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In cognitive linguistics, conceptual metaphor, or cognitive metaphor, refers to the understanding of one idea, or conceptual domain, in terms of another. An example of this is the understanding of quantity in terms of directionality (e.g. "the prices are rising"). A conceptual domain can be any coherent organization of human experience. The regularity with which different languages employ the same metaphors, which often appear to be perceptually based, has led to the hypothesis that the mapping between conceptual domains corresponds to neural mappings in the brain.〔e.g. Feldman, J. and Narayanan, S. (2004). Embodied meaning in a neural theory of language. ''Brain and Language'', 89(2):385–392〕 This idea, and a detailed examination of the underlying processes, was first extensively explored by George Lakoff and Mark Johnson in their work ''Metaphors We Live By.'' Other cognitive scientists study subjects similar to conceptual metaphor under the labels "analogy", "conceptual blending" and "ideasthesia". Conceptual metaphors are seen in language in our everyday lives. Conceptual metaphors shape not just our communication, but also shape the way we think and act. In George Lakoff and Mark Johnson’s work, ''Metaphors We Live By'' (1980), we see how everyday language is filled with metaphors we may not always notice. An example of one of the commonly used conceptual metaphors is "argument is war."〔Lakoff and Johnson, Ch.1-3〕 This metaphor shapes our language in the way we view argument as war or as a battle to be won. It is not uncommon to hear someone say "He won that argument" or "I attacked every weak point in his argument". The very way argument is thought of is shaped by this metaphor of arguments being war and battles that must be won. Argument can be seen in other ways than a battle, but we use this concept to shape the way we think of argument and the way we go about arguing. Conceptual metaphors are used very often to understand theories and models. A conceptual metaphor uses one idea and links it to another to better understand something. For example, the conceptual metaphor of viewing communication as a conduit is one large theory explained with a metaphor. So not only is our everyday communication shaped by the language of conceptual metaphors, but so is the very way we understand scholarly theories. These metaphors are prevalent in communication and we do not just use them in language; we actually perceive and act in accordance with the metaphors. == Mappings == There are two main roles for the conceptual domains posited in conceptual metaphors: *Source domain: the conceptual domain from which we draw metaphorical expressions (e.g., love is a ''journey''). *Target domain: the conceptual domain that we try to understand (e.g., ''love'' is a journey). A mapping is the systematic set of correspondences that exist between constituent elements of the source and the target domain. Many elements of target concepts come from source domains and are not preexisting. To know a conceptual metaphor is to know the set of mappings that applies to a given source-target pairing. The same idea of mapping between source and target is used to describe analogical reasoning and inferences.〔Kövecses, Zoltan (2010) ''Metaphor: A Practical Introduction''〕 A primary tenet of this theory is that metaphors are matter of thought and not merely of language: hence, the term ''conceptual metaphor.'' The metaphor may seem to consist of words or other linguistic expressions that come from the terminology of the more concrete conceptual domain, but conceptual metaphors underlie a system of related metaphorical expressions that appear on the linguistic surface. Similarly, the mappings of a conceptual metaphor are themselves motivated by image schemas which are pre-linguistic schemas concerning space, time, moving, controlling, and other core elements of embodied human experience. Conceptual metaphors typically employ a more abstract concept as target and a more concrete or physical concept as their source. For instance, metaphors such as 'the days (more abstract or target concept ) ahead' or 'giving my time' rely on more concrete concepts, thus expressing time as a path into physical space, or as a substance that can be handled and offered as a gift. Different conceptual metaphors tend to be invoked when the speaker is trying to make a case for a certain point of view or course of action. For instance, one might associate "the days ahead" with leadership, whereas the phrase "giving my time" carries stronger connotations of bargaining. Selection of such metaphors tends to be directed by a subconscious or implicit habit in the mind of the person employing them. The principle of unidirectionality states that the metaphorical process typically goes from the more concrete to the more abstract, and not the other way around. Accordingly, abstract concepts are understood in terms of prototype concrete processes. The term "concrete," in this theory, has been further specified by Lakoff and Johnson as more closely related to the developmental, physical neural, and interactive body (see embodied philosophy). One manifestation of this view is found in the cognitive science of mathematics, where it is proposed that mathematics itself, the most widely accepted means of abstraction in the human community, is largely metaphorically constructed, and thereby reflects a cognitive bias unique to humans that uses embodied prototypical processes (e.g. counting, moving along a path) that are understood by all human beings through their experiences. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「conceptual metaphor」の詳細全文を読む スポンサード リンク
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