• Lingua Humanitatis
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• v.8
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• pp.409-427
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• 2006

This paper deals with the various conceptual metaphors of 'mind' in Korean and English within the Cognitive Semantics. The purpose of this paper is to investigate the metaphorical expressions of the concept 'mind' represented andunderstood in various ways in Korean and English, to find out the linguistically-universal conceptual metaphors underlying the uses of the metaphoric expressions. In addition, this paper discusses the differences in linguistic realization of the concept 'mind' between Korean and English from the socio-cultural background. In the traditional view, metaphor was thought only as the linguistic matters and a deviance from literal or normal use. However, within the Cognitive Linguistic view such as Lakoff and Johnson(1980), metaphor has been considered as a means of understanding and conceptualizing world. According to them, metaphor is found in everyday life because it is not only as a matter of language but also as a nature of human conceptual system controlling cognition, thought and behavior. Conceptual metaphor is suggested as a device to understood abstract and less familiar things through concrete and more familiar things. Conceptual metaphors may be realized linguistically as well as non-linguistically, in the form of movies, arts or behavior. To define the concept 'mind' shared among the Koreans, conceptual metaphors used to represent 'maum(mind)'in Korean are examined. Then they are compared with the ones used to represent 'mind' in English. This is based on the idea that conceptual metaphors represented in linguistic expressions naturally reflect the speakers' concept and conceptualization is a universal irrespective of language. This paper exemplifies the Korean sentences as well as English sentences to utilize some conceptual metaphor such as Johnson(1987)'s THE MIND IS THE BODY and shows many other conceptual metaphors used in Korean and English to represent the same concept 'mind'. What are some metaphors shared by two languages and what is specific to one of them will be shown, too. This paper also suggests that the different conceptualization or lexicalization is partly due to the effect of the oriental cultural background that is more interested in the mental world than the physical world.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.29-39
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• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• Journal of the Korea Computer Industry Society
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• v.9 no.2
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• pp.83-92
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• 2008

Throughout the history of computer use, the interface metaphor has been employed to make computers easier for humans to use. Even the earliest command line interfaces used metaphor. Metaphors in user interfaces help to make the software accessible to users and allow the users to communicate with the system as well. User interface guidelines for most of the popular operating systems encourage the use of metaphors in interface design. Thus, metaphor in interface design is employed as central element with a long history. Therefore, this paper will suggest substantiating guidelines which are based on conceptual model and Gestaltprinciples for successful metaphor construction with a better user interface.

• School Mathematics
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• v.5 no.1
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• pp.135-149
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• 2003

We present an understanding about students' conceptual model of differential equations, based on the discourse data that were collected in a differential equations course at a university in Korea. An interpretive approach is taken to analyze classroom discourse. This paper consists of three main parts. First, we completely analyze the students' use of conceptual metaphor in a university differential equations class. Secondly, we identify conceptual metaphors representing students' conceptual model of differential equations. Finally, we describe the mathematical characteristics of the conceptual metaphors identified in detail. Among other things, this paper reveals that there exists dual aspects of the students' conceptual model of differential equations. In other words, in the differential equations course observed we found that the students very often used two kinds of conceptual metaphor,“machine metaphor”and“fictive motion metaphor”, that have contrastingly different mathematical characteristics. In order to interpret the duality, we take a sociocultural perspective, and this perspective suggests and helps us to realize the significance of understanding of cognitive diversity in mathematics classroom.

• Journal of Korea Multimedia Society
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• v.16 no.7
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• pp.888-896
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• 2013

The existing interface study has been focused on rhetorical metaphor based on a cognitive viewpoint in traditional objectivism. But the existing study viewpoint about the interface shows logical limitation by the changes in media environment. This study suggests conceptual metaphor based on embodied cognition for an alternative to solve the limitation, and research logical suitability of the existing interface environment. The result of this study is as follow; The first, the embodied cognitive viewpoint provides the interface as a space for holistic recognition communication, and the conceptual metaphor based on embodied cognition provides a well-structured metaphor logic and is a suitable metaphor to explain complicated metaphor structure. The second, the container image schema provides concrete and detailed metaphor structure than previous metaphor when it comes to explaining desktop metaphor by offering subsidiary image schema from 'IN-OUT-BOUNDARY' image schema. The third, path image schema is possible to make a concrete logic and works off the laxity and confusion of logical structure in existing metaphor by offering subsidiary image schema from 'SOURCE-PATH-GOAL' image schema. The conceptual metaphor based on embodied cognition is expected to be a basic theory to explain interfaces for various media environment by thinking of human physical experience as container and path image schema.

• Journal of Digital Contents Society
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• v.14 no.2
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• pp.135-142
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• 2013

In this study, I research about extensions and changes of user experience by using smartphone from the point of conceptual metaphor based on embodied cognition and the remediation characteristics. The result of this study is as follow; The first, container schema and path schema as center image schema of the conceptual metaphor are a proper theories to be mapped user experience by using smartphone because of including embodied schema structure by human physical experience. The second, user experience of smartphone in the point of remediation is remediated by smartphone. And physical space is rededicated and interacted to behavior space by the user experience. The third, the conceptual metaphor of smartphone UX activate container chema through implicit interaction and has transparent immediacy to ingenerate existence of media. The forth, path schema that is activated from explicit interaction makes users to experience hypermediacy. Conceptual metaphor and remediation in this study could be used to theoretical framework and to explain new user experience from using smartphone.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.10
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• pp.4348-4353
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• 2011

This paper is based on the Cognitive Linguistics point of view on metaphor. Metaphors are not a matter of language use or rhetorics but of a conceptual frame, where thoughts work. The conceptual frames can highlight one aspect affecting our lives while hiding the other aspect of the facts. Politicians use metaphors to persuade people and justify their political decisions. Lakoff argues that the Republicans in the U.S. have their own conceptual framework based on the 'strict father model' of the conservatives, which can be found in important political speeches. Political metaphors supporting this view are found in the 'Attack on Iraq Speech' by G. H. Bush in 1991 and 'Operation Iraqi Freedom Address' by G. W. Bush in 2003.

• Research in Mathematical Education
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• v.8 no.1
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• pp.19-30
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• 2004

This research applies the discursive approach to investigate the social transformation of students' conceptual model of differential equations. The analysis focuses on the students' use of metaphor in class in order to find kinds of metaphor used, their characteristics, and a pattern in the use of metaphor. Based on the analysis, it is concluded that the students' conceptual model of differential equations gradually becomes transformed with respect to the historical and cultural structure of the communal practice of mathematics. The findings suggest that through participating in the daily practice of mathematics as a historical and cultural product, a learner becomes socially transformed to a certain kind of a cultural being with historicity. This implies that mathematics education is concerned with the formation of historical and cultural identity at a fundamental level.

• Lingua Humanitatis
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• v.5
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• pp.265-289
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• 2003

This paper deals with the polysemous phenomenon of perception verbs in terms of metaphor and metonymy and suggest a model of cognitive semantic structure for them. English perception verbs are often used for representing a mental, cognitive activity as well as representing a physical, perceptive activity. This paper looks for a basis for the polysemous use in the creative system of metaphor and metonymy, especially in the meaning extension function of mind-as-body metaphor. English perception verbs show a good example of a metaphor of domain transfer from physical domain to mental or cognitive domain. This paper suggests the conceptual chain and the semantic structure for the perception verb to show the possibility of polysemy and contextual modulation.

• Journal of the Korea Society of Computer and Information
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• v.25 no.3
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• pp.251-260
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• 2020

In this paper, we propose to understand the conceptual structure of programming elements that learners form during the prototyping theory. To do this, we reviewed previous studies on the meaning of conception and prototype theory and conducted a course of problem-solving programming for 33 university students who had no prior experience in programming, and collected transcription materials through conceptual metaphorical writing. The conclusions of this study are as follows: 1) Identifying the conceptual structure of learners as a conceptual metaphor can enhance the effectiveness of programming education. 2) Learners need to reinforce the experience of forming abstract attributes to form mature programming concepts. 3) The concept of programming differs in the structure of multi-level concepts that students, teachers, and professional programmers have in each group. 4) Programming elements should intentionally block misconception risks in the meaning of symbols. 5) Concept evaluation tools should be developed to check whether various attributes can be applied.