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1.
Mind Style Analysis of Emma Donoghue's Protagonist in the Novel Room
Valerija Tominc, 2018, magistrsko delo

Opis: Emma Donoghue’s main character and narrator in Room is a literary construct with a severely deviant mind style that portrays a unique outlook on the world. The protagonist is a five-year-old boy who has been living in extreme social isolation his whole life. His mother was kidnapped, locked in a room and repeatedly raped and gave birth to a son named Jack. The dissertation analyses and outlines the deviant features of his mind style. The analysis later focuses on the underlying reason that inspired or even provoked the author to construct such a deviant mind style. Two possible phenomena are introduced as the basis for the analysis. The first theory that is researched and then compared to the constructed mind style, is the theory of feral people, individuals living in extreme social isolation. Certain cases were supposedly raised by animals, others contained in small spaces without human contact. The second possible theory explaining Donoghue’s unique mind style construction, is an autistic disorder. Characteristics of feral and autistic individuals are often similar and sometimes even overlap, which is why this phenomenon was chosen as an alternative option for the basis of the construction of Jack’s mind style. The dissertation finally tries to determine, whether a feral or autistic nature can be ascribed to the protagonist, and to what extent he pertains to either theory.
Ključne besede: stylistics, mind style, foregrounding, deviation, feral, autistic
Objavljeno v DKUM: 30.11.2020; Ogledov: 860; Prenosov: 67
.pdf Celotno besedilo (830,34 KB)

2.
Philosophy of mind and cognitive modelling in education
Boris Aberšek, 2012, predgovor, uvodnik, spremna beseda

Opis: One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put the thing together. Educators have been reliant upon others’ expertise for the interpretations from contemporary science hence have not been able to discern whether the claims made are valid or invalid representations of the research. Without a direct access to the primary research educators may be at risk of misusing results from this advanced research. The need for so called ‘mediator’ in the translation of research to practice has led to a situation where the application of cognitive neuroscience research findings is running ahead of the research itself. The overall objective is to produce an integrated approach to problems of connection Education with the contemporary knowledge from the area of Philosophy of Mind, Cognitive Science, Psychology, Neuroscience, Cognitive modelling and Artificial Intelligence.
Ključne besede: education, philosophy of mind
Objavljeno v DKUM: 15.12.2017; Ogledov: 2320; Prenosov: 184
.pdf Celotno besedilo (212,04 KB)
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3.
First-Person Narrator's Mind Style in Slovenian Translations of the Novel To Kill a Mockingbird
Tadeja Tement, 2017, magistrsko delo

Opis: The Master’s thesis explores the first-person narrator's mind style in Harper Lee’s novel To Kill a Mockingbird (1960) and its first Slovenian translation entitled Ne ubijaj slavca (1964). The second Slovenian translation with the title Če ubiješ oponašalca (2015) is used as a means of comparison and illustration of different translations. Mind style is concerned with how a literary character perceives the fictional world and it can be studied through linguistic categories. In the case of To Kill a Mockingbird, the features of the narrator’s mind style can be observed in three main areas: lexical choices, particularly the use of complex and evaluative adjectives, adverbs and numerous different verbs of movement; a frequent use of epistemic modality; and in the type of cohesive devices. A detailed analysis of the first translation revealed consistent translation shifts on the microstructural level in all these categories. As a result, the narrator’s lexical repertoire seems to be less varied and more child-like, she conveys a higher degree of objectivity and certainty in her utterances because many epistemic modality markers are omitted, and she sounds more explicit and repetitive than the “same” narrator in the original. The cumulative effect of these translation shifts does not only alter the narrator’s perceptions of the fictional world, but also influences the target readers’ perception of the narrator. The analysis of mind styles in both Slovenian translations demonstrated that the second Slovenian translation remained much more faithful to the original in terms of rendering these features of mind style.
Ključne besede: literary translation, stylistics, mind style, translation shifts, To Kill a Mockingbird
Objavljeno v DKUM: 08.05.2017; Ogledov: 2121; Prenosov: 139
.pdf Celotno besedilo (1,54 MB)

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