Topic
Sign (semiotics)
About: Sign (semiotics) is a research topic. Over the lifetime, 4080 publications have been published within this topic receiving 70333 citations. The topic is also known as: semiotic sign.
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TL;DR: Semosphere is the semiotic space outside of which semiosis cannot exist as mentioned in this paper, and it is defined as the ensemble of semiotic formations functionally precedes the singular isolated language and becomes a condition for the existence of the latter.
Abstract: This article, first published in Russian in 1984 in Sign Systems Studies, introduces the concept of semiosphere and describes its principal attributes. Semiosphere is the semiotic space, outside of which semiosis cannot exist. The ensemble of semiotic formations functionally precedes the singular isolated language and becomes a condition for the existence of the latter. Without the semiosphere, language not only does not function, it does not exist. The division between the core and the periphery is a law of the internal organisation of the semiosphere. There exists boundary between the semiosphere and the nonor extra-semiotic space that surrounds it. The semiotic border is represented by the sum of bilingual translatable “filters”, passing through which the text is translated into another language (or languages), situated outside the given semiosphere. The levels of the semiosphere comprise an inter-connected group of semiospheres, each of them being simultaneously both participant in the dialogue (as part of the semiosphere) and the space of dialogue (the semiosphere as a whole). Contemporary semiotics is undergoing a review of some of its basic concepts. It is a well-known fact that at the heart of semiotics lie two scientific traditions. One of these goes back to Peirce-Morris and begins with an understanding of the sign as the first element of any semiotic system. The second is based on the theses of Saussure and the Prague school and has at its core the antinomy of language and speech (texts). However, despite the differences of these approaches, 1 [Translator’s note.] This article, regarded as a classic or seminal piece by many who have studied Lotman’s work, was first published in 1984 in Signs Systems Studies (Труды по знаковым системам) 17: 5–23, and includes one of the first mentioning of the term ‘semiosphere’ coined by Lotman. Translated from the original Russian language version, published in Lotman 1992. We are not informed about any earlier English translation of this article. (See also fn. 6.)
283 citations
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TL;DR: A theory of meaning is outlined and how one can determine the meaning of an indeterminate sign is explained, described in terms of a constraint-satisfaction problem that relies heavily on contextual cues and inferences.
283 citations
TL;DR: The semiotic basis for the claim that transmediation increases students' opportunities to engage in generative and reflective thinking is explored and generative potential is illustrated.
Abstract: The emerging shift from transmissionto inquiry-oriented models of teaching and learning implies that students need more than words to learn. Transmediation, the act of translating meanings from one sign system to another, increases students' opportunities to engage in generative and reflective thinking because learners must invent a connection between the two sign systems, as the connection does not exist a priori. In this article I explore the semiotic basis for this claim and illustrate the generative potential of transmediation.
271 citations
Book•
20 May 1996
TL;DR: The authors show how corporate symbols or signs vie for attention and market share by appropriating -and quickly abandoning - diverse elements of culture to differentiate products that may in themselves be virtually indistinguishable.
Abstract: This author aims to show how corporate symbols or signs vie for attention and market share by appropriating - and quickly abandoning - diverse elements of culture to differentiate products that may in themselves be virtually indistinguishable.
253 citations
01 Jan 2004
TL;DR: In this article, the first four chapters of Vygotsky's famous work on Tool and Sign are described. But the authors do not consider the fact that a text is always born out of collective, not solitary efforts of many people who are involved in the process of knowledge creation in multiple roles: as immediate and distant partners in dialogues of ideas, as opponents whose views are critiqued, and more often than not, as colleagues who collaborate shoulder to shoulder in carrying out the scholarly project.
Abstract: This section reproduces the first four chapters of Vygotsky's famous work on Tool and Sign (in other places, translated as Tool and Symbol). There are an infinite number of ways to understand and interpret a scholarly text. However, it is absolutely indispensable to keep one thing in mind when seeking to make sense of an author's ideas: a text, just like any other meaningful creation of the human mind, must be considered to be alive. It is alive because it is born out of the author's attempt to make sense of the world and to bring something new to the world, transforming that world and, in the process, simultaneously transforming oneself. A text is alive in another way in that it is always born out of collective, not solitary, efforts of many people who are involved in the process of knowledge creation in multiple roles: as immediate and distant partners in dialogues of ideas, as opponents whose views are critiqued, and more often than not, as colleagues who collaborate shoulder to shoulder in carrying out the scholarly project. A scholarly text is alive in yet another sense: it always needs to be read by someone anew, to be made into a meaningful part of the reader's own life and work, thus continuing that text's existence within the continuously unfolding and creative human pursuits in the world.
247 citations