What is cognitive semiotics? A new paradigm in the study of meaning

Brandt, Per Aage

doi:10.4000/signata.526

Cited by 14 publications

(7 citation statements)

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“…Recent empirical biosemiotic research (Lancaster, 2014;Viana, 2017) links multimodality with a notion of symbol as reliant upon iconicity and indexicality, as stemming from Peirce. This echoes Jakobson's (1965) criticism of the arbitrariness hypothesis in linguisitcs, and Brandt's (2011) founding of cognitive semiotics, both relying on the Peircean differentiation and continuity of icon, index and symbol in representation. Another complementary but related justification consists in the recent effort to approach cultural phenomena from a distinctively biosemiotic perspective (Cobley, 2010(Cobley, , 2016Olteanu, 2019;Rodríguez Higuera, 2018).…”

Section: Introductionsupporting

confidence: 63%

“…Also, the recent development of cognitive semiotics (Zlatev, 2015;Zlatev et al, 2016;Brandt, 2020;Paolucci, 2020), based on cognitive linguistics, reveals the epistemological need for bridging these theories. It is particularly in the scope of cognitive semiotics (Brandt, 2011) that the conflict between embodiment theory and the classic Saussurean ( de Saussure, 1959de Saussure, [1916: 67-70) notion of the sign as linear and arbitrary has been observed. I mention that this paper does not aim to criticize or comment in any way on the authentic theory of Ferdinand de Saussure.…”

Section: Introductionmentioning

confidence: 99%

“…Rather, the paper takes a critical position towards a certain legacy of Saussurean semiology, particularly as adopted in structuralism, regardless of Saussure's original considerations. This specific uptake of semiology is the target of criticism by, for instance, Hodge and Kress (1988), Stjernfelt (2007) and Brandt (2011). Also, it must not be overlooked that the reception of Saussure's linguistic theory has depended on Charles Bally and Albert Sechehaye's compiling of the celebrated Cours de linguistique générale (1967 [1916]).…”

Section: Introductionmentioning

confidence: 99%

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Multimodal Modeling: Bridging Biosemiotics and Social Semiotics

Olteanu

2021

Biosemiotics

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This paper explores a semiotic notion of body as starting point for bridging biosemiotic with social semiotic theory. The cornerstone of the argument is that the social semiotic criticism of the classic view of meaning as double articulation can support the criticism of language-centrism that lies at the foundation of biosemiotics. Besides the pragmatic epistemological advantages implicit in a theoretical synthesis, I argue that this brings a semiotic contribution to philosophy of mind broadly. Also, it contributes to overcoming the polemic in linguistics between, loosely put, cognitive universalism and cultural relativism. This possibility is revealed by the recent convergence of various semiotic theories towards a criticism of the classic notion of meaning as double articulation. In biosemiotics, the interest to explicate meaning as multiply articulated stems from the construal of Umwelt as relying on the variety of sense perception channels and semiotic systems that a species has at its disposal. Recently, social semiotics developed an unexplored interest for embodiment by starting from the other end, namely the consideration of the modal heterogeneity of meaning. To bridge these notions, I employ the cognitive semantic notion of embodiment and Mittelberg’s cognitive semiotic notion of exbodiment. In light of these, I explore the possible intricacies between the biosemiotic notion of primary modeling system and concepts referring to preconceptual structures for knowledge organization stemming from cognitive linguistics. Further, Mittelberg’s concept of exbodiment allows for a construal of meaning articulation as mediation between the exbodying and embodying directions of mind.

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Section: Introductionsupporting

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Multimodal Modeling: Bridging Biosemiotics and Social Semiotics

Olteanu

2021

Biosemiotics

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“…Merleau‐Ponty, ). Like in cognitive semantics, in semiotics, the iconic turn implies a morphological turn (Stjernfelt, , p. 53, see also Brandt, , p. 51). If meaning is articulated schematically then it involves certain embodied forms.…”

Section: The Possibilities Latent In Peirce's Pragmatismmentioning

confidence: 99%

Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism

Olteanu¹

2019

Journal of Philosophy of Education

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This paper explores the semiotics of Charles Peirce in relation to Colin Koopman's advocacy for a new wave of pragmatism, which he terms transitionalism. Presenting both similarities and differences between these two, the main point is that Peirce's semiotics fits the general idea of a transitionalist, as contrasted to substantialist, philosophy, even though Koopman explicitly excludes this possibility. This is argued both on the grounds of Peirce's own writings and in view of recent, post‐Peircean developments, particularly in semiotics, which highlight certain possibilities of Peirce's pragmatism. Overall, Peirce's concept of the sign as the tool of a relational logic that explicates the transition from hypothesis to conclusion recommends Peirce's pragmatism as avant‐garde for its time and justifies its labelling as transitionalist pragmatism. Some implications for education are identified along the development of the argument.

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“…Es decir, durante las instancias de enseñanza en las que él participa, el docente involucra todos los aspectos que lo constituyen como persona. Dicho de otro modo, el docente no sólo crea y facilita instancias de circulación de contenidos técnico-vocales, sino que, al hacer esto, se involucra por entero, poniendo en juego en el campo pedagógico vectores de otras índoles (emociones, disposiciones corporales, significados culturales, normas, principios éticos y morales, juicios psicológi-cos, expectativas, elaboraciones de experiencias, memorias, entre otros) (Bhatara, Laukka y Levitin, 2007;Brandt, 2011;Johnston y Malabou, 2013;McLaren, 1984).…”

Section: Del Profesor/docente Y El Involucramiento Que Su Trabajo Preunclassified

Pedagogía Vocal Holística: una propuesta original para la enseñanza y el aprendizaje humanísticos del canto

Alessandroni

2018

Epistemus

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. Puede copiarla, distribuirla y comunicarla públicamente siempre que cite su autor y la revista que lo publica (Epistemus -Revista de estudios en Música, Cognición y Cultura), agregando la dirección URL y/o un enlace a este sitio: http://revistas.unlp.edu.ar/Epistemus. No la utilice para fines comerciales y no haga con ella obra derivada. La licencia completa la puede consultar en https://creativecommons.org/licenses/by-nc-nd/4.0/ para las ciencias cognitivas de la musica sociedad argentina En este artículo presento, primero, una breve revisión de los estudios llevados a cabo desde el año 2013 al interior del Grupo de Investigaciones en Técnica Vocal del Laboratorio para el Estudio de la Experiencia Musical (LEEM-UNLP). Luego de argumentar acerca de la insuficiencia de los paradigmas tradicional y cientificista en pedagogía vocal, propongo un modelo pedagógico novedoso y original: la Pedagogía Vocal Holística (PVH). Presento sus fundamentos epistemológicos y teóricos, y listo sus 13 principios rectores. Estos principios se refieren al objeto de estudio de la PVH, a su definición de "sujeto"/"persona", a su área de intervención, a su concepción sobre el rol de "profesor" y el involucramiento que su trabajo presupone, y a los ejercicios vocales, obras musicales y performances públicas. Por úl-timo, sugiero direcciones innovadoras de investigación en pedagogía vocal. Estas direcciones emergen de considerar espacios epistemológicos que resultan de combinar los aportes sobre los que se basa la Pedagogía Vocal Holística. enseñanza, aprendizaje, canto, modelos pedagógicos, pedagogía vocal holística Pedagogía Vocal HolísticaUna propuesta original para la enseñanza y el aprendizaje humanísticos del canto Resumen Palabras Clave:Epistemus -Revista de estudios en Música, Cognición y Cultura.

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What is cognitive semiotics? A new paradigm in the study of meaning

Cited by 14 publications

References 3 publications

Multimodal Modeling: Bridging Biosemiotics and Social Semiotics

Multimodal Modeling: Bridging Biosemiotics and Social Semiotics

Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism

Pedagogía Vocal Holística: una propuesta original para la enseñanza y el aprendizaje humanísticos del canto

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