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PubMed2005

Understanding metaphors: Is the right hemisphere uniquely involved?

Two divided visual field priming experiments examined cerebral asymmetries for understanding metaphors varying in sentence constraint. Experiment 1 investigated ambiguous words (e.g., SWEET and BRIGHT) with literal and metaphoric meanings in ambiguous and unambiguous sentence contexts, while Experiment 2 involved standard metaphors (e.g., The drink you gave me was a meteor) with sententially consistent and inconsistent targets (i.e., POTENT vs COMET). Similar literal and metaphor priming effects were found in both visual fields across most experimental conditions. However, RH processes also maintained activation of sententially inconsistent literal meanings following metaphoric expressions. These results do not strongly support the RH as the preferred substrate for metaphor comprehension (e.g., ), and suggest that processes in both hemispheres can support metaphor comprehension, although not via identical mechanisms. The LH may utilize sentence constraint to select and integrate only contextually relevant literal and metaphoric meanings, whereas the RH may be less sensitive to sentence context and can maintain the activation of some alternative interpretations. This may be potentially useful in situations where an initial understanding must be revised.

Adult↗

PubMed2006

The role of the right cerebral hemisphere in processing novel metaphoric expressions taken from poetry: a divided visual field study.

Previous research suggests that the right hemisphere (RH) may contribute uniquely to the processing of metaphoric language. However, most studies have focused on familiar metaphoric expressions. The present study used the divided visual field paradigm to examine the role of the right cerebral hemisphere in processing novel metaphoric expressions taken from poetry. In two experiments, participants were presented with four types of word pairs, literal, conventional metaphoric and novel metaphoric expressions and unrelated word pairs, and asked to perform a semantic judgment task. Two different SOAs: 400 and 1100 ms were used. The results of both experiments showed that responses to LVF/RH presented target words were more accurate and faster than responses to RVF/LH target words for novel metaphoric expressions, but not for other types of word pairs. These results support previous research indicating that during word recognition, the RH activates a broader range of related meanings than the LH, including novel, nonsalient meanings. The findings thus suggest that the RH may be critically involved in at least one important component of novel metaphor comprehension, i.e., the integration of the individual meanings of two seemingly unrelated concepts into a meaningful metaphoric expression.

Adult↗

PubMed1999

Metaphors and models in medicine.

This paper aims to show how medical scientists may use metaphor in ways closely parallel to poets. Those who believe metaphor has any role at all in science may describe its use in various ways. Associationists think metaphors are based upon likenesses, and collapse the notions of model and metaphor together. But, as an example from the work of Louis Pasteur suggests, metaphor need not be based upon likenesses. Rather it may play a role in making possible a model's explanatory significance. Models may presuppose metaphors. The Pasteur example also suggests metaphor may play a part in creating likenesses through its role in classification and reclassification. It is in these ways that the use of metaphor in medical science most closely parallels that in poetry.

Humans↗

PubMed1996

Teaching metaphors of student nurses.

This research focused on exploring the metaphors nursing students use to express their experience of university teachers' practice. A social constructivist approach to meaning underlies the process of interpreting student language in this study. The following evolved as major research questions: What are the metaphors students use to describe teaching? How do these metaphors operate? The research concluded that: students readily use metaphors to describe their experiences of teaching within the nursing degree programme; there is a pattern to the choice of metaphors; some of these images function as incremental or constructive metaphors, extending understanding of what it means to teach; others support current understandings and reflect taken-for-granted notions of teaching. Specific metaphors used by students to describe teaching were contextually analysed. A number of them may offer teachers of nursing insight, into their craft. Metaphors such as teacher as umpire, teacher as student, teaching with distance and teaching the big picture may be useful images for teachers to think about to guide their practice.

Adult↗

PubMed2006

Can Florida become like the next Florida? When metaphoric comparisons fail.

Metaphors can be understood in either of two ways: via a comparison process or via a categorization process. What determines which process will be used? According to a recent variant of comparison theory, novel metaphors must be processed as comparisons; only conventional metaphors can be processed as categorizations. We argue that choice of process is determined not by conventionality, but instead by the semantic and referential properties of the metaphor itself. We identified a type of novel metaphor that is indeed understood more quickly as a comparison than as a categorization. We then generated variants of such metaphors to make comparison difficult and found that these new novel metaphors were understood more quickly as categorizations than as comparisons. We conclude that metaphors can be processed as categorizations from the start, depending on their semantic and referential properties.

Comprehension↗

PubMedDate not supplied

The metaphor of scaffolding: its utility for the field of learning disabilities.

Over the past 20 years, an increasing number of psychologists and educators have used the notion of scaffolding as a metaphor for the process by which adults (and more knowledgeable peers) guide children's learning and development. The purpose of the present article is to provide a critical analysis of the scaffolding metaphor, with particular emphasis on its applications to the case of atypical learners. In the initial sections of the article, the origins and early applications of the metaphor are sketched. With this as background, criticisms of the metaphor raised by others are reviewed, and a proposal for an enriched version of the metaphor is presented. At the heart of the proposed revision is an emphasis on the communicational dynamics and conceptual reorganization involved in adult-child interactions. With an enriched metaphor as a frame, the next section reviews applications of the scaffolding metaphor to the study of parent-child interactions and teacher-student instructional activities involving children with learning disabilities. The strengths and limitations of this work are evaluated, and proposals are made for how to reap further benefits from applications of the scaffolding metaphor to analyses of the development and instruction of children with learning disabilities.

Adult↗

PubMed1998

Imaging ourselves: nurses' metaphors of practice.

Metaphors are vivid, expressive tools popularly used in everyday conversations. The familiarity of metaphors combined with their capacity for generating meaning make the metaphor a powerful heuristic device for effecting nursing discoveries and pedagogical shifts. Exploring nursing metaphors can provide opportunities to develop new understandings of nursing and challenge metaphorical images that may be constraining and/or obscuring significant elements of holistic nursing practice. A research study that examined the metaphorical images of practicing nurses uncovered a wide variety of images. The thematic analysis of the metaphorical descriptions illuminated four major themes: (a) the character of nursing work, (b) power and empowerment, (c) nursing as a growth process, and (d) the relational nature of nursing. Nurses' metaphorical images provide a window into the complexities and ambiguities within nursing practice. The images highlight the significance of social and organizational constraints that influence how nurses take up their practice, the ways in which nurses feel unable to practice holistically, and the struggles nurses encounter when they try.

Adult↗

PubMed2000

Delusion as error: the history of a metaphor.

Error has been the major metaphor for understanding delusions through the past three centuries. Modern definition of delusion as erroneous opinion or belief is evidence of the continuing role of this metaphor to this day. However, through long habituation the metaphorical nature of the association between delusion and error is no longer recognized. In other words, the metaphor has become literal and all but invisible. This paper seeks to shed light on this metaphor by tracing its development from inception in the seventeenth century to the present time. Also, the impact of the metaphor on modern research and therapeutic approaches is briefly discussed. Finally, to put the metaphor of error in perspective, some other metaphors applied to delusion over the years are reviewed.

Delusions↗

PubMed2000

Metaphor comprehension: a computational theory.

Metaphor comprehension involves an interaction between the meaning of the topic and the vehicle terms of the metaphor. Meaning is represented by vectors in a high-dimensional semantic space. Predication modifies the topic vector by merging it with selected features of the vehicle vector. The resulting metaphor vector can be evaluated by comparing it with known landmarks in the semantic space. Thus, metaphorical prediction is treated in the present model in exactly the same way as literal predication. Some experimental results concerning metaphor comprehension are simulated within this framework, such as the nonreversibility of metaphors, priming of metaphors with literal statements, and priming of literal statements with metaphors.

Algorithms↗

PubMed2003

The fruitful flaws of strategy metaphors.

The business world is rife with metaphors these days, as managers look to other disciplines for insights into their own challenges. And metaphors can--despite their somewhat flaky image--be powerful catalysts for generating new business strategies. But metaphors are often improperly used, their potential left unrealized. We tend to look for reassuring parallels in business metaphors instead of troubling differences, the author contends. In fact, using metaphors to come up with new strategic perspectives begins to work only when the metaphors themselves don't work, or at least don't seem to. Take the following case in point. An insurance company's corporate headquarters put together a team of experts to discuss ways the firm might respond to the challenges of conducting business via the Internet. Once the team drafted a master plan, the idea was that it would be promulgated to the individual agents and offices of this widely dispersed organization. In a meeting with the company's top managers, the author talked about Charles Darwin's conceptual breakthrough in formulating the principles of evolution. As his overview of Darwin's theories about variation and natural selection gave way to questions, a heretical notion took shape: Those far-flung agents' offices, instead of being strategic liabilities in a suddenly virtual age, might instead be the mechanism for achieving an incremental but powerful corporate transformation in response to the changing business environment. But it was only when the evolutionary metaphor began to break down--when the elements of Darwin's theory clearly were at odds with the besieged insurance company's situation--that real strategic insight occurred. This anecdote offers, in a compressed form, an example of how the process of using metaphors can play out and what managers can learn from it.

Commerce↗

PubMed1994

User metaphors for health care professional workstations.

The problem encountered by health care professionals and software developers has been a lack of demonstrable visions (prototypes) for Computer-based Patient Record (CPR) and Clinical Information System (CIS) applications. This deficiency has resulted in a quest for and consideration of models, metaphors, and mind maps for the Healthcare Professional Workstation (HPW)--the access mechanism for the CPR and the CIS. The familiar physician desktop and traditional paper-based metaphors are not adequate for all aspects of clinical information processes. In the clinical care environment, the flowsheet is a transporting metaphor because many different applications and tasks can be 'transported' into the flowsheet. 3D Rooms, Gopher and Genes are familiar and transporting metaphors to be exploited for HPWs. Using transporting metaphors for HPW software emphasizes commonality and de-emphasizes diversity. Each model and metaphor has an associated mind map. Only the mental model, mental metaphor or mind map for HPW software is important. Metaphors communicate real-world analogies, and communication is at the core of what defines usability. A mind map facilitates communication by building a model in the user's mind. The barriers to HPWs are not technical; they are related to economics, ownership of patient information, liability and information standards.

Computer Systems↗

PubMed1992

Categorization and metaphor understanding.

Glucksberg and Keysar (1990) have proposed a class-inclusion model of metaphor comprehension. This theory suggests that metaphors are not understood as implicit similes but are seen as class-inclusion statements in which the topic of a metaphor is assigned to a diagnostic, ad hoc category, whereas the metaphor's vehicle is a prototypical member of that category. The author claims that verbal metaphors are not simply instantiations of temporary, ad hoc categories but reflect preexisting conceptual mappings in long-term memory that are metaphorically structured. Various evidence from cognitive linguistics, philosophy, and psychology are described in support of this claim. Evidence is also presented that supports, contrary to Glucksberg and Keysar's position, the role of tacit conceptual metaphors in the comprehension of verbal metaphors in discourse.

Concept Formation↗

PubMed1991

Metaphor and psychotherapy.

The authors describe the role of metaphor in the theory and practice of psychotherapy. Metaphors are considered fundamental elements of our worlds of language and concepts and not just figures of speech, poetic devices, parables, or creative ways to make interpretations. Metaphors shape the process of therapy by structuring the therapist's perceptions, stance, and attitude. They also organize the way problems are discussed as well as the solution that are seen as effective. The authors review the literature on metaphor in psychotherapy and explore common psychotherapeutic metaphors such as "psychotherapy is war," "the mind is a brittle object," "the conduit metaphor," and a variety of somatic metaphors. They conclude with a discussion of how metaphors function in the process of psychotherapy.

Humans↗

PubMed1988

The relationship between metaphoric and crossmodal abilities during development.

Metaphoric and crossmodal abilities were investigated in children, aged 3-8 years. For this study metaphoric performance was regarded as based on the production of a relationship between physically dissimilar stimuli (presented in two sense-modalities), which are not normally perceived as being related. It was asked at what age crossmodal performance, based on specific rather than global/categorical differences within stimulus pairs, can be regarded as distinct from metaphoric performance. In Expt. 1, metaphoric and crossmodal two-trial "recognition" tasks were given in Touch and Vision at all ages. In Expt. 2,3- and 4-year-olds were first trained over 6-20 trials to choose one of two stimuli in one modality (Touch or Vision) and then given one "recognition" trial in the alternate modality. Children as young as three could relate specific physical stimulus differences across sense-modalities. Although metaphoric recognition was present on two problems in children aged 3 and 4 years, metaphoric performance was inferior to crossmodal performance at all ages. Crossmodal abilities improved with age due to improved intramodal skills; such intramodal improvement can probably account for only a part of the improvement on the metaphoric task. Reasons are given why metaphoric and crossmodal abilities may be separate over the age range 3-8 years.

Child↗

PubMed2005

Functional MRI of conventional and anomalous metaphors in Mandarin Chinese.

This study looks at whether conventional and anomalous metaphors are processed in different locations in the brain while being read when compared with a literal condition in Mandarin Chinese. We find that conventional metaphors differ from the literal condition with a slight amount of increased activation in the right inferior temporal gyrus. In addition, when the anomalous metaphor condition is compared with the literal condition, increased activation occurs bilaterally in the frontal and temporal gyri. Lastly, the comparison between the anomalous and conventional metaphor conditions shows bilateral activation in the middle frontal gyrus and the precentral gyrus, and right-hemisphere activation in the superior frontal gyrus. Left hemisphere activation is found in the inferior frontal gyrus and fusiform gyrus. The left hemisphere activation in the frontal and temporal gyri point to the recruitment of traditional language-based areas for anomalous metaphor sentences, while the right-hemisphere activation found suggests that remote associations are being formed. In short, our study supports the idea that metaphors are not a homogenous type of figurative language and that distinguishing between different types of metaphors will advance theories of language comprehension.

Adult↗

PubMed2004

Neural correlates of metaphor processing.

Metaphoric language is used to express meaning that is otherwise difficult to conceptualize elegantly. Beyond semantic analysis, understanding the figurative meaning of a metaphor requires mental linkage of different category domains normally not related to each other. We investigated processing of metaphoric sentences using event-related functional magnetic resonance imaging (fMRI). Stimuli consisted of 60 novel short German sentence pairs with either metaphoric or literal meaning. The pairs differed only in their last one to three words and were matched for syntax structure, word frequency, connotation and tense. Fifteen healthy subjects (six female, nine male, 19-51 years) read these sentences silently and judged by pressing one of two buttons whether they had a positive or negative connotation. Reading metaphors in contrast to literal sentences revealed signal changes in the left lateral inferior frontal (BA 45/47), inferior temporal (BA 20) and posterior middle/inferior temporal (BA 37) gyri. The activation in the left inferior frontal gyrus may reflect semantic inferencing processes during the understanding of a metaphor. This is in line with the results from other functional imaging studies showing an involvement of the left inferior frontal gyrus in integrating word and sentence meanings. Previous results of a right hemispheric involvement in metaphor processing might reflect understanding of complex sentences.

Adult↗

PubMed2004

Metaphor comprehension in right brain-damaged patients with visuo-verbal and verbal material: a dissociation (re)considered.

Metaphor comprehension was investigated in 50 right-hemisphere damaged (RHD) patients and 38 control subjects in two experimental conditions: a visuo-verbal and a verbal test. In the visuo-verbal test, subjects had to match a metaphorical sentence with one of four pictures representing the correct metaphorical meaning, the literal meaning, a control metaphor and a control literal meaning. In the verbal test, a metaphorical sentence had to be matched to a correct written metaphorical interpretation, a literal or a control interpretation. On both tests, the number of correct metaphorical responses in the RHD group was lower than in the control group. However, RHD patients performed more poorly in the visuo-verbal than in the verbal condition. Interestingly, when they selected the wrong response, the RHD patients tended to select the literal one only in the visuo-verbal condition. Context does not seem to be responsible for the dissociation between the two tests. The influence of the RHD patients' major visuo-spatial deficits was also checked, to exclude their role in the tendency to be literal with visuo-verbal material. Results are discussed in the perspective of an integration deficit.

Aged↗

PubMed2003

Metaphors in behavioral genetics.

Behavioral geneticists sometimes use metaphors to describe the role of genes in human behavior. In this paper, five sample texts are analyzed: a popular book, a textbook, a scientific review article, and two original scientific articles representing different approaches in behavioral genetics. Metaphors are found in all the different kinds of sample texts, not only in the popular book and the textbook. This suggests that metaphors are used not only for rhetorical or pedagogical purposes but play a more fundamental role in scientific understanding. In the sample texts, the metaphors tend to be antideterministic, i.e., they do not imply genetic determinism but stress the interaction of multiple genes and multiple environmental factors. No conclusion can be drawn, however, as to whether antideterminism is representative of present-day behavioral geneticists in general. Certain historically important metaphors that may imply genetic determinism are qualified, avoided, or explicitly rejected. There are tensions between some of the metaphors, making them difficult to combine. All the metaphors that are used appear empirically apt, however sometimes only with certain qualifications.

Genetic Determinism↗