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dc.contributor.authorHutton, Margaret-Anne
dc.date.accessioned2021-08-17T12:30:13Z
dc.date.available2021-08-17T12:30:13Z
dc.date.issued2021-08-05
dc.identifier274712485
dc.identifier66a1456e-407b-4c04-b146-30f72b94c2fa
dc.identifier000683942400001
dc.identifier85112142779
dc.identifier.citationHutton , M-A 2021 , ' Putting metaphor centre stage : a case study of Alison Landsberg's 'Prosthetic Memory' ' , Memory Studies , vol. OnlineFirst . https://doi.org/10.1177/17506980211037279en
dc.identifier.issn1750-6980
dc.identifier.urihttps://hdl.handle.net/10023/23787
dc.description.abstractAlison Landsberg’s concept of ‘prosthetic memory’ is one in a series of metaphors adopted by Memory Studies. In this article Landsberg’s tropic concept serves not only as a case study in relation to Memory Studies, but also as a prompt to scholars to engage critically with the use of metaphor in cultural / literary studies. Metaphors matter. Poorly used figurative language can hamper communication and restrict how a given topic is both circumscribed and analysed. According to conceptual metaphor theorists, metaphors influence how we think as well as how we speak, and thus, potentially, how we live. To this end the term ‘prosthetic memory’ is analysed in the context of the relationship between the literal and the figurative as manifested at various levels in Prosthetic Memory, from Landsberg’s use of a key film—The Thieving Hand—in her theory-building, to her stylistic tics and sleights of hand, to her probably unconscious use of verbal metaphors (considered by some as ‘dead’)
dc.format.extent13
dc.format.extent151048
dc.language.isoeng
dc.relation.ispartofMemory Studiesen
dc.subjectCognitive metaphor theoryen
dc.subjectMetaphoren
dc.subjectProsthetic memoryen
dc.subjectThieving Handen
dc.subjectN Visual arts (General) For photography, see TRen
dc.subjectP Language and Literatureen
dc.subjectT-NDASen
dc.subject.lccN1en
dc.subject.lccPen
dc.titlePutting metaphor centre stage : a case study of Alison Landsberg's 'Prosthetic Memory'en
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Modern Languagesen
dc.identifier.doi10.1177/17506980211037279
dc.description.statusPeer revieweden


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