Methods
The commutation test can be used to identify which signifiers are significant. The test depends on substitution: a particular signifier is chosen, then the effect of substituting alternatives is considered to determine the extent to which the value of the sign is changed. This both illuminates the meaning of the original choice and identifies the paradigms and code to which the signifiers used belong.
Paradigmatic analysis compiles a list of the signifiers present in the text. This set comprises the paradigm. The analyst then compares and contrasts the set with absent signifiers, i.e. with other signifiers that might have been chosen. This reveals the significance of the choices made which might have been required because of technical production constraints or the limitations of the individual’s own technique, or because of the tropes, generic conventions, style and rhetorical purpose of the work. The analysis of paradigmatic relations helps to define the ‘value’ of specific items in a system.
Read more about this topic: Value (semiotics)
Famous quotes containing the word methods:
“The comparison between Coleridge and Johnson is obvious in so far as each held sway chiefly by the power of his tongue. The difference between their methods is so marked that it is tempting, but also unnecessary, to judge one to be inferior to the other. Johnson was robust, combative, and concrete; Coleridge was the opposite. The contrast was perhaps in his mind when he said of Johnson: “his bow-wow manner must have had a good deal to do with the effect produced.””
—Virginia Woolf (1882–1941)
“In inner-party politics, these methods lead, as we shall yet see, to this: the party organization substitutes itself for the party, the central committee substitutes itself for the organization, and, finally, a “dictator” substitutes himself for the central committee.”
—Leon Trotsky (1879–1940)
“Parents ought, through their own behavior and the values by which they live, to provide direction for their children. But they need to rid themselves of the idea that there are surefire methods which, when well applied, will produce certain predictable results. Whatever we do with and for our children ought to flow from our understanding of and our feelings for the particular situation and the relation we wish to exist between us and our child.”
—Bruno Bettelheim (20th century)