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References Andrés-Roqueta , Clara and Napoleon Katsos . 2017 . The contribution of grammar, vocabulary and theory of mind in pragmatic language competence in children with autistic spectrum disorders . Frontiers in Psychology 8. 996
In this paper I review some of the theoretical issues surrounding metaphor, investigating the understanding of metaphor-based constructions from a developmental psycholinguistic view. Reviewing the classification of metaphorical expressions, I elaborate on the morphological aspect of idioms; thus on the typology of metaphors, distinguishing them on the basis of their decomposability and conventionality (Gibbs 1994). I hypothesize a new, mentalistic model of interpretation, in which our mentalizing, intention-reading skills play a key role in deciphering intended (figurative) meaning. Furthermore, I point out the importance of decomposability and conventionality determining our interpretative processes; both factors playing a facilitating role in interpretation.
The paper briefly reviews the achievements and problems in Translation Studies (TS) and the practical tasks TS face at present: teaching translation on a much larger scale, educating teachers of translation, and teaching translation students to think and translate professionally and creatively. To deal with these tasks, the paper proposes a new cognitive model of translation as a professional and creative activity and its practical application. The model integrates two of the most prominent contemporary conceptions: Nikolay Ovchinnikov’s new cognitive theory of mind and Igor Mel’čuk and Jury Apresjan’s “Meaning ⇔ Text” model (of linguistic competence). The main idea of the paper is that translation is a creative linguistic activity and thus its professional acquisition needs professional and up-to-date (meta) linguistic knowledge. Special attention is paid to TS terminology, its organization and application, since the main practical burden of modern TS is to provide a teacher of translation with basic and practice-oriented linguistic and background professional knowledge and terminology helpful in encouraging students to think over translation problems consciously and purposefully.
only part of the story” and has to be complemented by notions from other theories, such as theory of mind, interactional sociolinguistics, etc. (p. 180). „It may be the case that a single model cannot provide a complete account of every aspect of
’ forgettable words reveal their personality and social behaviors . Information Design Journal , 20 ( 3 ), 267 – 272 . Rubio-Fernandez , P. ( 2021 ). Pragmatic markers: The missing link between language and theory of mind . Synthese , 199 , 1125 – 1158
theory of mind in autism: a test of relevance theory. In: Cognition 48: 101-19. Communicative competence and theory of mind in autism: a test of relevance theory Cognition
's Relevance Theory, Gutt's metarepresentational view of translation, and theories of mind and mindreading, the authors propose an experimental design to investigate the inferential act of translation processes by employing both fMRI and eye-tracking methods
. Leslie , Allan M . 1987 . Pretense and representation: Origins of a “theory of mind” . Psychological Review 94 . 412 – 426 . Lorenz , Konrad . 1941 / 1962
