Lecture Notes in Education Psychology and Public Media

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Lecture Notes in Education Psychology and Public Media

Vol. 2, 01 March 2023


Open Access | Article

How to Understand Overtones: Mental Mechanisms and Influencing Factors of Irony Comprehension

Yingshan Chen 1
1 Hong Yi Honor College of Wuhan University, Wuhan, Hubei 430072, China

* Author to whom correspondence should be addressed.

Advances in Humanities Research, Vol. 2, 84-88
Published 01 March 2023. © 2023 The Author(s). Published by EWA Publishing
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Citation Yingshan Chen. How to Understand Overtones: Mental Mechanisms and Influencing Factors of Irony Comprehension. LNEP (2023) Vol. 2: 84-88. DOI: 10.54254/2753-7048/2/2022344.

Abstract

Irony can be defined as words that express something other than, and usually intending the opposite of, the literal meaning. Irony is used in different kinds of conditions to criticize, tease or praise others. Irony comprehension is the process of identifying irony and detecting its implied meaning. This article discusses different predictive mental processing of irony comprehension and introduces the factors that affect irony comprehension in existing research. At the end, this article points out limitations of existing research and put forwards some possible improvements in future study.

Keywords

Irony comprehension, Influencing factors, Irony, Predictive processing

References

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Data Availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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Volume Title
Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I
ISBN (Print)
978-1-915371-07-2
ISBN (Online)
978-1-915371-08-9
Published Date
01 March 2023
Series
Lecture Notes in Education Psychology and Public Media
ISSN (Print)
2753-7048
ISSN (Online)
2753-7056
DOI
10.54254/2753-7048/2/2022344
Copyright
© 2023 The Author(s)
Open Access
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Copyright © 2023 EWA Publishing. Unless Otherwise Stated