The Processes of Signification in James Joyce's Finnegans Wake

Total Page:16

File Type:pdf, Size:1020Kb

The Processes of Signification in James Joyce's Finnegans Wake MASTERARBEIT Titel der Masterarbeit “nat language at any sinse of the world”: The Processes of Signification in James Joyce’s Finnegans Wake Verfasser Paul Fagan angestrebter akademischer Grad Master of Arts (MA) Wien, 2010 Studienkennzahl lt. Studienblatt: A 066 844 Studienrichtung lt. Studienblatt: Anglistik Betreuer: Univ.-Prof. Dr. Werner Huber ACKNOWLEDGEMENTS This study would not have been possible without the help and guidance of the faculty of the Department of English at the University of Vienna, and I am particularly grateful for the support and kind advice of Dr. Dieter Fuchs, Prof. H.G. Widdowson and Prof. Werner Huber. Nor would it have been possible without the encouragement and patience of my friends and family, in particular Eamonn and Phil Fagan. This study is dedicated to my wonderful family Steffi, Julia, Eli and Lily. i TABLE OF CONTENTS page 1 Introduction...........................................................................................1 1.1 Deficiencies in Critical Approaches to Finnegans Wake ..................1 1.2 Line of Investigation .........................................................................4 1.3 Approach..........................................................................................6 1.4 Secondary Sources..........................................................................7 2 ‘Wakese’ and the English Linguistic Code.........................................9 2.1 Introducing ‘Wakese’: Critical Responses to the Language of The Wake ........................................................................................................9 2.1.1 Nonsense or Polysemy? Meaning and the Wake ....................11 2.1.2 The Wake as Non-Linguistic ‘Nonsense’ .................................12 2.1.3 The Wake as a New Language................................................14 2.1.4 The Wake as English...............................................................15 2.2 The Syntax and Morphology of English..........................................16 2.2.1 Identifying English Syntax........................................................16 2.2.2 Approaches to Defining Words ................................................18 2.2.3 The Semantic Predictability of Words......................................22 2.2.4 The English Code and Carroll’s “Jabberwocky”.......................24 2.3 Syntactic and Semantic Predictability in the Wake.........................27 2.3.1 Syntactical Features of the Wakean Text ................................27 2.3.2 Morphemic Features of the Wakean Text................................30 2.4 Non-Lexical Modes of Signification ................................................32 2.4.1 Non-Lexicality and Meaning ....................................................33 2.4.2 Lexical Chains of Signification .................................................40 2.5 Categorising Non-Lexical Items .....................................................43 2.5.1 Charabia: Portmanteau Words ................................................44 2.5.2 Charabia: Conversion..............................................................49 2.5.3 Punning ...................................................................................51 2.5.4 Retroactive Modification ..........................................................57 2.5.5 Baragouin: Translinguistic Peregrinism ..................................59 2.5.6 Summary: From a Textual to an Extratextual Analysis ............69 2.6 Extratextual Factors: Context and Schemata.................................70 2.6.1 Co-Text, Context and Schemata..............................................71 2.6.2 (Dis)ambiguating Contexts in Finnegans Wake.......................74 2.6.3 Discourse Domains: Schematic Activation in Literary Texts....77 2.6.4 Approaches to Etymology in the Literary Domain....................84 2.7 Summary of Findings .....................................................................89 ii 3 Deviance and Implicature in Finnegans Wake .................................91 3.1 “Improbable Possibles”: Confronting Unfeasibility in the Wakean Text 91 3.1.1 Possibility and Feasibility in the Linguistic Code......................92 3.1.2 Variety of Discourse in Finnegans Wake.................................93 3.2 Morphemic Ambiguity in Finnegans Wake .....................................96 3.2.1 Structural Ambiguity in the Wake.............................................98 3.3 Difficulties of Wakean Context .....................................................101 3.3.1 Syntactic Digression in the Wake ..........................................102 3.4 Creativity: Creating Implicature by Breaking the Co-operative Principle................................................................................................108 3.4.1 Representing Unrepresentability............................................111 4 Cyclical Structure and Signification of Finnegans Wake..............115 4.1 The Cyclical Structure of Finnegans Wake ..................................115 4.1.1 Anagnosis..............................................................................116 4.1.2 “One's upon a thyme”: Failed Narrative Markers in Finnegans Wake 120 4.1.3 Cyclical Narrative and Re-Signification..................................122 4.1.4 The Metamorphic Influence of Memory and Amnesia in Finnegans Wake ...............................................................................124 4.2 Anagnostic and Proleptic Processes in “Anna Livia Plurabelle” ...127 5 Conclusion ........................................................................................133 Bibliography...............................................................................................136 Appendix: CURRICULUM VITAE ......................................................................................i 1 1 Introduction 1.1 Deficiencies in Critical Approaches to Finnegans Wake In the buginning is the woid (FW 378.29).1 When speaking at the ‘Finnegans Wake Contexts’ symposium in 1987, Fritz Senn gave voice to what he termed his “linguistic dissatisfaction” with the state of Wake studies.2 Despite many decades of scholarly explication,3 Senn protested, “we do not understand Finnegans Wake.” The critical community most committed to making sense of Joyce’s enigmatic final work had, in Senn’s eyes, “collectively [...] not done [its] most basic homework, the sort of perhaps pedestrian semantic rummaging that would make all the further, superior, exertions that depend upon it remotely possible” (Inductive Scrutinies, 226). Sharing Senn’s contention that there is “something premature” in this regard about much critical analysis of Finnegans Wake (Inductive Scrutinies, 236), it shall be this study’s objective to engage in just such “rummaging” at the textual level of the Wake’s linguistic and semantic modes. Indeed, it is contended that the deficiencies in Wake studies result not only from the general theoretical disinterest in the “preliminary, humble, philological, spade work and low-level curiosity” that Senn perceives (Inductive Scrutinies, 227), but also, to perhaps an even greater degree, from the deficit of a candid and thoroughgoing exploration of the semiotic processes at play in the Wakean text. If we “do not understand Finnegans Wake,” then, this is because too often interpretation is attempted without first asking the fundamental question of how exactly this unusual text works. That such a linguistic analysis of the language of Finnegans Wake is largely absent in the critical canon may be observed by reference to Finn 1 As is convention in Joyce studies, all references to the Wake will be to page and line number, so that (FW 378.29), for example, refers to Finnegans Wake page 378, line 29. 2 This talk, orignially delivered in Leeds, England, was later revised as the paper “Linguistic Dissatisfaction at the Wake”, collected in Inductive Scrutinies, pp. 226-237. 3 Finnegans Wake was first published on 4 May 1939 by Faber and Faber. 2 Fordham’s recent, and comprehensive, survey of the many critical approaches “that Finnegans Wake has invited from readers and critics,” which he enumerates as the structural, narrational, theoretical, inspirational, philological, genetic and exegetical (Fun at FW, 7). The largely linguistic approach to be undertaken in this study is conspicuous by its absence, particularly for such a linguistically non-orthodox text, and it is hoped that by rectifying this critical blind spot a new basis for future analysis might be established.4 Fordham’s critical overview serves as a more exhaustive point of reference than space could possibly allow here; however, as this study shall largely refrain from analysing the work’s novelistic features in order to focus more fully on its semiotic processes, a brief summary of the general critical stance on such issues may provide beneficial context for the analysis to come, and highlight why such an approach is so sorely needed. For critics who attempt an analysis of the work’s novelistic features, the Wake concerns the fortunes of the Earwicker family, composed of embattled father HCE, his loyal wife ALP, their rival twin sons Shaun the Post and Shem the Penman and coquettish daughter Issy. The ‘plot’, as usually summarised, treats the fall of the father figure by virtue of a rumour of some unconfirmed transgression, the attempts of his wife to exonerate him in a letter, and the battle of the sons to replace him. Pioneering studies of these issues include Campbell and Robinson’s mythological approach
Recommended publications
  • Sudha Arunachalam Positions Held
    Updated 6/17/19 SUDHA ARUNACHALAM [email protected] 665 Broadway, Rm. 923 Department of Communicative Sciences and Disorders Steinhardt School of Culture, Education, and Human Development New York University New York, NY 10012 POSITIONS HELD New York University, New York, NY 2018 to present Associate Professor of Communicative Sciences and Disorders Affiliated faculty in Linguistics and Psychology Boston University, Boston, MA 2018 Associate Professor of Speech, Language & Hearing Sciences Associate Professor of Linguistics Program Director, Joint Bachelor of Science in Linguistics and Speech, Language & Hearing Sciences 2011 to 2018 Assistant Professor of Speech, Language & Hearing Sciences Assistant Professor of Linguistics EDUCATION Northwestern University, Evanston, IL Postdoctoral Fellow, Psychology – September 2007 to August 2011 Supervisor: Sandra R. Waxman University of Pennsylvania, Philadelphia, PA Ph.D., Linguistics – May 2007 Dissertation: Early verb representations Committee: David Embick, Lila R. Gleitman, John C. Trueswell M.A., Psychology – August 2004 Thesis: Learning to parse and parsing to learn: Effects of structure and event properties on verb learning Supervisors: Lila R. Gleitman, John C. Trueswell University of Southern California, Los Angeles, CA B.A., Linguistics/Psychology, Minor in Natural Sciences – June 2001 Summa cum laude Honors Thesis: When the creampuff met the boxer: Reading metaphorical reference Supervisor: Amit Almor RESEARCH FUNDING 2018-2023 NIH R01DC016592, “Language processing and word learning in
    [Show full text]
  • Linguistics for Dummies‰
    Linguistics FOR DUMmIES‰ Linguistics FOR DUMmIES‰ by Strang Burton, Rose-Marie Déchaine, and Eric Vatikiotis-Bateson Linguistics For Dummies® Published by John Wiley & Sons Canada, Ltd. 6045 Freemont Blvd. Mississauga, Ontario, L5R 4J3 www.wiley.com Copyright © 2012 by John Wiley & Sons Canada, Ltd. All rights reserved. No part of this book, including interior design, cover design, and icons, may be repro- duced or transmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without the prior written permission of the Publisher. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd., 6045 Freemont Blvd., Mississauga, ON L5R 4J3, or online at http://www.wiley.com/go/permissions. For authorization to photo- copy items for corporate, personal, or educational use, please contact in writing The Canadian Copyright Licensing Agency (Access Copyright). For more information, visit www.accesscopyright.ca or call toll free, 1-800-893-5777. Trademarks: Wiley, the Wiley logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc., and/or its affili- ates in the United States and other countries, and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley & Sons, Inc., is not associated with any product or vendor mentioned in this book. LIMIT OF LIABILITY/DISCLAIMER OF WARRANTY: THE PUBLISHER AND THE AUTHOR MAKE NO REPRESENTATIONS OR WARRANTIES WITH RESPECT TO THE ACCURACY OR COMPLETENESS OF THE CONTENTS OF THIS WORK AND SPECIFICALLY DISCLAIM ALL WARRANTIES, INCLUDING WITH- OUT LIMITATION WARRANTIES OF FITNESS FOR A PARTICULAR PURPOSE.
    [Show full text]
  • Sudha Arunachalam Current Position
    Updated 2/15/17 SUDHA ARUNACHALAM [email protected] (617) 353-7491 635 Commonwealth Ave., Rm. 323 Department of Speech, Language & Hearing Sciences College of Health and Rehabilitation Sciences: Sargent College Boston, MA 02215 CURRENT POSITION Assistant Professor of Speech, Language & Hearing Sciences, College of Health & Rehabilitation Sciences: Sargent College, Boston University, Boston, MA – September 2011 to present Program Director, Joint Bachelor of Science in Linguistics and Speech, Language & Hearing Sciences Joint Programmatic Appointments in Linguistics and Psychological & Brain Sciences Training Faculty, Graduate Program in Neuroscience Member, Center for Research in Sensory Communication and Emerging Neural Technology (CRESCENT) EDUCATION Northwestern University, Evanston, IL Postdoctoral Fellow, Psychology – September 2007 to August 2011 Supervisor: Sandra R. Waxman University of Pennsylvania, Philadelphia, PA Ph.D., Linguistics – May 2007 Dissertation: Early verb representations Committee: David Embick, Lila R. Gleitman, John C. Trueswell M.A., Psychology – August 2004 Thesis: Learning to parse and parsing to learn: The effects of structure and event properties on verb learning Supervisors: Lila R. Gleitman, John C. Trueswell University of Southern California, Los Angeles, CA B.A., Linguistics/Psychology, Minor in Natural Sciences – June 2001 Summa cum laude Honors Thesis: When the creampuff met the boxer: Reading metaphorical reference Supervisor: Amit Almor RESEARCH FUNDING 2014-2018 NIH K01DC013306, “Mechanisms underlying word learning in children with ASD: Non-social learning and memory consolidation,” Role: Principal Investigator (Direct costs: $637,054) 2015-2017 American Speech-Language-Hearing Foundation New Century Scholars Research Grant, “Verb processing and verb acquisition in late talking toddlers,” Role: Principal Investigator (Direct costs: $25,000) 2015-2017 Charles H.
    [Show full text]
  • Interacting with Words
    Interacting with Words: Development of a text-based game on language Gabriel Jacobi [Interaction Design] [Two-year master] [15 credits] st [1 ​ Semester/2017] ​ Supervisor: [Elisabet M. Nilsson] ABSTRACT This paper describes the development process of an Interactive Fiction game focused on the theme of language. The paper includes a brief description of the history of the genre and its definitions, a discussion about its multiple variations and attributes, and an overview of some examples that handled similar subjects. Then it considers some of the unique properties of the written language and examines language as both a shared and subjective relationship with reality . This is followed by a description of tools and methods adopted in the design process and how the development went — from initial research to the final concept. The results is then described, followed by the user test results and a critical evaluation. At the end, some concluding remarks are included together with possible future developments. 1. INTRODUCTION 3 2. INTERACTIVE FICTION 4 2.1 A brief history of Interactive Fiction 4 2.2 Defining Interactive Fiction 6 2.3 Interactive Fiction Characteristics 6 2.4 Canonical examples and references 7 3. LANGUAGE AND TEXT 9 3.1 On text and words 9 3.2 Language and Reality 9 4. METHODS 11 4.1 Double Diamond 11 4.2 Interactive Fiction Methods 11 4.3 Story Structure 12 4.4 User Testing 12 4.5 Ethical Concerns 13 4.6 Project plan 13 5. DESIGN PROCESS 14 5.1 Discover 14 5.2 Define 15 5.3 Develop 17 5.4 Deliver 21 6.
    [Show full text]
  • ROLE of LANGUAGE in SEMANTIC KNOWLEDGE 1 from Words
    ROLE OF LANGUAGE IN SEMANTIC KNOWLEDGE 1 From words-as-mappings to words-as-cues: The role of language in semantic knowledge Gary Lupyan Department of Psychology, University of Wisconsin-Madison Molly Lewis Computation Institute, University of Chicago, Department of Psychology, University of Wisconsin-Madison [email protected] 1202 W. Johnson St. Madison, WI, 53703 http://sapir.psych.wisc.edu ROLE OF LANGUAGE IN SEMANTIC KNOWLEDGE 2 Abstract Semantic knowledge (or semantic memory) is knowledge we have about the world. For example, we know that knives are typically sharp, made of metal, and that they are tools used for cutting. To what kinds of experiences do we owe such knowledge? Most work has stressed the role of direct sensory and motor experiences. Another kind of experience, considerably less well understood, is our experience with language. We review two ways of thinking about the relationship between language and semantic knowledge: (i) language as mapping onto independently-acquired concepts, and (ii) language as a set of cues to meaning. We highlight some problems with the words-as-mappings view, and argue in favor of the words-as-cues alternative. We then review some surprising ways that language impacts semantic knowledge, and discuss how distributional semantics models can help us better understand its role. We argue that language has an abstracting effect on knowledge, helping to go beyond concrete experiences which are more characteristic of perception and action. We conclude by describing several promising directions for future research. ROLE OF LANGUAGE IN SEMANTIC KNOWLEDGE 3 1. Introduction A central goal of cognitive science and cognitive neuroscience is to understand how people represent and organize semantic knowledge (e.g., Mahon & Hickok, 2016; Yee, Jones, & McRae, in press).
    [Show full text]
  • The Meaning of Meaning
    THE MEANING OF MEANING PDF compression, OCR, web optimization using a watermarked evaluation copy of CVISION PDFCompressor C. K Ogden, 1889-1957, was educated 't Magdalene College, Cambridge In 1909 he began work on a study of International Commuication and the influence of language on thought. He visited schools and universities throughtout Europe, in India, and in the United States to study language-teaching methods. Dr. Ogden then organized the Orthological Institute. He was inventor of the Basic English system, an 850-word vocabulary designed to be an international language In addition to books written in collaboration with J A Richards, Dr. Ogden is the author of The Meaning of Psychology (1926), System of Basic English (1934), General Basic English Dictionary (1942), and other books. I. A. Richards was born in 1893 in Sandbach, Cheshire, Eng- land, and was educated at Clifton College In Bristol and at Magdalene College, Cambridge In 1922 he became lecturer in English and Moral Sciences at Cambridge, and four years later was made a Fellow of Magdalene College During this period he collaborated with C K Ogden on Foundations of Aesthetics (1921) and The Meaning of Meaning (1923) His later works include Principles of Literary Criticism (1925), Practical Criticism (1929, Harvest Book 16, 1956), Coleridge on Imagination (1935), The Philosophy of Rhetâric (1936), How to Read a Page (1942), Speculative Instruments (1955) In recent years he has published two volumes of verse, Goodbye Earth and Other Poems (1958) and The Screens and Other Poems (1960), and a verse play, Tomorrow Morning, Faustus! (1962) The National Institute of Arts and Letters awarded him the Lomes Award for Poetry in 1962.
    [Show full text]
  • Theorizing About the Syntax of Human Language: a Radical Alternative to Generative Formalisms Geoffrey K
    Theorizing about the Syntax of Human Language: A Radical Alternative to Generative Formalisms Geoffrey K. Pullum School of Philosophy, Psychology and Language Sciences University of Edinburgh Abstract Any theory of syntax must give an account of what sort of structure sentences and other expressions have, and of what grammars are like. Since the 1950s it has become standard, almost universal, to assume that sentence structures are transformational derivations and grammars are systems which “generate” sets of derivations. But the generative perspective is not the only way to conceive of grammars. I argue here that generative grammars are curiously ill-suited to explaining certain familiar and uncontroversial properties of human languages. I outline a very different alternative way of formalizing syntactic theories. It defines grammars as finite sets of statements true in certain kinds of structure (e.g., finite labeled graphs of a certain sort) and false in others. The statements provide a direct description of syntactic structure. I argue that generative grammars do not do this. Many aspects of linguistic data look radically different when viewed in this model-theoretic way. I sketch the two positions informally, avoiding mathematical detail, and point to some phenomena that clearly underline the potential advantages of non-generative frameworks. INTRODUCTION This paper addresses an issue concerning how syntactic theories should be formalized. It does not present or defend any specific syntactic theory here; it operates at a higher level of abstraction. The aim is rather to clarify certain differences between ways of formalizing the syntactic theories that linguists develop. There is much room for confusion and ambiguity when dealing with terms like ‘formal’, ‘formalist’, and ‘formalization’.1 I am not concerned here with the loose collection of ontological views that is known as ‘formalism’ in the philosophy of mathematics.
    [Show full text]
  • Sudha Arunachalam Positions Held
    Updated 4/30/21 SUDHA ARUNACHALAM [email protected] 665 Broadway, Rm. 923 Department of Communicative Sciences and Disorders New York University New York, NY 10012 POSITIONS HELD New York University, New York, NY 2018 to present Associate Professor of Communicative Sciences and Disorders Affiliated faculty in Linguistics and Psychology Affiliate, Institute of Human Development and Social Change Boston University, Boston, MA 2018 Associate Professor of Speech, Language & Hearing Sciences Associate Professor of Linguistics 2011 to 2018 Assistant Professor of Speech, Language & Hearing Sciences 2015 to 2018 Assistant Professor of Linguistics EDUCATION Northwestern University, Evanston, IL Postdoctoral Fellow, Psychology – September 2007 to August 2011 Supervisor: Sandra R. Waxman University of Pennsylvania, Philadelphia, PA Ph.D., Linguistics – May 2007 Dissertation: Early verb representations Committee: David Embick, Lila R. Gleitman, John C. Trueswell M.A., Psychology – August 2004 Thesis: Learning to parse and parsing to learn: Effects of structure and event properties on verb learning Supervisors: Lila R. Gleitman, John C. Trueswell University of Southern California, Los Angeles, CA B.A., Linguistics/Psychology, Minor in Natural Sciences – June 2001 Summa cum laude Honors Thesis: When the creampuff met the boxer: Reading metaphorical reference Supervisor: Amit Almor Linguistic Society of America Summer Institute, Cambridge, MA Summer 2005 EXTERNAL RESEARCH FUNDING (FEDERAL AND FOUNDATION) 2021-2025 NIH R01HD101399, “Do children's genetically-influenced
    [Show full text]
  • The Meaning of Meaning a Study of the Influence of Language Upon Thought and of the Science of Symbolism
    Theoretical Backup One for the Lexicon of Finnegans Wake: Volume Fifty-Five C. K. Ogden et al. The only professional British linguist who succeeded to provide a recording of the voice of James Joyce, and the very first translator of Ludwig Wittgenstein into English. The Meaning of Meaning A Study of the Influence of Language upon Thought and of the Science of Symbolism. Edited by C. George Sandulescu Recommended Reading: C. K. Ogden: The Meaning of Meaning C. K. Ogden: Opposition C. K. Ogden: Basic English Bucureşti 2013 This “theoretical insert”, Volume 55, Volume 56, and Volume 57, is dedicated to Professor CARLA MARENGO— a most remarkable teacher of English Literature, and thorough researcher of Joyce. Monte Carlo, Noël 2013 George Sandulescu The Turin Shroud Press Release Noël 2013 Theoretical Backup for the Lexicon of Finnegans Wake Edited by C. George Sandulescu Charles Ogden (1889-1957) was Charles Ogden (1889-1957) este a linguist and a language philosopher: cunoscut ca lingvist şi filosof al to him the word was as real as any other limbajului: cuvântul, pentru el, era o object in his hands. He demonstrated realitate concretă. Acest lucru l-a this by recording the very voice of demonstrat atunci când a înregistrat pe James Joyce himself. The reading was disc vocea lui James Joyce însuşi. made in August 1929 at King’s College, Înregistrarea a fost făcută în august London. By mentioning the year of that 1929 la King’s College, Londra. Tot în recording, we inevitably notice that the primul sfert al secolului XX s-au mai first quarter of the twentieth century petrecut o sumă de evenimente grouped together quite a number of importante.
    [Show full text]
  • Download Download
    cadernos.abralin.org THEORETICAL ESSAY THEORIZING ABOUT THE SYNTAX OF HUMAN LANGUAGE: A RADICAL ALTERNATIVE TO GENERATIVE FORMALISMS Geoffrey K. PULLUM School of Philosophy, Psychology and Language Sciences – University of Edinburgh ABSTRACT Linguists standardly assume that a grammar is a formal system that ‘generates’ a set of derivations. But this is not the only way to formalize grammars. I sketch a different basis for syntactic theory: model- theoretic syntax (MTS). It defines grammars as finite sets of state- ments that are true (or false) in certain kinds of structure (finite labeled graphs such as trees). Such statements provide a direct description of syntactic structure. Generative grammars do not do this; they are OPEN ACESS strikingly ill-suited to accounting for certain familiar properties of hu- EDITED BY man languages, like the fact that ungrammaticality is a matter of de- – Miguel Oliveira, Jr. (UFAL) – René Almeida (UFS) gree. Many aspects of linguistic phenomena look radically different REVIEWED BY when viewed in MTS terms. I pay special attention to the fact that sen- – Daniel Everett (Bentley University) tences containing invented nonsense words (items not in the lexicon) – Robert Levine (Ohio State University) are nonetheless perceived as sentences. I also argue that the MTS DATES view dissolves the overblown controversy about whether the set of – Received: 02/21/2020 – Accepted: 06/04/2020 sentences in a human language is always infinite: many languages – Published: 07/09/2020 (both Brazilian indigenous languages and others) appear not to employ HOW TO CITE arbitrarily iterative devices for embedding or coordination, but under PULLUM, Geoffrey K. (2020).
    [Show full text]
  • Logic A-Z from Wikipedia, the Free Encyclopedia Chapter 1
    Logic A-Z From Wikipedia, the free encyclopedia Chapter 1 Antepredicament Antepredicaments, in logic, are certain previous matters requisite to a more easy and clear apprehension of the doctrine of predicaments or categories. Such are definitions of common terms, as equivocals, univocals, etc., with divisions of things, their differences, etc. They are thus called because Aristotle treated them before the predicaments, hoping that the thread of discourse might not afterwards be interrupted. 1.1 References • This article incorporates text from a publication now in the public domain: Chambers, Ephraim, ed. (1728). "*article name needed". Cyclopædia, or an Universal Dictionary of Arts and Sciences (first ed.). James and John Knapton, et al. 2 Chapter 2 Apophasis Not to be confused with Apophysis (disambiguation), Apoptosis, or Apophis (disambiguation). Apophasis is a rhetorical device wherein the speaker or writer brings up a subject by either denying it, or denying that it should be brought up.*[1] Accordingly, it can be seen as a rhetorical relative of irony. Also called paralipsis (παράλειψις) – also spelled paraleipsis or paralepsis –, or occupatio,*[2]*[3]*[4]*[5] and known also as prae- teritio, preterition, antiphrasis (ἀντίφρασις), or parasiopesis (παρασιώπησις), apophasis is usually employed to make a subversive ad hominem attack, which makes it a frequently used tactic in political speeches to make an attack on one's opponent. Using apophasis in this way is often considered to be bad form. The device is typically used to distance
    [Show full text]
  • Sudha Arunachalam Positions Held
    Updated 2/5/20 SUDHA ARUNACHALAM [email protected] 665 Broadway, Rm. 923 Department of Communicative Sciences and Disorders Steinhardt School of Culture, Education, and Human Development New York University New York, NY 10012 POSITIONS HELD New York University, New York, NY 2018 to present Associate Professor of Communicative Sciences and Disorders Affiliated faculty in Linguistics and Psychology Affiliate, Institute of Human Development and Social Change Boston University, Boston, MA 2018 Associate Professor of Speech, Language & Hearing Sciences Associate Professor of Linguistics 2011 to 2018 Assistant Professor of Speech, Language & Hearing Sciences Assistant Professor of Linguistics EDUCATION Northwestern University, Evanston, IL Postdoctoral Fellow, Psychology – September 2007 to August 2011 Supervisor: Sandra R. Waxman University of Pennsylvania, Philadelphia, PA Ph.D., Linguistics – May 2007 Dissertation: Early verb representations Committee: David Embick, Lila R. Gleitman, John C. Trueswell M.A., Psychology – August 2004 Thesis: Learning to parse and parsing to learn: Effects of structure and event properties on verb learning Supervisors: Lila R. Gleitman, John C. Trueswell University of Southern California, Los Angeles, CA B.A., Linguistics/Psychology, Minor in Natural Sciences – June 2001 Summa cum laude Honors Thesis: When the creampuff met the boxer: Reading metaphorical reference Supervisor: Amit Almor RESEARCH FUNDING 2020-2024 NIH R01DC017131, “Learning new words from overhearing in children with ASD,” Role: Principal Investigator
    [Show full text]