Categorization and metaphor understanding.

S. Glucksberg and B. Keysar (see record 1990-14310-001) 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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age of acquisition and word frequency effects in picture naming: A dual-task investigation.

In 2 experiments, the authors explored age of acquisition (AoA) and word frequency (WF) effects in picture naming using the psychological refractory period paradigm. In Experiment 1, participants named a picture and then, a short time later, categorized 1 of 3 possible auditory tones as high, medium, or low. Both AoA (Experiment 1A) and WF (Experiment 1B) effects propagated onto tone discrimination reaction times (RTs), with the effects of AoA being stronger. In Experiment 2, the to-be-named picture followed the auditory tone by a varying interval. As the interval decreased, picture naming RTs increased. The relationship between the interval and AoA (Experiment 2A) was reliably underadditive; AoA effects were eliminated at the shortest interval. In contrast, WF (Experiment 2B) was additive with the effects of the interval. These results demonstrate an empirical dissociation between AoA and WF effects. AoA affects processing stages that precede those that are sensitive to WF. The implications for theories of picture naming are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of familiarity and aptness on metaphor processing.

A cross-modal priming paradigm was used to examine the comprehension of metaphors varying in familiarity and aptness. In Exps 1 and 2, high-familiar metaphors showed availability of the figurative meaning, but low-familiar (LF) metaphors did not. In Exp 3, only LF metaphors that had been rated highly apt showed evidence of figurative activation. Exp 4 showed evidence of figurative activation for most LF and moderate-apt metaphors. The locus of activation was investigated in Exp 5, in which the individual words of the metaphor (topic and vehicle) served as primes. Neither topic nor vehicle showed evidence of priming the metaphor target, suggesting that activation of the metaphorical target in Exps 1–4 was not caused by lexical activation of the words within the metaphors, but rather was due to activation of emergent properties of the metaphorical phrase. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding metaphorical comparisons: Beyond similarity.

Traditionally, metaphors such as "my job is a jail" have been treated as implicit similes (i.e., this metaphor would be treated as if it were a comparison statement, "my job is like a jail"). A. Tversky's (1977) account of similarity is applied to such nonliteral similarity expressions, and is shown to apply as readily to nonliteral comparisons as to literal comparisons. But treating metaphors as comparison statements fails to account for certain important phenomena, including metaphoricity itself (the judgment that a comparison statement is nonliteral). We argue that metaphors are exactly what they appear to be: class-inclusion assertions, in which the topic of the metaphor (e.g., "my job") is assigned to a diagnostic category (e.g., entities that confine one against one's will, are unpleasant, are difficult to escape from). In such assertions, the metaphor vehicle (e.g., "jail") refers to that category, and at the same time is a prototypical exemplar of that category. This account of metaphor provides a basis for a theory of metaphor comprehension, and also clarifies why people use metaphors instead of similes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metaphor: Theoretical and empirical research.

Metaphor plays a major role in our understanding of language and of the world we use language to talk about. Traditional definitions and theories of metaphor are reviewed, and it is suggested that many definitions err in equating metaphors with comparisons rather than merely implicating comparisons. Empirical research is reviewed that reveals serious problems, particularly in the developmental research. These problems often relate to inadequate underlying theories about the nature of metaphor, inadequate controls over preexisting knowledge, and conclusions that children cannot understand metaphors. Related research on the comprehension of proverbs and analogies is discussed. It is suggested that metaphor be redefined and an investigative approach be employed that will permit adequate controls of preexisting knowledge, surface structure, and meaning. This approach could emphasize and takes advantage of the context-dependent nature of metaphors. Finally, the role of comparisons is reexamined. (69 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Repetition priming and associative priming of face recognition: Evidence from event-related potentials.

Face recognition can be facilitated by previous presentation both of the same face and of an associated person's face. In Experiment 1, the effects of face repetition and associative priming on event-related potentials (ERPs) were compared. Repetition decreased reaction times (RTs) and modulated both early (180–290 ms) and late ERPs beyond 310 ms. Associative priming caused a topographically equivalent late ERP modulation, although RTs and early ERPs were unaffected. The results suggest that repetition acted on an early processing locus, presumably the activation of face representations. Both repetition and associative priming affected a relatively late locus, probably the activation of person-related semantic information. In Experiment 2, face repetitions were omitted and associative priming effects were observed both in ERPs and RTs. This indicates that ERPs may reflect automatic aspects of associative priming more directly than do RTs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A cognitive developmental study of metaphor comprehension.

In metaphor, sentence elements are classified according to principles of similarity, as in "hair is spaghetti" (both mixed up), or of proportionality, as in "my head is an apple without any core" (head is to apple as brain is to core). Metaphors of similarity and of proportionality, along with a pictorial form of the similarity metaphors, proverbs, and several Piaget-type cognitive tasks, were presented to 50 5-13 yr old males. Results indicate that metaphor comprehension is a type of classificatory behavior and, as such, is strongly related to maturing cognitive operations as well as to age. Rudimentary forms of metaphor comprehension exist earlier in the child's life than hitherto supposed. Significant (p     

Is numerical comparison digital? Analogical and symbolic effects in two-digit number comparison.

Do Ss compare multidigit numbers digit by digit (symbolic model) or do they compute the whole magnitude of the numbers before comparing them (holistic model)? In 4 experiments of timed 2-digit number comparisons with a fixed standard, the findings of J. V. Hinrichs et al (see record 1982-07073-001) were extended with French Ss. Reaction times (RTs) decreased with target-standard distance, with discontinuities at the boundaries of the standard's decade appearing only with standards 55 and 66 but not with 65. The data are compatible with the holistic model. A symbolic interference model that posits the simultaneous comparison of decades and units can also account for the results. To separate the 2 models, the decades and units digits of target numbers were presented asynchronously in Experiment 4. Contrary to the prediction of the interference model, presenting the units before the decades did not change the influence of units on RTs. Pros and cons of the holistic model are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Betty is a bouncing bubble: Children's comprehension of emotion-descriptive metaphors.

Conducted 2 experiments investigating the comprehension of metaphors describing emotional reactions. In Experiment 1, 32 children from 3 age levels (5, 7, and 9 years) and 32 college students were asked to interpret and explain metaphors describing love, hate, happiness, sadness, anger, and fear. Metaphors varied in degree of abstractness. Results indicated that even the youngest children demonstrated some ability to interpret metaphors, although they could not explain their interpretations. Abstract metaphors were more difficult to comprehend than concrete metaphors. In Experiment 2, 40 subjects from each age level interpreted and explained metaphors describing love, pride, happiness, sadness, anger, and fear. Metaphors varied in degree of novelty. Again, even the youngest children could interpret metaphors, but could not explain their interpretations. Obtained no significant differences between common and novel metaphors. Findings are discussed in relation to prior research that has indicated that the ability to comprehend metaphors describing psychological phenomena does not develop until ages 9 to 10. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cause and effect theories of attention: The role of conceptual metaphors.

Scientific concepts are defined by metaphors. These metaphors determine what attention is and what count as adequate explanations of the phenomenon. The authors analyze these metaphors within 3 types of attention theories: (a) "cause" theories, in which attention is presumed to modulate information processing (e.g., attention as a spotlight; attention as a limited resource); (b) "effect" theories, in which attention is considered to be a by-product of information processing (e.g., the competition metaphor); and (c) hybrid theories that combine cause and effect aspects (e.g., biased-competition models). The present analysis reveals the crucial role of metaphors in cognitive psychology, neuroscience, and the efforts of scientists to find a resolution to the classic problem of cause versus effect interpretations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les nuages sont un troupeau de moutons: à quel age les enfants comprennent-ils qu'il n'y pas de moutons dans le ciel?

This study examined the evolution of metaphor understanding in 4- to 7-year-old children. In Experiment 1, children listened to metaphoric and literal statements that were preceded by a context, and then had to choose among three proposed interpretations (literal, contextual, and correct for metaphors; one correct and two erroneous for literal statements), which one corresponded to the statement. Results showed that, between 4 and 7, children improved at choosing the correct interpretation only for metaphors, and that they frequently chose contextual interpretations. The metaphor-specific improvement might be explained in terms of a gain in cognitive flexibility, since for these statements, three acceptable interpretations were proposed compared to only one for literal statements. In Experiment 2, for all statements, children had to choose between three proposed interpretations, one correct and two erroneous. The difference between metaphors and literal statements was replicated. Metaphor understanding thus evolves between 4 and 7; depending on their age, children use the context or perform a semantic analysis of the words composing the statements. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

You must see the point: Automatic processing of cues to the direction of social attention.

Four experiments explored the processing of pointing gestures comprising hand and combined head and gaze cues to direction. The cross-modal interference effect exerted by pointing hand gestures on the processing of spoken directional words, first noted by S. R. H. Langton, C. O'Malley, and V. Bruce (see record 1996-06577-002), was found to be moderated by the orientation of the gesturer's head-gaze (Experiment 1). Hand and head cues also produced bidirectional interference effects in a within-modalities version of the task (Experiment 2). These findings suggest that both head-gaze and hand cues to direction are processed automatically and in parallel up to a stage in processing where a directional decision is computed. In support of this model, head-gaze cues produced no influence on nondirectional decisions to social emblematic gestures in Experiment 3 but exerted significant interference effects on directional responses to arrows in Experiment 4. It is suggested that the automatic analysis of head, gaze, and pointing gestures occurs because these directional signals are processed as cues to the direction of another individual's social attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metaphor understanding and accessing conceptual schema: Reply to Gibbs (1992).

R. W. Gibbs (see record 1992-42479-001) argued that metaphoric expressions may reflect preexisting conventional metaphoric mappings in long-term memory. The class-inclusion model, in contrast, focuses on conceptual structures that are constructed and accessible in working memory during metaphor comprehension. The authors agree that prestored metaphoric mappings may be available, but they may not be accessible and hence not used in any given context. The authors point out problems in identifying those metaphorical mappings that may be relevant to a given metaphoric expression and suggest that conceptual metaphors may not be identifiable until after a metaphor has been interpreted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpreting Stroop interference: An analysis of differences between task versions.

The present study investigated methodological differences between the clinical version of the Stroop Color and Word Test and the computerized single-trial version. Three experiments show that different presentations of the Stroop task can produce different levels of interference. The 1st experiment examined the effect of blocking; the 2nd experiment examined different control conditions. Greater interference in the blocked clinical version appears to result from lower response times (RTs) in the neutral condition, not from greater RTs in the incongruent condition. Experiment 3 examined the impact of shifting attention across locations while responding to Stroop stimuli. The present set of findings sheds light on the inconsistency in the clinical literature and demonstrates that the method and selection of neutral stimuli (that provide the baseline by which interference is measured) are critical because they clearly can change performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coactivation in the perception of redundant targets.

Reaction time (RT) to redundant stimuli was investigated while controlling for distraction effects and response competition. In Experiment 1, a redundancy gain was found for 2 target letters with identical features (redundant) compared to trials in which 2 different targets shared the same response assignment (compatible) indicating coactivation of stimulus inputs. No difference in RTs was found between compatible displays and displays containing 2 targets with different responses (incompatible), suggesting (with other evidence) that letters were serially processed. In Experiment 2, a redundancy gain was again found. Unlike in Experiment 1, incompatible displays produced response competition, indicating a redundancy gain with parallel processing. Three forms of redundancy gains operating under specific conditions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental and manual rotation.

The relation between mental and manual rotation was investigated in 2 experiments. Experiment 1 compared the response times (RTs) of mental rotation about 4 axes in space with the RTs shown in the same task when participants were allowed to reorient the stimuli by means of rotational hand movements. For the 3 Cartesian axes, RT functions were quantitatively indistinguishable. Experiment 2 investigated interference between mental rotation and 4 kinds of simultaneously executed hand movements that did not reorient the stimuli. Interference was observed only when axes of manual and mental rotation coincided in space. Regardless of the hand used, concordant rotational directions facilitated, whereas discordant directions inhibited, mental rotation. The results suggest that mental object rotation and rotatory object manipulation share a common process that is thought to control the dynamics of both imagined and actually performed object reorientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence that the slowing caused by acute hypoxia is modality dependent

BACKGROUND: AFM (Additive Factors Method) experiments conducted with visual stimuli suggest that the slowing produced by acute hypoxia is located at the earliest preprocessing stage of information processing and that later stages are unaffected (the bottleneck hypothesis). METHODS: To determine the contribution of degraded visual functioning to slowing, we bypassed this modality and measured reaction time in an AFM paradigm to auditory (Experiment 1) and kinesthetic (Experiment 2) stimuli. In both experiments hypoxia was induced with low oxygen mixtures and arterial blood oxygen saturation (SaO2) was controlled at 65%. Task difficulty was manipulated in Experiment 1 with tones that differed in intensity and in Experiment 2 with lifted cylinders that differed in weight. RESULTS: The results for Experiment 1 showed an interaction between task difficulty and hypoxia, indicating slowing of the preprocessing stage. Slowing was not found in Experiment 2. The absence of slowing in Experiment 2 is surprising and indicates that slowing may be confined to vision and audition and may not involve later, more central, stages. We discuss the need to measure cerebral oxygenation in order to understand the sharp differences between the the bottleneck hypothesis, developed by controlling SaO2, and the more traditional behavioral model which postulates multiple cognitive deficits.     

Increased processing enhances calibration of comprehension.

Two experiments investigated whether increased processing increases the relation between test performance predictions and test performance, i.e., increases calibration of comprehension. The amount of processing of text was manipulated by having subjects read intact text or text with deleted letters. In Experiment 1, intact versus deleted letters were manipulated within subjects, and subjects made either comprehension ease or test prediction ratings. Paragraphs with deleted letters produced higher correlations between predictions and test performance than did intact paragraphs. Better calibration with more processing was not observed for ratings of comprehension ease. In Experiment 2, in a between-subjects design, the prediction results were replicated; calibration was better for text with deleted letters than for intact text. The results show that subjects can predict performance on text material with greater than chance accuracy and that these predictions are better when subjects do more active processing during reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of metaphor on processing style in a persuasion task: A motivational resonance model.

Previous research on metaphor and persuasion has suggested that metaphorical language elicits an assimilation effect wherein positive metaphors elicit positive attitudes toward the communication topic and negative metaphors elicit negative evaluations. The authors of this article propose that metaphorical content can increase or decrease motivation to systematically scrutinize a persuasive communication depending on the extent to which it "resonates" with the listener's preferences and interests. Consistent with this model, 2 experiments demonstrate that a sports metaphor increases message-relevant elaboration and sensitivity to argument strength among individuals who enjoy sports. Conversely, the sports metaphor reduces message-relevant elaboration and sensitivity to argument strength among individuals who dislike sports. Findings are discussed in the context of related research that suggests metaphor can serve alternative functions in a persuasive communication task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)