In spite of being very similar, the metaphorical models of anger in English and Spanish exhibit some differences too. These have been analyzed along a number of parameters: existence of the mapping in the language, degree of conceptual elaboration, degree of linguistic conventionalization and degree of linguistic exploitation. A number of examples…

This study was designed to test the hypothesis that a semantic differential instrument can serve as a functional affective measuring device. (Author)

Attempts to develop a critical thinking model which will teach students to cope effectively with advertising. (RB)

English teachers should give most attention to counteracting the tendency for public language to become an unreliable instrument of communication. (JH)

This article presents a novel AAC communication aid based on semantic rather than syntactic schema, leading to more natural message construction. Users interact with a two-dimensional spatially organized image schema, which depicts the semantic structure and contents of the message. An overview of the interface design is presented followed by…

Describes a study to determine whether instruction in general semantics would reduce ethnic prejudice in high school students and to create a course of study in general semantics which would cause a reduction of ethnic prejudice. (TO)

Procedural semantics models have diminished the distinction between data structures and procedures in computer simulations of human intelligence. This development has theoretical consequences for models of cognition. One type of procedural semantics model, called schema theory, is presented, and a variety of cognitive processes are explained in…

This study tested the ability of two semantic-memory models, feature-comparison and network, to explain differences in information processing times. The feature-comparison model assumes that an item's meaning is held in semantic memory as a set of characteristic and defining features, while the network model assumes that semantic memory is…

Scientific discourse is difficult to read because of its lexical, syntactic, semantic, and logical features. This paper discusses each of those features, giving special attention to syntax, and suggests ways in which discourse analysis can be used to teach content reading in sciences and to rewrite scientific text for instructional purposes. Some…

Two fundamental assumptions guide this survey of recent research on anaphora. The first is that anaphoric expressions do not refer to segments in a text or discourse, but to entities that are assumed to be in the language receiver's mind. The second assumption is that a text serves to suggest the referents for anaphora, as does the nonlinguistic…