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Juxtaposition, category-transfer, feature-matching, and structural alignment
- There are currently four main cognitive models of metaphor comprehension: juxtaposition, category-transfer, feature-matching, and structural alignment.
www.researchgate.net/publication/227616439_Metaphor_in_the_Mind_The_Cognition_of_Metaphor1Metaphor in the Mind: The Cognition of Metaphor1 - ResearchGate
There are currently four main cognitive models of metaphor comprehension: juxtaposition, category-transfer, feature-matching, and structural alignment. Structural alignment deals best with the widest range of examples; but it still fails to account for the complexity and richness of fairly novel, poetic metaphors. 1.
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Mar 8, 2018 · This review critically assesses evidence for and against three major theoretical approaches to metaphor that have dominated psychological studies over the past four decades: analogy, categori-zation, and conceptual mapping.
Feb 24, 2006 · There are currently four main cognitive models of metaphor comprehension: juxtaposition, category-transfer, feature-matching, and structural alignment. Structural alignment deals best with the widest range of examples; but it still fails to account for the complexity and richness of fairly novel, poetic metaphors.
- Elisabeth Camp
- 24 February 2006
- 33
- 1, Issue2
Metaphors are so pervasive in every aspect of our language that it is almost impossible to com-municate effectively without using metaphors, they make language colorful and attractive. This is highly important to understand what are the processes of comprehending metaphors.
- Hassan Banaruee, Hooshang Khoshsima, Esmail Zare-Behtash, Nahid Yarahmadzehi
- 2019
- Participants
- Procedure
- Metaphor Tasks
- Fluid Intelligence
- Broad Retrieval Ability
- Crystallized Intelligence
- Personality
The sample consisted of 222 undergraduate students from the University of North Carolina at Greensboro (156 women, 66 men). Participation was voluntary, and students received credit toward a research option in a psychology class for their involvement in the study. Students who indicated that English was not their primary language were excluded from...
The study was carried out in a group setting, with the number of participants ranging from 1 to 8 per session. Students filled out consent forms and were briefed on the study procedure by an experimenter. Following informed consent, students completed metaphor tasks, several cognitive tasks, and some personality questionnaires. MediaLab v2010 softw...
Conventional metaphor generation task
The metaphor task from Chiappe and Chiappe (2007) was used to assess individual differences in conventional metaphor generation. Twenty-four metaphor prompts were selected from the list of items. Task instructions—including metaphor examples and explanations—were taken verbatim from the Chiappe and Chiappe test manuals and were presented to participants in the present study. Several figurative statements provided examples during the instructions phase, along with accompanying explanations of...
Creative metaphor generation task
Following the conventional metaphor task, participants were asked to describe two past experiences with a metaphor. The aim of this task was to assess creative thinking and participants’ ability to come up with a unique response. Instructions included definitions and examples of different types of metaphors (e.g., simile, metaphor, and compound metaphor). The experimenter informed students that they could work on the task for as long as they liked. Following the instructions phase, participan...
Letter sets task
This task presents a series of five letter sets with four letters in each set. Four of the sets follow a specific rule, such as vowel–consonant–vowel–consonant (e.g., ACIF). One of the letter sets does not follow the rule, and the goal is to identify this set. Participants must choose the correct answer from a list of five answer choices. The task included 16 items and was timed for 4 min (Ekstrom, French, Harman, & Dermen, 1976).
Cattell Culture Fair Intelligence task
The series completion task was adopted from Cattell’s Culture Fair Intelligence Test (Cattell & Cattell, 1961/2008). Each task item has a row of boxes. Patterns within the boxes changed according to a specific rule, and the objective was to determine the successive element from a list of answer choices. Participants had 3 min to complete 13 problems.
Paper folding task
This task assesses visual-spatial reasoning ability, which covaries strongly with fluid intelligence (Kane et al., 2004). Each item presented a square piece of paper followed by a series of images that represented the paper being folded and punched with holes. Participants were to imagine the paper being unfolded and determine the final state of the paper from a series of answer choices. The task included ten items and was timed for 3 min (Ekstrom et al., 1976).
Three verbal fluency tasks were administered, and participants had 1 min to enter as many responses as they could think of for each. The first prompt required students to generate synonyms for the word good, an assessment of associational fluency (Carroll, 1993). After the synonyms task, two other verbal fluency tasks were administered: a word flue...
Vocabulary
Two tests from the ETS Kit of Factor-Referenced Cognitive Tasks assessed vocabulary knowledge: the Advanced Vocabulary Test II (18 items, 4 min) and the Extended Range Vocabulary Test (24 items, 4 min; Ekstrom et al., 1976). Questions from both tests presented a target word with four to five answer choices. Participants were asked to choose the word that best described the target word.
General knowledge tests
Multiple choice questions were administered from three general knowledge domains: general biology, literature, and American history. While there are many areas of specialized knowledge, the intent of the general knowledge tests was to obtain a measure of knowledge in common fields of study. Since the sample was made up of undergraduate students, it was reasonable to assume that coursework in these fields was completed by nearly all participants prior to college. Literature questions were comp...
Following the cognitive tasks, participants completed the NEO Five Factor Inventory (FFI; Costa & McCrae, 1992). The questionnaire consists of 60 items and measures five factors of personality: openness to experience, neuroticism, extraversion, agreeableness, and conscientiousness (McCrae & Costa, 1997). Items consist of statements that reflect one...
- Roger E. Beaty, Paul J. Silvia
- 2013
We identify three broad theoretical positions that have been the foci of research efforts: analogy, categorization, and conceptual mapping. The first two of these emphasize relatively well-specified information-processing models; the third links metaphor comprehension to embodied cognition.
Sep 4, 2023 · They are based on a combination of theories of metaphor comprehension, the four-dimensional CI model of all utterance processing in discourse comprehension, and the various structures and functions of metaphor that have been uncovered in language use and discourse in the past four decades of metaphor research.
