AAAAAA

   
Results: 1-13 |
Results: 13
UNDERSTANDING METAPHOR IN LITERATURE - AN EMPIRICAL-APPROACH - STEEN,G
Authors: KREUZ RJ
Citation: Rj. Kreuz, UNDERSTANDING METAPHOR IN LITERATURE - AN EMPIRICAL-APPROACH - STEEN,G, Journal of pragmatics, 29(6), 1998, pp. 805-807
VERIFICATION OF STATEMENTS ABOUT STORY WORLDS THAT DEVIATE FROM NORMAL CONCEPTIONS OF TIME - WHAT IS TRUE ABOUT EINSTEINS DREAMS
Authors: GRAESSER AC KASSLER MA KREUZ RJ MCLAINALLEN B
Citation: Ac. Graesser et al., VERIFICATION OF STATEMENTS ABOUT STORY WORLDS THAT DEVIATE FROM NORMAL CONCEPTIONS OF TIME - WHAT IS TRUE ABOUT EINSTEINS DREAMS, Cognitive psychology, 35(3), 1998, pp. 246-301
IRONY IN CONTEXT - BARBE,K
Authors: KREUZ RJ
Citation: Rj. Kreuz, IRONY IN CONTEXT - BARBE,K, Journal of pragmatics, 27(2), 1997, pp. 247-250
PARENTS USE OF NONLITERAL LANGUAGE WITH PRESCHOOL-CHILDREN
Authors: SELL MA KREUZ RJ COPPENRATH L
Citation: Ma. Sell et al., PARENTS USE OF NONLITERAL LANGUAGE WITH PRESCHOOL-CHILDREN, Discourse processes, 23(2), 1997, pp. 99-118
SPECIAL ISSUE - NONLITERAL LANGUAGE - PROCESSING AND USE
Authors: KREUZ RJ DEWS S
Citation: Rj. Kreuz et S. Dews, SPECIAL ISSUE - NONLITERAL LANGUAGE - PROCESSING AND USE, Metaphor and symbolic activity, 10(1), 1995, pp. 1-2
2 CUES FOR VERBAL IRONY - HYPERBOLE AND THE IRONIC TONE OF VOICE
Authors: KREUZ RJ ROBERTS RM
Citation: Rj. Kreuz et Rm. Roberts, 2 CUES FOR VERBAL IRONY - HYPERBOLE AND THE IRONIC TONE OF VOICE, Metaphor and symbolic activity, 10(1), 1995, pp. 21-31
PRAGMATICS AND PEDAGOGY - CONVERSATIONAL RULES AND POLITENESS STRATEGIES MAY INHIBIT EFFECTIVE TUTORING
Authors: PERSON NK KREUZ RJ ZWAAN RA GRAESSER AC
Citation: Nk. Person et al., PRAGMATICS AND PEDAGOGY - CONVERSATIONAL RULES AND POLITENESS STRATEGIES MAY INHIBIT EFFECTIVE TUTORING, Cognition and instruction, 13(2), 1995, pp. 161-188
INFERRING WHAT THE STUDENT KNOWS IN ONE-TO-ONE TUTORING - THE ROLE OFSTUDENT QUESTIONS AND ANSWERS
Authors: PERSON NK GRAESSER AC MAGLIANO JP KREUZ RJ
Citation: Nk. Person et al., INFERRING WHAT THE STUDENT KNOWS IN ONE-TO-ONE TUTORING - THE ROLE OFSTUDENT QUESTIONS AND ANSWERS, Learning and individual differences, 6(2), 1994, pp. 205-229
WHY DO PEOPLE USE FIGURATIVE LANGUAGE
Authors: ROBERTS RM KREUZ RJ
Citation: Rm. Roberts et Rj. Kreuz, WHY DO PEOPLE USE FIGURATIVE LANGUAGE, Psychological science, 5(3), 1994, pp. 159-163
ON SATIRE AND PARODY - THE IMPORTANCE OF BEING IRONIC
Authors: KREUZ RJ ROBERTS RM
Citation: Rj. Kreuz et Rm. Roberts, ON SATIRE AND PARODY - THE IMPORTANCE OF BEING IRONIC, Metaphor and symbolic activity, 8(2), 1993, pp. 97-109
THE EMPIRICAL-STUDY OF FIGURATIVE LANGUAGE IN LITERATURE
Authors: KREUZ RJ ROBERTS RM
Citation: Rj. Kreuz et Rm. Roberts, THE EMPIRICAL-STUDY OF FIGURATIVE LANGUAGE IN LITERATURE, Poetics, 22(1-2), 1993, pp. 151-169
NONSTANDARD DISCOURSE AND ITS COHERENCE
Authors: ROBERTS RM KREUZ RJ
Citation: Rm. Roberts et Rj. Kreuz, NONSTANDARD DISCOURSE AND ITS COHERENCE, Discourse processes, 16(4), 1993, pp. 451-464
A THEORY OF INFERENCE GENERATION DURING TEXT COMPREHENSION
Authors: GRAESSER AC KREUZ RJ
Citation: Ac. Graesser et Rj. Kreuz, A THEORY OF INFERENCE GENERATION DURING TEXT COMPREHENSION, Discourse processes, 16(1-2), 1993, pp. 145-160
Risultati: 1-13 |