Commutation test: Difference between revisions

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*define their significance, and

*divide material into paradigmatic classes and identify the codes to which the signifiers belong ([[Roland Barthes]]).

The initial assumption is that the communication to be analysed represents both a cognitive use of the sign system and a statement that refers to the values of the addresser. The purpose of the test is therefore to illuminate the addresser's intention in using the code in this particular way. It works through a process of substitution, assessing the extent to which a change in the signifier leads to a change in the signified. The first step, therefore, is to exclude one signifier from the material to be analysed. This is a test of redundancy: to identify what meaning is lost (if any) by omitting that sign. It will be relatively unusual to find that one sign is completely superfluous, but more common to find that the contribution of the one sign to the whole meaning is relatively weak. The weakness or strength of its contribution can be calibrated more exactly by placing alternate (synonymous and antonymous) signs in the context. This will enable the analyst to make a judgementjudgment on the distinctiveness of the particular signifier chosen by the author/artist and of its value to the meaning, i.e. as more or less necessary for maintaining the meaning and/or rule structure in different occurrences. By changing the collocation between two of the existing signifiers, and so changing their original relationship, the relative significance of each signifier can be considered. Further, by also placing the original sign into different contexts, it can be seen whether the sign becomes more or less distinctive.

==The process==

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*Syntagmatic transformations

**[[addition]];

**[[wikt:deletion|deletion]]{{dn|date=November 2016}}.

==An example==

{{Original research section|date=September 2023}}

Take the phrase:

:the man hit the '''boy'''.

Now substitute "boy" with "baby", "girl", "child", "pansy", "thief". Each of these alternatives affects the implication of the phrase. A "man" rather than a father or parent randomly striking a baby or girl might be considered sexist and a crime. If the boy was a thief, this would explain but not excuse the man's behaviour as retaliation or revenge. If the boy is a pansy which has [[pejorative]] connotations of cowardice or homosexuality, the man may be intolerant or overly judgementaljudgmental but the victim is also presented in a less sympathetic way. The use of child not differentiated by gender is a more common usage in the context of paedophilia.{{citation needed|reason=This sounds paranoid. Is there a citation?|date=July 2022}} When the signifiers of boy and man are transposed, the relative inequality in strength is also reversed and the interpretation shifts to more playful and less threatening images. Hence, the subjective view may be that the phrase as originally conceived was the most neutral{{why|reason=What makes it neutral, rather than a case of anchoring bias?|date=July 2022}} of the possible formulations given the original form.

If we now contextualise the image in a school, seminary, prison, training gym or home environment different sets of meanings emerge depending on the presence or absence of other signifiers demonstrating the relationship between the protagonists, the time the image was created (a Victorian image of corporal punishment in a school would have a different significance from a more recent image of judicial caning in Britain, Canada or Singapore), the nature of the activity (e.g. a boxing training session or a game of tennis in which the blow is struck accidentally, etc.), the presence or absence of other people, etc.. The values are therefore added or subtracted according to the presence or absence of other signifiers.