What is Cognitive Science
Relevance Theory and Poetic Effects
Dr. Anna Christina Ribeiro
Thursday, October 18, 2007, 12:00pm - 07:00pm
Texas Tech University, Department of Philosophy
It is a fair question why poets should choose to repeat concrete sounds and/or abstract structures when conveying their poetic messages After all, it would seem that repetition devices tend to slow down the comprehension process and require greater cognitive effort. I argue that the key to understanding the rationale behind these poetic devices is the communicative principle of relevance proposed by Sperber and Wilson (1986, 1995). Retaining their insight that interlocutors communicate on the assumption that what is being said is relevant in the communicative context, I further develop their idea to include the relevance of how things are said, which accounts for poets creating patterns for pragmatic, communicative reasons. Relevance theory nevertheless focuses unduly on what is being said and thus reduces affective effects promoted by poetic devices to cognitive ones. I defend an expansion of their model beyond the purely cognitive, on the grounds that, although affective states may involve beliefs, propositions, and implicatures, that is not all there is to them, and some moods may be promoted by an underlying linguistic rhythm without having any propositions or implicatures associated with them.
"What is Cognitive Science?"
This lunchtime talks series is designed to introduce the University community to issues in Cognitive Science. Cognitive Science is one the the few fields where modern developments in computer science and artificial intelligence promise to shed light on classical problems in psychology and the philosophy of the mind. Ancient questions of how we see the world, understand language, and reason, and questions such as 'how a material system can know about the outside world', are being explored with the powerful new conceptual prosthetics of computer modeling.
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