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PubMed1990

Metaphoric competence in children with learning disabilities.

Metaphoric competence was examined in two groups of children with learning disabilities and one group of nondisabled peers ranging in age from 9-0 to 11-0 years. There were five girls and seven boys in each group. One group of students with learning disabilities had a history of spoken language impairment and the other group did not. Subjects were administered three verbal metaphor tasks (comprehension, preference, and completion) and a visual metaphor task, the Metaphor Triads Task (MTT). The three verbal metaphor tasks were administered in three contexts: (a) sentence, (b) story, and (c) story plus visual (pictorial) support. The group with a history of language impairment consistently performed more poorly on the metaphor tasks than the group without a history of language impairment, who, in turn, performed more poorly than the nondisabled children on all but the MTT. Context variations had no effect on children's performance. Theoretical and clinical implications will be discussed.

Aphorisms and Proverbs as Topic↗

PubMed1990

Visual and verbal metaphors: developmental interactions.

This study investigated developmental changes in children's abilities to comprehend visual metaphors as measured by their use of verbal metaphor. The visual metaphors were compound objects, e.g., a top with features of a ballerina (head and skirt). 30 participants at each of 4 ages--5, 7, 10, and adult--described objects ordered in pairs; half described standard objects and the other half corresponding compound objects (half stationary, and half moving, e.g., spinning). Total metaphoric descriptions reached the adult frequency by age 7 for compound objects, but increased from 5 to 10 to adult for standard objects. For all but the youngest children, moving objects were more likely to be described using action vehicles. These results indicate that from 5 to 7 children improve in the ability to understand visual metaphors, which display topic-vehicle interaction; from 5 through 10 to adulthood they improve in the ability to comprehend metaphoric similarity.

Adult↗

PubMed2006

Effects of verbal working memory deficits on metaphor comprehension in patients with Parkinson's disease.

This research studied one aspect of pragmatic language processing, the ability to understand metaphorical language, to determine whether patients with Parkinson disease (PD) are impaired for these abilities, and whether cognitive resource limitations/fronto-striatal dysfunction contributes to these deficits. Seventeen PD participants and healthy controls (HC) completed a series of neuropsychological tests and performed a metaphor comprehension task following the methods of Gernsbacher and colleagues [Gernsbacher, M. A., Keysar, B., Robertson, R. R. W., & Werner, N. K. (2001). The role of suppression and enhancement in understanding metaphors. Journal of Memory and Language, 45, 433-450.] When participants in the PD group were identified as "impaired" or "unimpaired" relative to the control group on a measure of verbal working memory span, we found that only PD participants with impaired working memory were simultaneously impaired in the processing of metaphorical language. Based on our findings we argue that certain "complex" forms of language processing such as metaphor interpretation are highly dependent on intact fronto-striatal systems for working memory which are frequently, although not always, compromised during the early course of PD.

Aged↗

PubMed2005

Neural activity associated with metaphor comprehension: spatial analysis.

Though neuropsychological data indicate that the right hemisphere (RH) plays a major role in metaphor processing, other studies suggest that, at least during some phases of this processing, a RH advantage may not exist. The present study explores, through a temporally agile neural signal--the event-related potentials (ERPs)--, and through source-localization algorithms applied to ERP recordings, whether the crucial phase of metaphor comprehension presents or not a RH advantage. Participants (n=24) were submitted to a S1-S2 experimental paradigm. S1 consisted of visually presented metaphoric sentences (e.g., "Green lung of the city"), followed by S2, which consisted of words that could (i.e., "Park") or could not (i.e., "Semaphore") be defined by S1. ERPs elicited by S2 were analyzed using temporal principal component analysis (tPCA) and source-localization algorithms. These analyses revealed that metaphorically related S2 words showed significantly higher N400 amplitudes than non-related S2 words. Source-localization algorithms showed differential activity between the two S2 conditions in the right middle/superior temporal areas. These results support the existence of an important RH contribution to (at least) one phase of metaphor processing and, furthermore, implicate the temporal cortex with respect to that contribution.

Adult↗

PubMed2006

Neural correlates of metaphor processing in schizophrenia.

OBJECTIVE: A main feature of schizophrenic thought and language disturbance is concretism, the inability to understand the figurative meaning of proverbs and metaphors. Although this is routinely tested during clinical interview, its neural basis is unknown. METHOD: We investigated processing of metaphoric sentences with functional magnetic resonance imaging (fMRI) in 12 patients with schizophrenia and 12 control subjects. Stimuli consisted of 60 novel short sentences with either metaphoric or literal meaning presented visually, intersparsed by a low level baseline (grey background). Subjects read these sentences silently and judged by button press whether they had a positive or negative connotation. RESULTS: Reading metaphors in contrast to literal sentences revealed signal changes in the left inferior frontal gyrus in the control subjects (BA 45/47) and an area 3 cm dorsal to that in the patients (BA 45). Only activation in this area was negatively correlated with the severity of concretism rated with the PANSS. Comparison between groups for the contrast metaphors vs. low level baseline revealed stronger signal changes in the control group in the right superior/middle temporal gyrus (BA 39) and the left inferior frontal gyrus (BA 45) in the patients. CONCLUSIONS: The results in the control subjects are in line with studies showing an involvement of the left inferior frontal and right lateral temporal cortex during context processing. Failure to recruit these areas in the patients may underlie schizophrenic concretism.

Brain↗

PubMed2001

The use of metaphor in district nursing: maintaining a balance.

AIM OF THE STUDY: To explore with practitioners and others, their priorities for and definitions of district nursing. BACKGROUND/RATIONALE: This paper discusses whether the use of metaphor in nursing literature and research can offer particular insights about the situation and experiences of nurses. DESIGN/METHODS: A case study approach was used to examine district nursing during a time of policy change. The study was undertaken in two stages using a range of qualitative methods of enquiry. Participants of the study were district nurses, General Practitioners (GP) and Community Nursing managers. RESULTS/FINDINGS: Qualitative data from interviews and periods of observation revealed that district nurses, and to a lesser extent General Practitioners and nurse managers used a shared group of metaphors to try and capture district nursing work. The paper suggest that this recurring group of metaphors demonstrated coherence between the language used, observed practice and accounts of how district nurses worked which provided useful insights for district nursing. The metaphoric language revealed both negative and positive dimensions of district nursing work. It illuminated the context dependent nature of district nursing work and the conflicting interests they had to accommodate. It also revealed the emotional work, skills and strategies district nurses employed in order to achieve their work. CONCLUSIONS: The paper concludes that an examination of metaphoric language offers an opportunity to examine what otherwise would be tacit or even misunderstood in nursing work.

Attitude of Health Personnel↗

PubMed1998

Play and the metaphors of the body.

Symptoms and the sense of reality are built out of the reified metaphors of the body. In clinical psychology we deal less with the frozen events of "objective reality" and more with the fluid experiences of a subjectivity. Metaphor is the language of experience. In this paper I will cover briefly a wide range of material including children's play configurations, children's fantasy narratives, libido development, the symbolic function, the role of metaphor in the construction of a world view, and the recognition of metaphor as an organizing concept in psychoanalytic theory and technique. In doing so, I will illustrate the relationship between play and the metaphors of the body.

Body Image↗

PubMed2005

From sequencing to annotating: extending the metaphor of the book of life from genetics to genomics.

The article discusses how the metaphor of the Book of Life was extended over time to cover the life cycle of the Human Genome Project from genetics to genomics. In particular, the focus is on the role of extendable metaphors in the debate on the Human Genome Project in three European newspapers, popular scientific journals and scientific and scholarly articles from 1990 to 2002. In these different domains of use, various parts of the metaphor were highlighted. The metaphor of Book of Life was mainly used to justify the continuation of the gene research from gene sequencing to comparative genomics. Readily extendable metaphors, such as the Book of Life, function as useful communicative tools both over time and across domains of use.

Abstracting and Indexing↗

PubMed2000

The hidden meanings of metaphors in family therapy.

This study investigates how two therapists' beliefs and practices influence the therapeutic process when they organize social interaction according to a metaphor of a royal family. The therapeutic process is described through the case of a boy called Pelle. He comes to therapy together with his family. It is shown how the therapists collaborate in the process of implementing the worldview of the predefined normative standard for family life. In the short term the therapists' use of the metaphor can be seen as an intervention to accomplish immediate change in a non-threatening way. In the long term the cost of using the metaphor was that the mother got a confirmation about herself as a less powerful parent and the child got an image of being a failure. This study points out that metaphors as therapeutic tools have to be analyzed critically before they are used or more specifically the therapists have to examine what kind of values and meanings are hidden in the metaphor and who will gain and loose if it is used as an intervention.

Child↗

PubMed1996

Caring and comfort metaphors used by patients in critical care.

OBJECTIVE: To examine the meaning of metaphors used by critical care patients about their ventilator weaning experience. DESIGN: Grounded theory. POPULATION, SAMPLE, SETTING: In 1992-1993, from a population of mechanically ventilated patients, a convenience sample of 20 adult patients was recruited from one 14-bed multispecialty ICU in a 740-bed teaching hospital in eastern Canada. METHODS: Transcripts of interviews were reviewed from the 20 original study transcripts, of which 18 included one or more metaphors for a total of 70. All were coded and classified with sub-themes analyzed for implicit meanings. FINDINGS: Four categories of metaphors were Physical Discomfort, Nurse Caring, Altered Self, and Patient Work. Data provide the elements for a mid-range theory of caring. CONCLUSIONS: Metaphors provide vivid images of significant patient concerns and are a way for people to express meaning and feeling. CLINICAL IMPLICATIONS: People communicate about their inner world through language. Examining patients' metaphors is a valuable approach to understanding the experiential world of patients in critical care so that nursing actions can be directed toward personal needs which may not be expressed openly. Providing interventions aimed at these personal needs will help patients find suitable levels of physical and emotional comfort.

Adaptation, Psychological↗

PubMed2001

Metaphors of a bodily mind.

Patients' metaphors in analysis may allow access to ineffable experiences. This is understandable, since the mind is a bodily mind, and language is a fully embodied function of this mind. That is, both are dependent for their existence upon the physical body. The ontogenic accumulation of perceived sensory impressions and affective processes far exceeds what can be put into words. Research in cognitive psychology suggests that the active mind functions in such a manner that later perceptions are organized by means of earlier ones. However, since the mind can know only its own representations, it inhabits two ever unknown realms: the external world itself, and the domain of internal unconscious processes that sustain the mind's functions. As a result, the world and the self we know are constructed by the mediation of our bodies. In language also, the active mode by which we perceive, process, and feel makes our understanding of words dependent on previous experience. The fact that the limbic system is activated immediately in the moment of processing experience means that all modalities of representation include an affective valuation. This inevitable processing of information through the mediation of affectively valued bodily perceptions gives the metaphorical function-the human capacity to organize experience and life in metaphoric ways-the ability to create linguistic metaphors that can capture and express otherwise inexpressible psychic experiences. This manner of understanding metaphor has implications for psychoanalytic technique.

Adult↗

PubMedDate not supplied

In search of the architect of learning: a commentary on scaffolding as a metaphor for instructional interactions.

In this article, I accept Stone's invitation to reevaluate the metaphor of scaffolding, building on his helpful analysis. Specifically, I identify what has been appealing about the scaffolding metaphor by describing how, as an intervention researcher working with students with learning disabilities, I have used the metaphor to describe a specific instructional approach in my own research. Then, I revisit and critique scaffolding as an instructional metaphor. I also comment on Stone's assertion that a more explicit description of communicative interchanges is required to more clearly describe instructional scaffolding. Finally, I conclude that the scaffolding metaphor is fundamentally flawed and advance an alternative view that may more successfully promote correspondence between instructional activities and our emerging vision of the dynamics of teaching and learning.

Child↗

PubMedDate not supplied

Communicating with metaphor: a dance with many veils.

Health practitioners face many challenges when caring for and communicating with dying persons. As truth-tellers, we search for ways to communicate with honesty, sensitivity, and compassion. Creative use of language is one aspect of caring. Metaphorical communication can be a healing modality, one consistent with communication as an art. This article suggests that metaphor is a powerful and sensitive form of language that offers a range of characteristics particularly suitable for the art and the challenge of communicating with dying people. Metaphor, as figurative language, provides a permissible way of saying one thing and meaning another. It allows us to share a truth without the glare of reality. This author contends that metaphor is mysterious, creative, invitational, safe, open to interpretation, respectful and playful. The creative and judicious use of metaphor provides health care practitioners with many veils--veils that shield the dying from the glare of their prognosis, veils particularly valuable and suited in communicating with our palliative patient population.

Communication↗

PubMed2002

Conceptual integration and metaphor: an event-related potential study.

Event-related brain potentials (ERPs) were recorded from 18 normal adults as they read sentences that ended with words used literally, metaphorically, or in an intermediate literal mapping condition. In the latter condition, the literal sense of the word was used in a way that prompted readers to map conceptual structure from a different domain. ERPs measured from 300 to 500 msec after the onset of the sentence-final words differed as a function of metaphoricity: Literal endings elicited the smallest N400, metaphors the largest N400, whereas literal mappings elicited an N400 of intermediate amplitude. Metaphoric endings also elicited a larger posterior positivity than did either literal or literal mapping words. Consistent with conceptual blending theory, the results suggest that the demands of conceptual integration affect the difficulty of both literal and metaphorical language.

Adult↗

PubMed1999

Aptness predicts preference for metaphors or similes, as well as recall bias.

Why might we sometimes prefer a metaphor such as "genes are blueprints" to a simile such as "genes are like blueprints"? One possibility is that metaphors are preferred when the comparison between a tenor (e.g., genes) and a vehicle (e.g., blueprints) seems especially apt. That is, metaphors might be used when the comparison captures many salient features of the tenor in question. The present experiments examined the relation between the aptness of comparisons and people's preferences for expressing those comparisons as metaphors or as similes. In Experiment 1, it was found that there is consensus on how to express particular comparisons. In Experiment 2, it was found that this preference can be predicted from the aptness of a comparison. It was also found that aptness can predict errors in the recall of comparisons. These findings have implications for theories of metaphor.

Adult↗

PubMedDate not supplied

Understanding metaphoric sentences in the two cerebral hemispheres.

Previous studies indicate that the right hemisphere (RH) has a unique role in maintaining activation of metaphoric single word meanings. The present study investigated hemispheric asymmetries in comprehending metaphoric word meanings within a sentence context. Participants were presented with incomplete priming sentences followed by (literally) true, false, or metaphoric lateralized target words and were asked to decide whether each sentence is literally true or false. Results showed that responses to metaphoric sentences were slower and less accurate than to false sentences when target words were presented to the right visual field (RVF)-LH as well as to the left visual field (LVF)-RH. This suggests that the understanding of lexical metaphors within a sentence context involves LH as well as RH processing mechanisms and that the role of each hemisphere in processing nonliteral language is flexible and may depend on the linguistic task at hand.

Adult↗

PubMed2004

Body metaphors--reading the body in contemporary culture.

This paper addresses the linguistic reframing of the human body in contemporary culture. Our aim is to provide a linguistic description of the ways in which the body is represented in modern English language. First, we will try to focus on body metaphors in general. We have collected a sample of 300 words and phrases functioning as body metaphors in modern English language. Reading the symbolism of the body we are witnessing changes in the basic metaphorical structuring of the human body. The results show that new vocabulary binds different fields of knowledge associated with machines and human beings according to a shared textual frame: human as computer and computer as human metaphor. Humans are almost blended with computers and vice versa. This metaphorical use of the human body and its parts reveals not only currents of unconscious though but also the structures of modern society and culture.

Anthropology, Cultural↗

PubMed1997

Metaphor and the theory of libidinal development.

The author argues that ongoing work in cognitive linguistics affords a better understanding of how metaphor functions, both in psychic life and in the formulation of psychoanalytic theory. Lakoff and Johnson have shown that a great deal of our thought and perception depends on mainly unconscious metaphors, drawn in large part from basic bodily experience. Their findings can be most immediately related to psychoanalysis via the theory of libidinal development. There are two reasons for this. Firstly, the theory of libidinal development was itself generated in part by a metaphor--a misleading embryological one, which, historically, has tended to encourage reification. Secondly, the links that the theory points out between experience of cathected zones and later character traits are essentially metaphorical (or metonymic) in nature. The author considers that it should be possible to re-express the classical theory in language that both avoids reification and gives due importance to metaphor, and that such a re-expression would offer a number of advantages, including that of clarifying the relationship between possession of a penis and 'phallic' character traits.

Cognitive Science↗