmentioning

confidence: 99%

Semantics of the Qur'an: The Past and Opportunity in the Future

Darmawan¹

2018

Proceedings of the International Conference on Qur'an and Hadith Studies (ICQHS 2017)

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The semantics of the Qur'an is the promising method which obtaining more accurate Qur'an interpretation. It can be a complement to Fazlur Rahman's double movement theory. It can restore the concepts in the Qur'an to its original states. The mainstreaming of this method will provide a solid foundation for the objectification of Qur'anic concepts, namely the effort to derive the abstract concepts of the Qur'an into the concrete level.

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“…In their study following the advent of emotioncy in education, through a qualitative piece, Pishghadam, Jajarmi et al (2016) introduced 'Sensory Relativism' as a new complementary view beyond linguistic relativism (Whorf, 1956) through which sensory experiences are emphasised to shape up cognition. In accordance, they maintain that one's senses can relativise one's understandings of the world as such.…”

Section: Emotioncymentioning

confidence: 99%

Teacher as envolver: a new role to play in English language discussion classes

Pishghadam

Mahmoodzadeh²,

Meidani

et al. 2019

Sri Lanka J. Soc. Sci.

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Given the role of emotional factors in effective teaching and inspired by a number of socio-philosophical, linguistic and psychological theories including Developmental, Individual-difference, Relationship-based (DIR) model and the concept of emotioncy, the present study is an attempt to introduce envolver as a new role for teachers. Sense-related emotions towards a word or an entity that can relativise cognition fluctuate from avolvement (having no feelings) and exvolvement (having heard, seen or touched) to involvement (having had direct experience or having done research). Accordingly, teachers seem to adopt an envolving role in which they avolve, exvolve or involve the learners in different classroom practices. By conducting semi-structured interviews, the researchers asked 24 language teachers to nominate the topics they preferred the learners to be avolved, exvolved or involved in class. The findings revealed thematised topics for each category, including taboos for avolvement, routine topics for exvolvement, and life-related and thought-provoking ones for involvement. Finally, the results were discussed in the context of education.

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Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf

Cited by 89 publications

References 0 publications

A Shared Mechanism of Linguistic, Cultural, and Bodily Relativity

A Shared Mechanism of Linguistic, Cultural, and Bodily Relativity

Semantics of the Qur'an: The Past and Opportunity in the Future

Teacher as envolver: a new role to play in English language discussion classes

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