Automatic metaphor processing in developmental dyslexia.

INTRODUCTION: Previous research found metaphor impairments with dyslexia; however, it is unclear if difficulties are due to initial activation of the metaphorical meaning or to subsequent discourse integration processes. The study examines the presence of early automatic processing of metaphors in adults with developmental dyslexia, considering the role of executive functions and metaphor familiarity. METHODS: Using a sentence recall task and a semantic judgment task from the Metaphor Interference Effect (MIE) paradigm, we evaluated two early stages of metaphor comprehension, namely the generation of the figurative meaning and the suppression of the literal meaning. High and low familiar metaphors, and their scrambled counterparts, were aurally presented to participants, who were asked to judge whether sentences were literally true or literally false. Afterwards, they were provided ten minutes to recall the sentences they heard to verify the depth of processing for each type of stimulus. A total of 26 participants with dyslexia were included in the experimental group, and 31 in the control group. RESULTS: Individuals with dyslexia showed a MIE and an accuracy rate that are similar to participants without dyslexia. Inhibition correlated with the MIE size only for high familiar metaphors, and working memory seemed to play no role in the process. In the recall task, both groups demonstrated a better encoding of the metaphorical sentences compared to scrambled metaphors, but participants with dyslexia recalled less metaphors than did the control group, showing that metaphors are no exception to the limitations in sentence retrieval typically found in dyslexia. CONCLUSIONS: Our findings suggest that individuals with dyslexia are comparable to participants without dyslexia in their ability to automatically compute metaphorical meanings. Thus, difficulties in metaphor comprehension in people with dyslexia that have been detected in previous studies might depend on meaning construction in context rather than online semantic processing.

The Epistemic Limits of Impactful Dreams: Metacognition, Metaphoricity, and Sublime Feeling.

Taxonomic studies of dreams that continue to influence the dreamer's thoughts and feelings after awakening have distinguished three types of impactful dreams: nightmares, existential dreams, and transcendent dreams. Of these, existential dreams and transcendent dreams are characterized by recurrent metacognitive appraisal of the epistemic tension between complementary (a) metaphoric (A "is" B) assertions and (b) literal (A "is not" B) assertions. Metacognitive appraisal of such complementary metaphoric and literal assertions is detectable as the felt sense of inexpressible realizations. The poesy of such inexpressible realizations depends upon the juxtaposition of a metaphoric topic and vehicle that are both "semantically dense" but at an abstract level "distant" from each other. The result is "emergence" of attributes of the metaphoric vehicle that are sufficiently abstract to be attributes also of the metaphoric topic. The cumulative effect of successive metaphoric/literal categorical transformations produces a higher-level form of metacognition that is consistent with a neo-Kantian account of sublime feeling. Sublime feeling occurs as either sublime disquietude (existential dreams) or as sublime enthrallment (transcendent dreams). The aftereffects of these two dream types are thematically iterative "living metaphors" that have abstract (but not "totalizing") ontological import.

Nursing and midwifery students' perceptions of the elderly in nursing homes: a metaphor analysis.

BACKGROUND: Nursing and midwifery students' perceptions and attitudes toward older adults affect their behaviours, career choices and/or the quality of care provided to older adults after graduation. This study aimed to evaluate the perceptions of second year nursing and midwifery students toward elderly people staying in nursing homes through metaphor analysis. METHODS: This qualitative study has used the phenomenological approach. The sample of the study consisted of 128 nursing and midwifery students by purposive sampling method. Students were prompted to complete a sentence to express their perceptions about the elderly living in nursing homes: 'The elderly in the nursing home is similar to … because …' Participants were required to fill in their responses in two stages, providing metaphors in the first blank and reasons for their metaphors in the second blank. RESULTS: The results indicated that five main themes and 12 sub-themes were obtained from student metaphors: (i) needing help in meeting their needs (need for care and need for love); (ii) the emotional burden of a life away from loved ones (loneliness, abandonment, and helplessness); (iii) exhaustion at the end of the road (end, loss, and unproductive); (iv) holding on to life again (friendship and beginning); and (v) post-traumatic growth (strong and experienced). CONCLUSION: Students should question how to create opportunities and increase interaction for the elderly in the age of changing and developing technology before graduation and should be trained as professional individuals who are willing for this purpose.

An ERP study on the late stage of Chinese metaphor processing.

Psycholinguistic models of metaphor processing remain a subject of debate. A prime-probe design using Chinese materials with a specific time span (300 ms) was applied to test the mechanisms of metaphor processing. Conventional and familiarized metaphors were designed as primes, followed by a probe word semantically related to the prime metaphor (MT), a probe word related to the literal meaning of the final word of the prime metaphor (LT), control/unrelated probe word (UT), or non-word. Event-related potentials (ERPs) elicited by the probes were recorded to examine metaphor processing. In N400, results revealed that UT and LT elicited significantly more negative waveforms than MT in both primes. MTs and LTs showed no difference between conventional and familiarized metaphors, suggesting that metaphorical meaning may be accessed directly, regardless of whether conventional or familiarized metaphors. The results were generally compatible with the direct processing model.

Language matters for biodiversity.

Language is central to the way people learn about the natural world. A salient concern of the biodiversity conservation arena has been to understand how language can be employed by scientists to communicate knowledge to nonexpert audiences and build ecological literacy. The use of analogy and narrative by scientists are prominent techniques. In this article, we consider how these two modes of language-based reasoning extend into ordinary conversational language use by the public, specifically when articulating everyday understanding and experiences of biodiversity. Drawing on a process of public engagement in a UK woodland environment, a typological framework based on principles of analogical and narrative reasoning is developed to characterize the precise character of processes of everyday biodiversity sense making. The implications of the framework are discussed in the context of future biodiversity research, particularly its participatory and educational dimensions.

The Power of Metaphor: Learning Space and Faculty Development.

Background: Education in the health sciences is transitioning to a student-centered approach that has impacted all components of educational institutions: classroom design, faculty training, selection of learners and faculty. Activity: Using metaphor analyses, this study investigates the effects on instructor beliefs and values about teaching by having a series of professional development workshops in either a traditional lecture hall or in a collaborative/engaged learning-designed classroom. At the conclusion of the series, both sets of participants were invited to make a free-hand drawing of their "conception" of teaching and label the drawing that represents the conception. Drawings and metaphors were analyzed by non-study raters, and all metaphors were categorized into one of three domains: teacher-centered, learner-centered, learner-driven. Results: Faculty who completed the series inside a collaborative learning classroom perceived their roles primarily in the learner-centered domains 37 (59.67%), whereas those that completed it in the lecture hall perceived their roles as primarily teacher-centered 62 (84.93%). Discussion: The authors discuss the implications for faculty development during this transition.

The Embodied Effect in the Comprehension of Chinese Action-Verb Metaphors.

Embodied cognition holds that one's body, actions, perceptions, and situations are integrated into the cognitive process and emphasizes the fact that sensorimotor systems play a role in language comprehension. Previous studies verified the embodied effect in literal language processing but few of them paid attention to metaphors in embodied cognition. The present study aims to explore the embodied effect in the comprehension of Chinese action-verb metaphor. Participants watched a video containing icons and corresponding actions to learn the relationship between them and how to perform these actions in the learning phase and in the test phase, a series of action-describing metaphor phrases were presented to participants with either the icons as primes or no prime at all. The results confirmed the embodied effect as the reaction times (RTs) were significantly shorter when action prime matched the action-verb in the following action-verb metaphor than that of no-prime condition, which are consistent with the facilitation observed in previous relevant studies in embodied cognition. In conclusion, this study verified the embodied effect in the comprehension of Chinese action-verb metaphor, offering further support to embodied cognition and providing a new interpretation for the metaphoric meaning construction of Chinese action-verbs.

Climber, mediator, and marathoner: narrative inquiry of career motivation changes of pre-service CSL teachers throughout teaching practicum.

Introduction: The growing global demand for foreign language learning contrasts sharply with the shortage of second language teachers. In Chinese as a second language (CSL) education, although the number of pre-service CSL teachers is increasing, few continue in the profession after completing their teacher education courses. Methods: To investigate the reasons behind this trend, this longitudinal narrative inquiry examined the career motivations of three participants during their teaching practicum. The study focused on identifying key narrative clues based on metaphors emerging from their narratives. Results: The research found that the participants' career motivations were influenced by their teaching practice and experienced various dynamic changes. Key motivational factors included self-efficacy and intrinsic self-fulfillment, with a notable influence from the unique cross-cultural motivation associated with second language teaching. Discussion: The study underscores the significant role of narratives and metaphors in understanding changes in teacher career motivations. It suggests that enhancing self-efficacy and intrinsic motivation, alongside recognizing cross-cultural motivations, could be crucial in addressing the retention issues among pre-service CSL teachers.

No evidence for the influence of head-heart conceptual metaphor on moral decision making and personality.

In English, head is associated with rationality and logic, whereas heart is related to feeling and emotionality. In Chinese, these head- and heart-related metaphors also exist. Could these head- and heart-related conceptual metaphors influence people's moral decision-making and personality? This seems so based on the previous findings that (a) simply pointing an index finger to heart (versus head) position caused participants to produce more emotional responses in a moral decision task, and (b) participants who believed themselves to be heart locators, relative to those who regarded themselves as head locators, scored higher in affect intensity, femininity, and intimacy related activities. The current study attempted to replicate these findings, following the same design and procedure of previous work, with Chinese participants from Hong Kong and Chinese mainland. In Experiments 1a and 1b, 203 participants performed the moral decision task on dilemmas with their index fingers pointing to head or heart. In Experiments 2a and 2b, 304 participants completed the scales of self-location, affective intensity, femininity, and intimacy related activities. In these high-powered experiments, we failed to replicate the findings of previous work. Bayesian analyses further showed that no head- and heart-related conceptual metaphor effect was likely to occur. Potential reasons for our inconsistent results with those of previous studies and the implications of our current findings were discussed.

The Human Body is the Collective Unconscious: Archetypal Images as Innate Embodied Metaphors.

For a significant part of its history, archetype theory has been undermined by criticisms containing unexamined Cartesian assumptions. Such assumptions treat all cognition as disembodied, consisting of mere manipulation of abstract, inherently meaningless signs mimicked from verbal instruction or cultural learning. Since the 1980s, due to the results of many independent disciplines, however, this view is being replaced with one of embodied cognition. This shift has important consequences for archetype theory, allowing us to provide a non-reductive biological anchor that explains many characteristics of the archetypal image.

Pendant une partie importante de son histoire, la théorie des archétypes a été discréditée par des critiques contenant des hypothèses cartésiennes qui n'étaient pas remises en question. De telles hypothèses considèrent que toute capacité cognitive est désincarnée et consiste en une simple manipulation de signes abstraits et intrinsèquement dépourvus de sens, imités à partir d'instructions verbales ou d'apprentissage culturel. Néanmoins depuis les années 1980, du fait de résultats provenant de plusieurs disciplines indépendantes, cette façon de voir est remplacée par une autre: celle de la capacité cognitive incarnée. Ce déplacement a des conséquences importantes pour la théorie des archétypes, nous permettant de fournir un ancrage biologique non­réducteur qui explique un grand nombre de caractéristiques de l'image archétypale.

Durante una parte significativa de su historia, la teoría de los arquetipos se ha visto afectada por críticas que contenían supuestos cartesianos no examinados. Dichos supuestos dan cuenta de toda cognición como incorpórea, consistiendo en la mera manipulación de signos abstractos e intrínsecamente carentes de significado, imitados a partir de la instrucción verbal o el aprendizaje cultural. Sin embargo, desde la década de 1980, gracias a los resultados de muchas disciplinas independientes, este punto de vista se está sustituyendo por el de la cognición encarnada. Este cambio tiene importantes consecuencias para la teoría de los arquetipos, ya que nos permite ofrecer un anclaje biológico no reductivo que explica muchas características de la imagen arquetípica.

How Mandarin-English bilinguals interpret qián/forward: impact of language proficiencies on retrieval of temporal concepts.

Mandarin qián and English forward are semantically equivalent in the domain of Space, but could be semantically opposite in the domain of Time. In other words, equivalent spatial lexical items could convey opposite temporal concepts. What temporal concepts conveyed by qián and forward would be retrieved by Mandarin-English (M-E) bilinguals with different language proficiencies? Drawing a sample from college students in Mainland China, this study examines how L1 and L2 proficiencies would affect M-E bilinguals' retrieval of temporal concepts by examining their interpretation of the Mandarin temporal metaphor of qián and the English temporal metaphors of forward. The results show that L1 temporal concepts would be retrieved more frequently than L2 temporal concepts regardless of the testing languages, that L1 and L2 proficiencies were not predictors for the way of interpretation, and that the higher L2 proficiency group could retrieve temporal concepts in line with the testing languages with higher accuracy than the lower L2 proficiency group. The findings suggest that bilinguals with higher L2 proficiency may be able to represent temporal concepts with language tags or may have an attentional and/or inhibitory control advantage.

Exploring Metaphorical Transformations of a Safety Boundary Wall in Virtual Reality.

Current virtual reality (VR) devices enable users to visually immerse themselves in the virtual world, contributing to their limited awareness of bystanders' presence. To prevent collisions when bystanders intrude into VR users' activity area, it is necessary to intuitively alert VR users to the intrusion event and the intruder's position, especially in cases where bystanders intrude from the side or behind the VR user. Existing intruder awareness cues fail to intuitively present the intrusion event in such cases. We propose a novel intruder awareness cue called "BrokenWall" by applying a metaphor of "a wall breached by invading soldiers" to the VR user's safety boundary wall. Specifically, BrokenWall refers to a safety boundary wall with a gap appearing in front of a VR user and rotating, guiding the user's attention toward an intruder coming from the side or behind the VR user. We conducted an empirical study (N = 30) comparing BrokenWall with existing awareness cue techniques, Halo and Radar. Halo employs a sphere to represent the intruder, with the size indicating proximity and the position reflecting the direction. Radar employs a radar map to visualize the intruder's position. The results showed that the BrokenWall awareness cue not only significantly reduces the time needed for users to detect an intruder but also has superior performance in subjective ratings. Based on our findings, we have established a design space for an interactive safety boundary wall to facilitate interactions between VR users and bystanders.

Muddles and puzzles: Metaphor use associated with disease progression in Primary Progressive Aphasia.

Background: Primary Progressive Aphasia describes a language-led dementia and its variants. There is little research exploring the experiences of living with this disease. Metaphor, words that represent something else, have been studied extensively in health-related narratives to gain a more intimate insight into health experiences. Aims: This study explored the metaphors used spontaneously by people with PPA, their care partners (family), and speech and language therapists/pathologists (SLT/Ps) providing support along the continuum of care. Methods & Procedures: This study examined two previously collected data sets comprising naturalistic talk where metaphors were not the specific focus, the first from focus groups conducted with people with PPA and their families and the second from focus groups conducted with SLT/Ps working with people with PPA. Transcribed data were analysed for metaphor use through an iterative narrative approach. Outcomes & Results: In all, 237 examples of metaphorical language were identified in the data, with 14 metaphors from people with PPA, 116 from the families and 106 from SLT/Ps. Different metaphors were used by participants to describe their experiences depending on which variant of PPA they were living with, and people also described their disease differently over time. SLT/Ps also used metaphors, however, their language reflected the structured, professional perspective of delivering speech and language therapy services. Conclusions & Implications: SLT/Ps should listen for and recognise the metaphorical language used by people with PPA and their families to ensure therapeutic alignment, see beyond the PPA to recognise the individual's needs, and provide person-centred and empathic support.

Conventionality matters in Chinese metaphor but not simile comprehension: evidence from event-related potentials.

Metaphor and simile, two prevalent forms of figurative language widely employed in daily communication, serve as significant research subjects in linguistics. The Career of Metaphor Theory in cognitive linguistics posits that as conventionality increases, the cognitive mechanisms of metaphor comprehension shift from "comparison" to "categorization." In line with this notion, prior electrophysiological investigations have revealed that novel metaphors elicit a stronger N400 brain response compared to conventional metaphors. However, the observed N400 difference between conventional and novel metaphors may merely stem from the familiarity contrast between them, as conventional metaphors are typically more familiar than novel ones. To address this dichotomy, the present study not only compared the N400 responses between conventional and novel metaphors but also between conventional and novel similes. While conventional and novel similes differ in familiarity, similar to conventional and novel metaphors, both are processed via "comparison" mechanisms. The results revealed that novel metaphors elicited larger N400 amplitudes compared to conventional metaphors, aligning with previous findings. In contrast, no significant N400 differences were observed between conventional and novel similes, suggesting that familiarity disparity is unlikely to account for N400 distinctions. Our findings imply that conventional and novel metaphors undergo distinct cognitive processing mechanisms ("comparison" versus "categorization"), thereby providing further empirical validation for the Career of Metaphor Theory.

That kid is a grasshopper! Metaphor development from 3 to 9 years of age.

Two major trends on children's skills to comprehend metaphors have governed the literature on the subject: the literal stage hypothesis vs. the early birds hypothesis (Falkum, 2022). We aim to contribute to this debate by testing children's capability to comprehend novel metaphors ('X is a Y') in Spanish with a child-friendly, picture selection task, while also tracking their gaze. Further, given recent findings on the development of metonymy comprehension suggesting a U-shaped developmental curve for this phenomenon (Köder & Falkum, 2020), we aimed to determine the shape of the developmental trajectory of novel metaphor comprehension, and to explore how both types of data (picture selection and gaze behavior) relate to each other. Our results suggest a linear developmental trajectory with 6-year-olds significantly succeeding in picture selection and consistently looking at the metaphorical target even after question onset.

Uncovering the determinants of brain functioning, behavior and their interplay in the light of context.

Notwithstanding the huge progress in molecular and cellular neuroscience, our ability to understand the brain and develop effective treatments promoting mental health is still limited. This can be partially ascribed to the reductionist, deterministic and mechanistic approaches in neuroscience that struggle with the complexity of the central nervous system. Here, I introduce the Context theory of constrained systems proposing a novel role of contextual factors and genetic, molecular and neural substrates in determining brain functioning and behavior. This theory entails key conceptual implications. First, context is the main driver of behavior and mental states. Second, substrates, from genes to brain areas, have no direct causal link to complex behavioral responses as they can be combined in multiple ways to produce the same response and different responses can impinge on the same substrates. Third, context and biological substrates play distinct roles in determining behavior: context drives behavior, substrates constrain the behavioral repertoire that can be implemented. Fourth, since behavior is the interface between the central nervous system and the environment, it is a privileged level of control and orchestration of brain functioning. Such implications are illustrated through the Kitchen metaphor of the brain. This theoretical framework calls for the revision of key concepts in neuroscience and psychiatry, including causality, specificity and individuality. Moreover, at the clinical level, it proposes treatments inducing behavioral changes through contextual interventions as having the highest impact to reorganize the complexity of the human mind and to achieve a long-lasting improvement in mental health.

SEEING IS NOT UNDERSTANDING: Vygotsky, Halliday and Metaphor in Forming and Forgetting Middle School Science Concepts.

When teachers explain science concepts-for example, the solar wind, or plasma waves-some methods seem to be quick-acting and others long-lasting. Still others pose as many problems as they seem to solve. How, for example, does a parent explain how there can be solar wind without any air in space? How does a teacher explain how there can be plasma waves without any water? Locating metaphor between thinking and speech rather than within one or the other, we work out a single scheme to analyze two conversations with adult Koreans. These suggest that a text studied some ten years ago in middle school science class, replete with striking visual images, has left little more than everyday concepts. Instead of trying to use the striking visual images to refill gaps in the memory, however, the questions asked by a skilled science teacher suggest ways in which thinking could be freed from the middle school dogma of only three matter phases (solid, liquid, gas). To understand a metaphor like "solar wind", we need to replace fixed matters of fact with some more elusive facts of matter.

The concrete processing of Chinese action metaphors: an ERP study.

The present research adopts ERP (Event-Related Potentials) technology to investigate whether there exists a concreteness effect in the processing of Chinese action verbs within metaphorical context. The mean amplitudes of N400 activated by action metaphors were compared with those activated by literal verbs and abstract verbs. The findings indicated that the Met verbs evoked a significantly larger N400 response at frontal brain region compared to the Abs verbs at a time window 200-500 ms, while the Met verbs elicited a notably greater N400 amplitude specifically at the posterior brain region in comparison to the Lit verbs at 300-500 ms time window. These results may be interpreted as indicating that the comprehension of the Met verbs is based on the concrete action semantics.

Understanding Spontaneous Symbolism in Psychotherapy Using Embodied Thought.

Spontaneous, unwilled subjective imagery and symbols (including dreams) often emerge in psychotherapy that can appear baffling and confound interpretation. Early psychoanalytic theories seemed to diverge as often as they agreed on the meaning of such content. Nevertheless, after reviewing key findings in the empirical science of spontaneous thought as well as insights gleaned from neuroscience and especially embodied cognition, it is now possible to construct a more coherent theory of interpretation that is clinically useful. Given that thought is so thoroughly embodied, it is possible to demonstrate that universalities in human physiology yield universalities in thought. Such universalities can then be demonstrated to form a kind of biologically directed universal "code" for understanding spontaneous symbolic expressions that emerge in psychotherapy. An example is given that illustrates how this can be applied to clinical encounters.