Search results

In preceding papers in this series, it has been shown that the symbols used in classificatory notation are of several kinds. They serve different functions—some represent scheduled classificatory terms, some are ‘signposts’ specifying the nature of the symbols which follow them, others are simply ‘fences’ separating consecutive term symbols, and yet others are relational particles. Again, symbols serving the same function may have different structures—they may be flexions or isolates, so that the notation for scheduled terms may be ‘hierarchical’ or ‘ordinal’.

Although theories in the past claimed that in order to be literate someone has to acquire specific prerequisite skills, more recent theories suggest that for some aspects of language, symbols can help people to access literacy. In this paper, we speculate that symbols can help children in schools to cope with their difficulties with print. Widgit Literacy Symbols have been developed over the last 20 years as a means of enhancing access to written communication and curriculum. Through the Symbol Inclusion Project (SIP), Widgit Software has been working closely with teachers in Warwickshire, creating resources for students in schools. Anecdotal evidence from the SIP project suggests that symbols can help children to anticipate their difficulties with literacy as well as to increase their motivation and self‐esteem and improve their behaviour.

Each amusement park has a wayfinding system, while symbols are important mediums to guide tourists to find their destinations. It is very important that whether the meanings of symbols recognized by tourists immediately. This paper mainly discusses the recognition of graphic symbols in amusement park, and proposes the improvement suggestions. Materials for this study were drawn from 20 different graphic symbols of a theme amusement park in Taiwan. The testees were required to evaluate the design of graphic symbols based on symbolic meaning and graphics recognition to summarize the confusion matrix. The results show that there are three groups of graphic symbols easy to be confused, and five symbols not meeting a criterion of 67 per cent correct responses. The reasons were discussed, and improvement and relevant suggestions have been proposed, which may be helpful to redesign of symbols.

The study aims to explore how fashion visual symbols influence consumers' inclination for repurchasing. It attempts to investigate the intricate interplay among three essential variables (social presence, collective excitement and cultural identification) from the perspective of Interaction Ritual Chains theory. Meanwhile, an attempt is made to reveal the underlying patterns in these relationships, fully harnessing the positive impact of fashion brand visual symbols in brand marketing.

This study employs a quantitative research methodology, administering an online survey in China, from which 381 valid responses were collected by simple random sampling. The acquired data were subjected to structural equation model and hypotheses testing.

The analysis reveals that heightened visual symbol perception significantly strengthens consumers' social presence, consequently elevating the probability of collective excitement. This establishes a mediated chain model, reinforcing repurchase intention. Additionally, the moderation effect analysis indicates that cultural identification negatively moderates both direct paths in the mediated chain model, with particularly pronounced effects for low cultural identification.

This study establishes a closed-loop system in fashion brand product marketing, continuously enhancing the intimacy and interactive willingness between consumers, as well as between consumers and the brand. The objective is to increase brand repurchase rates. Additionally, the research provides valuable recommendations and strategies for fashion brands to adapt to Chinese consumer demands, strengthen emotional attachment between consumers and the brand, and achieve sustainable development in the realm of fashion consumption.

The process of elaboration of the symbolic universe leads to important insights into the role of symbols in understanding human reasoning. Symbols become explanatory axes of universal global realities. Myths were constructed on these explanatory paths forming a superstructure of all belief systems with paraconsistent logic for the symbolism and a symbolic syntax. Myths and symbols are to be found in all cultures. Some of the most powerful and influential ones occur in popular culture since these often have the greatest immediate social impact.

Semiotic and logical development of the symbols is in mythical systems. The dissolution of the myth and the degradation of the myth's symbols constitute a long-drawn-out process in modern Western society and wherever s influence reaches. Myth is a story that may contain symbolic elements, but compared to the symbols or images of the exceptional, myth is characterized by a “story.”

Starting from a minimal definition to define myths and propose the following definition: Myth is a traditional tale that relates memorable and exemplary actions of extraordinary personages in prestigious and distant times, and myths have various forms and functions, perhaps some more clearly defined with a signifier than others, and different approaches can be combined for a better understanding of the myths. Dispensing with such simplistic assertions, and starting from a minimal definition to define myth, myth is a traditional tale that relates memorable and exemplary actions of extraordinary personages in prestigious and distant times.

Any symbol F originates in a unit that has two aspects and functions when the unit is restored. Thus, the symbol is rather “for something” than “of something” and the symbolic objects express the objects' correspondence in one unit or hendiadys. One semantic characteristic of symbols is “recognition”. The symbol F reveals a reality by means of the homogenous association of the signifier and significance in the symbol's constitution; although reality is separate, there is a homogeneous relation between the symbolizing and symbolized in symbolization.

In the purchase intention of green products context, researchers have mainly investigated the role of symbolism but have mostly discussed symbolic attributes/meanings in terms of social status only. This research aims to investigate the impact of four perceived symbolic meanings of green clothing (status, environmentalism, innovation and fashion symbols) on consumers' purchase intention of green clothing through their attitude toward it. Besides, the moderating role of a consumer mindset in the indirect relationship between symbolic attributes and the purchase intention of green products through consumer attitude is examined.

The data were collected through a survey from a sample of 325 respondents in Turkey, especially younger ones. The data were analyzed via confirmatory factor analysis and hypothesized relationships were tested with multiple and simple regression analyses and PROCESS macros in SPSS.

All symbolic meanings of green clothing impact purchase intention positively and indirectly through consumers' attitudes toward it. The results of moderated mediation analyses showed that the impact of symbolic meanings, except for environmentalism symbol, on purchase intention through consumer attitude was significantly moderated by the consumer mindset.

This research contributes to the under-researched areas of the impact of various symbolic attributes/meanings of green clothing on consumers' purchase intention. Besides, this study advances the role of consumer mindset in consumer behavior research in such a way that it connects mindsets of personality, consumers' attitudes toward green products and their green purchase intention. Furthermore, this study addresses the gap in regard to the role of mindsets of personality on sustainable/environmental behaviors. It will provide implications for fashion marketing managers to develop appropriate targeting, positioning and communication strategies for consumers' mindsets.

The study of information is central to the science of Cybernetics. The communication and processing of information takes place, in general, by means of signals, which represent or describe (in other words symbolize) the entities to which the information relates. The present paper examines one of the foundation problems of Cybernetics: the principles of representing entities and the relations between them by systems of symbols. It treats these principles as extensions and generalizations of the fundamental concepts of measurement.

This study aims to investigate the effects of the use of symbols in the development of young children's ability to form questions in mainstream early‐childhood education. Hypotheses examined whether the use of graphic symbols help 3. 5‐5 year‐old students to increase the number of questions and the number of words in the questions asked for a particular subject.

Following an experimental design approach, an experimental (EG) and a control group (CG) of children, matched to age (4:2) and to their ability to make questions (pre‐test), attended an instructional programme. The EG used Widgit Symbols and the CG the traditional methods used by educators to teach questioning. Data collection involved pre and post oral assessment tests, which measured the number of questions and the length of questions in role play activities.

Findings of the study showed that symbols have positively affected children's ability to make questions. The EG scored higher than the CG on variables examined, and the within groups improvement (pre to post test) was again higher for the EG.

The paper discusses some possibilities of a lengthier implementation of the use of symbols and their effect on language acquisition.

The study raises some considerations about the development of new teaching methodologies with the use of symbols and Information Communication Technology to enhance language development and maximize learning for all learners.

Usually emphasis is placed on the use of symbols as a means of assistive technology (AT) for the accommodation of the needs of children with disabilities. This paper is an effort to cover a gap in literature and emphasize on the benefits of AT in general learning environments for all children.

The ongoing development of new graphic symbol sets in conjunction with a lack of literature supporting professionals in choosing the optimum set(s) for their users was the driving force behind this research project. The purpose of this paper is to explore the factors that professionals take into consideration when they choose one graphic symbol set instead of another.

Based on the phenomenology of pedagogy, semi-structured interviews were used with three speech and language therapists (SLTs), three special education teachers, one teacher for pupils with hearing loss, one foundation year teacher and one SENCo/deputy head teacher. Thematic analysis was used to process the data.

The results have shown that when professionals choose a graphic symbol set for their user(s), they focus on the iconicity, the software availability and its features. They are also influenced by any existing graphic symbol policies in the area they work. Training and follow-up support also influence professionals’ experiences when choosing graphic symbol sets for their users.

Given the limited literature pertaining to the topic of this paper, it is proposed that further research is conducted in order to build the theoretical and practical frameworks upon which professionals (such as SLTs and teachers), symbols developers and academics can base their future work.

This research aims to contribute to the scant literature regarding the factors that SLTs take into consideration when choosing a graphic symbol set for their user(s).

The present paper explores how advertisers use consumer culture positioning (CCP) strategies in advertising across countries and product categories.

The study employs a content analysis approach to investigate usage of CCP strategies and symbols across different CCP strategies, countries and product categories. The authors focussed on country of origin (COO) cues as symbols of CCP. The authors collected printed advertisements from countries at different levels of economic development and communication orientation for the content analysis, namely, Austria (n = 182), Hungary (n = 199) and Turkey (n = 120) and products with high- vs low-involvement levels.

Findings of this study indicated that global consumer culture positioning (GCCP) and local consumer culture positioning (LCCP) advertisements relied more on implicit symbols, while foreign consumer culture positioning (FCCP) advertisements predominantly employed explicit ones. Types of symbols and their utilisation varied across countries and product categories, with language, tag lines/logos and brand names being key components across different advertisements.

The results document the practices of CCP-based advertising, offering important insights on whether and how symbolism can be effectively used for communicating different CCPs across markets.

Little is known in terms of how specific symbols are used to communicate consumers’ culture. In this study, the authors analysed the content of 501 real-print advertisements across multiple countries and product categories. This study contributes to the theory and practice by revealing how consumers’ culture manifests through diverse COO symbols in advertising imagery and by facilitating the application of such manifestations across market contexts.