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Funktionale Textanalyse : Denotation und Konnotation als Textwirkungsmittel /Rossipal, Hans. January 1978 (has links)
Akademisk avhandling--Lingvistik--Stockholm, 1978. / Bibliogr. p. 87-91.
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Generalized implicatures do uninformative environments eliminate default interpetations [i.e. Interpretations] /Engelhardt, Paul E. January 2008 (has links)
Thesis (Ph. D.)--Michigan State University. Psychology, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 20, 2009) Includes bibliographical references (p. 70-75). Also issued in print.
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DIE ROL VAN KONNOTATIEWE EN DENOTATIEWE ELEMENTE IN DIE INSTANDHOU EN KOMMUNIKASIE VAN REKLAMEMITESvan Niekerk, A., Möller, J. January 2008 (has links)
Published Article / Change in the world is reflected in almost every aspect of our lives – how we
live, eat, communicate, etc. For reasons of authentication the mass media use
real people in real life settings to convince real people to buy or use a product
or service. For this reason it can be argued that the mass media (especially
advertisements) offer a particular view of society. It is within such a specific
system of belief that the mass media sell certain desires. Without a specific
system of belief it is not possible to sell certain desires, for example: fitness
(not sport shoes), beauty (not lipstick), etc. This view of the world offered by
advertisements is unique to this genre and therefore the advertising genre can
be identified, with its unique characteristics and conventions, within the bigger
media world. Concepts such as morality, values and desire lead to the concept
myth which forms the focus of this research.
The focus of this research was to identify the meaningful denotative and
connotative signs in print advertisements given the expected reaction of the
target market; to identify the desires being sold in print advertising messages
on the basis of the meaningful denotative and connotative signs and finally to
identify the marketing myths forming the basis for selling the abovementioned
desires.
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The effects of childhood bilingualism and bilectalism on executive control and implicature understandingAntoniou, Kyriakos January 2015 (has links)
No description available.
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Diana Ackerman, proper names and non-descriptive connotationsFukuchi, Isamu. January 1900 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 23-24).
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Understanding what is said and what is implicated the enriched pragmatic view /Hamblin, Jennifer L. January 1999 (has links)
Thesis (Ph. D.)--University of California, Santa Cruz, 1999. / Typescript. Includes bibliographical references (leaves 61-62).
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The effects of contextual knowledge on drawing inferences from conversationsDubitsky, Tony Matthew January 2011 (has links)
Photocopy of typescript. / Digitized by Kansas Correctional Industries
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Implizite sprachliche Diskriminierung als Sprechakt : lexikalische Indikatoren impliziter Diskriminierung in Medientexten /Wagner, Franc, January 1900 (has links)
Diss.--Neuphilologische Fakultät--Heidelberg--Ruprecht-Karls-Universität.
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Champs associatifs des noms propres et mécanismes de la compréhension textuelleShokhenmayer, Evgeny Jeandillou, Jean-François January 2009 (has links) (PDF)
Thèse de doctorat : Sciences du langage : linguistique et phonétique générales : Paris 10 : 2009. / Titre provenant de l'écran-titre.
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The development of the meaning of non-ostensive words in a group of primary school childrenSegal, Denise Erica January 1986 (has links)
The purpose of the present study was to investigate word meaning and its development in primary school children (6-12 years) . It was argued that the learning and development of the meanings of words such as pain cannot be primarily explained by means of ostensive definition. Furthermore, existing theories of word meaning which deal predominantly with substantive words fail to account for the learning of non-ostensive words. The pertinent psychological, linguistic and developmental psycholinguistic approaches to word meaning are reviewed briefly. The prototype approaches to word meaning are modified to apply to non-ostensive words . The focus is on conceptual meaning, that is, the way in which the senses of a word alter in different contexts. It is argued that the meaning of the word is its use in a diversity of linguistic contexts. The term "grammar" is applied in a unique way to encompass the meaning of the word (which stems in part from the words with which it co-occurs) as well as its selective use with other words in the language. Ninety-five metalinguistically-phrased tasks comprising short questions and picture-story sequences were analyzed in depth. The tasks were administered individually. A flexible interview afforded additional probing for each question. The analysis comprised percentage scores of responses at different age levels together with verbatim transcripts and qualitative descriptions: Uniformity, variation and developmental trends were found on different tasks for any particular word. Developmental trends were noted in children's understanding of particular words (for example, same), thereby extending the findings of previous researchers. There was evidence for a progression in children's ability to take into consideration that a word alters its sense according to the linguistic context in which it occurs (for example, same as it relates to chair versus dress versus pain). A comprehensive account of the words meaning could be established when a diversity of tasks was applied for each word. Children of different age levels employed different strategies in answering the questions posed. A model is proposed to describe the development of the meaning of non-ostensive words during the primary school years. It is suggested that psycholinguistic studies on word meaning be re-evaluated and that language and reading programmes incorporate the notion of "grammar". Application of this approach to the study of substantive word meaning in preschool children has important implications for theories of word meaning and for therapeutic intervention.
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