Metaphor, Cognition and Communication PSYCO 302 Sec. 50
Winter 2020
Instructor: Dr. Hamad Al-Azary Office: BioSci P-565
E-mail: [email protected] [Please include PSYCO 302 in subject]
Web Page: eClass
Office Hours: Thursdays 4 – 5
TA: Kennedy Fjellner
E-mail: [email protected] [Please include PSYCO 302 in subject]
Office: BioSci P-537 Office Hours: by appointment
Lecture Room & Time: Biological Science B-121 Thursdays, 5:30 – 8:30 PM
Course Description: Metaphor is a linguistic and conceptual tool that is encountered in daily life and is considered by some to be fundamental to language and thought. In this course we review the empirical literature on how people process and understand metaphors and how they relate to other aspects of cognition, such as memory, communication, perception, reasoning, and socialization. This course is within the Faculty of Science.
Course Prerequisites: PSYCO 104; PSYCHO 105; PSYCO 2XX
Course Objectives and Expected Learning Outcomes: The main goals and learning objectives are for students to learn about the role of metaphor in cognition, language, and communication, to critically analyze psychological theories and empirical studies on metaphor and to discover relationships between their own interests and metaphor.
Required Textbook: There is no required textbook. Readings will come from published journal articles and book chapters accessible online through the University of Alberta Libraries.
Important Dates: See the current Calendar for the Academic Schedule, Dates, and Deadlines, which include the Registration Add/Drop deadline and Withdrawal date.
Lecture Schedule & Assigned Readings:
Week/Dates Topic Readings (see reading list)
1: Jan 9 Metaphor Syllabus
2: Jan 16 Metaphor Understanding 1
3: Jan 23 Metaphor Processing Mechanisms 2 & 3 4: Jan 30 Conceptual Metaphors and Embodiment 4 & 5 5. Feb 6 Midterm Exam
6. Feb 13 Metaphor & Communication 6 & 7 7. Feb 20 READING WEEK – NO CLASS
8. Feb 27 Metaphorical Thought 8
9. Mar 5 Metaphorical Reasoning 9
10. Mar 12 Metaphor and Social Interactions 10 11. Mar 19 Metaphor in Special Populations 11 12. Mar 26 Student Presentations
13. Apr 2 Final Exam
Reading List (articles are accessible through University of Alberta Libraries):
1. Blasko, D. G. (1999). Only the tip of the iceberg: Who understands what about metaphor? Journal of Pragmatics, 31(12), 1675-1683.
2. Glucksberg, S. (2008). How metaphors create categories—quickly. In R. W.
Gibbs, Jr. (Ed.), The Cambridge handbook of metaphor and thought (pp.
67–83). Cambridge: Cambridge University Press.
3. Gentner, D. & Bowdle, B. (2008). Metaphor as structure-mapping. In R. W.
Gibbs, Jr. (Ed.), The Cambridge handbook of metaphor and thought (pp.
109-128). Cambridge: Cambridge University Press.
4. Lakoff, G., & Johnson, M. (1980). Conceptual metaphor in everyday language.
The Journal of Philosophy, 77(8), 453-486.
5. Gibbs, R. W., & Matlock, T. (2008). Metaphor, imagination, and simulation:
Psycholinguistic evidence. In Gibbs, R.W. (Ed.) The Cambridge handbook of metaphor and thought (pp. 161-176). Cambridge: Cambridge University Press.
6. Ortony, A. (1975). Why metaphors are necessary and not just nice.
Educational Theory, 25(1), 45-53.
7. Thibodeau, P. H., Matlock, T., & Flusberg, S. J. (2019). The role of metaphor in communication and thought. Language and Linguistics Compass, 13(5), e12327.
8. Boroditsky, L. (2001). Does language shape thought?: Mandarin and English speakers' conceptions of time. Cognitive Psychology, 43(1), 1-22.
9. Thibodeau, P. H., Hendricks, R. K., & Boroditsky, L. (2017). How linguistic metaphor scaffolds reasoning. Trends in Cognitive Sciences, 21(11), 852-863.
10. Bowes, A., & Katz, A. (2015). Metaphor creates intimacy and temporarily enhances theory of mind. Memory & Cognition, 43(6), 953-963.
11. Rundblad, G. (2016). Metaphor acquisition and use in individuals with
neurodevelopmental disorders. In Semino, E & Demjen Z., (Eds.) The Routledge handbook of metaphor and language (pp. 486 – 502). Routledge. New York.
Representative Evaluative Material:
Practice material to be posted on eClass.
Grade Evaluation:
Distribution of Grades Letter
grade A+ A A- B+ B B- C+ C C- D+ D F
% Range ≥95 90- 94
85- 89
80- 84
75- 79
71- 74
67- 70
63- 66
60- 62
55-
59 50-54 <50 Grade
points 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0 Descriptor Excellent Good Satisfactory Poor Minimal
Pass Fail
‘This table contains an approximate guideline for the course; however, the instructor reserves the right to adjust this table to correspond to University-suggested ranges and assign appropriate grades based on relative performance.’
Grades are unofficial until approved by the Department and/or Faculty offering the course.
Assessments Weighting Date
Assignment #1 7.5% Jan. 30
Midterm Exam 20% Feb. 6
Assignment #2 7.5% Mar 12
Presentation 25% Mar 26
Peer Feedback 10% Mar 26
Final Exam (cumulative) 30% April 2*
There is no possibility of a re-examination in this course.
*WARNING: Students must verify this date on BearTracks when the Final Exam Schedule is posted.
Format of Assignments:
Each assignment is a series of questions related to the material. Assignments are to be uploaded electronically on eClass. More details will be discussed in class.
Format of Presentations:
Group presentations, on a topic related to metaphor of the group’s choosing, will be on March 26. The same grade will be given all group members, as equal participation is expected. Sample topics may be provided by the instructor.
Format of Exams:
Exams will be multiple choice and short-answer formats.
Missed Term Exams and Assignments:
For an excused absence where the cause is religious belief, a student must contact the instructor(s) within two weeks of the start of Fall or Winter classes request
accommodation for the term (including the final exam, where relevant). Instructors may request adequate documentation to substantiate the student request.
A student who cannot write a term examination or complete a term assignment due to incapacitating illness, severe domestic affliction or other compelling reasons can apply for some examples include: deferred midterm examination, deferral of the weight of the missed term work/exam to other term work, term exam and/or the final exam, extension of time to complete an assignment, etc.
In all cases, instructors may request adequate documentation to substantiate the reason for the absence, at their discretion.
Deferral of term work is a privilege and not a right; there is no guarantee that a deferral will be granted. Misrepresentation of Facts to gain a deferral is a serious breach of the Code of Student Behaviour.
Deferred Final Examination: A student who cannot write the final examination due to incapacitating illness, severe domestic affliction or other compelling reasons can apply for a deferred final examination. Students who failed at the start of term to request exam accommodations for religious beliefs are expected to follow the normal deferred final examination process. Such an application must be made to the student’s Faculty office within two working days of the missed examination and must be supported by
appropriate documentation or a Statutory Declaration (see Calendar for information on Attendance). Deferred examinations are a privilege and not a right; there is no guarantee that a deferred examination will be granted. Misrepresentation of Facts to gain a deferred examination is a serious breach of the Code of Student Behaviour.
STUDENT RESPONSIBILITIES:
Academic Integrity: The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect.
Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour and avoid any behaviour which could potentially result in
suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
All students should consult the Academic Integrity website for clarification on the various offences. If you have any questions, ask your instructor.
All forms of dishonesty are unacceptable at the University. Any offence will be reported to the Associate Dean of the Faculty, who will determine the disciplinary action to be taken. See the Academic Discipline Process. Sanctions range from a grade of zero for an exam or paper in question, with no opportunity to replace the grade or redistribute the weights, to a disciplinary failing grade with a period of suspension or expulsion from the University of Alberta.
Exams: Your student photo I.D. is required at exams to verify your identity. Students will not be allowed to begin an examination after it has been in progress for 30 minutes, and must remain in the exam room until at least 30 minutes has elapsed. Electronic equipment cannot be brought into examination rooms and hats should not be worn. See Calendar information on Conduct of Exams for more information.
Cell Phones: Cell phones are to be turned off during lectures, labs and seminars, unless the instructor has explicitly requested their use in association with lecture/learning material (e.g., ePoll). Cell phones are not to be brought to exams.
Recording and/or Distribution of Course Materials: Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).
STUDENT RESOURCES:
Accessibility Resources (AR) (1 – 80 SUB): The University of Alberta is committed to creating work and learning communities that inspire and enable all people to reach their full potential. AR promotes an accessible, inclusive, and universally designed
environment. For general information to register for services visit the Accessibility Resources webpage. Eligible students have both rights and responsibilities with regard to accessibility-related accommodations. Consequently, scheduling exam accommodations in accordance with AR deadlines and procedures is essential. Please note adherence to procedures and deadlines is required for U of A to provide accommodations.
Academic Success Centre (1-80 SUB): The Academic Success Centre provides professional academic support to help students strengthen their academic skills and achieve their academic goals. Individual advising, appointments, and group workshops are available year round in the areas of Accessibility, Communication, Learning, and Writing Resources. Modest fees apply for some services.
The Centre for Writers (1-42 Assiniboia Hall): The Centre for Writers offers free one- on-one writing support to students, faculty, and staff. Students can request consultation for a writing project at any stage of development. Instructors can request class visits and presentations.
Health and Wellness Support: There are many health and community services available to current students. For more information visit the Health and Wellness Support webpage.
Office of the Student Ombuds: The Office of the Student Ombuds offers confidential interviews, advice and support to students facing academic, discipline, interpersonal and financial difficulties.
LEARNING AND WORKING ENVIRONMENT
The Department of Psychology, Faculty of Arts, and Faculty of Science are committed to ensuring that all students, faculty, and staff are able to work and study in an environment that is safe and free from discrimination and harassment. It does not tolerate behaviour that undermines that environment.
The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages, and cultures of the First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community.
Policy about course outlines can be found in the Evaluation Procedures and Grading System section of the University Calendar.
Disclaimer:Any typographical errors in this syllabus are subject to change and will be announced in class and/or posted on the course website (e.g., eClass). The date of the final examination is set by the Registrar and takes precedence over the final examination date reported in this syllabus.
Copyright: Dr. Hamad Al-Azary, Department of Psychology, Faculty of Arts and Faculty of Science, University of Alberta (2020)
