Memory for metaphors and similes in discourse

Harris, Richard; Mosier, Noah Jacob

doi:10.1080/01638539909545084

Cited by 11 publications

(7 citation statements)

References 21 publications

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“…With a metaphorical processing task the memory for words is enhanced whereas the memory for pictures deteriorate relative to literal decision tasks, and this pattern of results was reproduced for each individual participant. Thus, we replicate the results of Harris and Mosier for words but not for pictures [13]. To the contrary, the long-term memory for pictures appears to suffer by metaphorical processing at study.…”

Section: Resultssupporting

confidence: 88%

“…Harris and Mosier reported that metaphors had an effect on the memory for the terms involved compared to similes, leading to improved memory performance [13]. In the present experiment, we asked whether the memory for pictures would benefit from metaphorical processing in a similar manner, using a metaphorical decision task where literal or metaphorical decisions were made in three-stimuli constellations where the terms involved were presented either as words or as pictures, and the recognition memory for the stimuli was tested using a signal detection paradigm.…”

Section: Introductionmentioning

confidence: 99%

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Memory for Pictures and Words following Literal and Metaphorical Decisions

Endestad

Magnussen

Helstrup

2003

Imagination, Cognition and Personality

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The recognition memory of words and pictures was tested following a study session where the stimuli entered metaphorical or literal decision tasks. The results confirmed a picture superiority effect in the sense that the memory for pictures under all conditions was better than the memory for words. However, a metaphorical task at study had opposite effects on the long-term memory for pictures and words, producing better memory for words and poorer memory for pictures compared to a literal decision task at study. The results are interpreted within the concept of dual coding.

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Section: Resultssupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Memory for Pictures and Words following Literal and Metaphorical Decisions

Endestad

Magnussen

Helstrup

2003

Imagination, Cognition and Personality

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show abstract

“…Finally, perhaps the most research has focused on the enhancement of memory via semantic properties. This research has demonstrated enhanced recall and recognition for imagery-evoking words (Morris and Reid 1972), paranomasia (i.e., puns and word plays; McQuarrie and Mick 1992), figurative language such as metaphors and similes (Harris and Mosier 1999;McQuarrie and Mick 1996), and semantic appositeness (i.e., fit between the brand name and product attributes or function; Keller, Heckler, and Houston 1998).…”

Section: Specific Linguistic Devices and Memorabilitymentioning

confidence: 97%

The Relation Between Brand-name Linguistic Characteristics and Brand-name Memory

Lowrey¹,

Shrum²,

Dubitsky³

2003

Journal of Advertising

106

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“…Reyna 6 found that participants in a memory experiment "were able to recognize the exact wording of metaphors, and to reject highly similar distracters, even after a delay of 12 days" (p. 55). Harris et al 7 found that memory for metaphors was consistently better than memory for similes, and that unlike other kinds of discourse, the addition of meaningful contexts only slightly improved memory for the most difficult sentences. In short, metaphors and analogies are powerful rhetorical devices, and our cognitive architecture seems particularly well tuned to exploit them in maintaining an understanding of the world.…”

Section: Why Analogies and Metaphors?mentioning

confidence: 97%

Plant a Tree in Cyberspace: Metaphor and Analogy as Design Elements in Web-Based Learning Environments

Wolfe

2001

CyberPsychology & Behavior

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Analogy and metaphor are figurative forms of communication that help people integrate new information with prior knowledge to facilitate comprehension and appropriate inferences. The novelty and versatility of the Web place cognitive burdens on learners that can be overcome through the use of analogies and metaphors. This paper explores three uses of figurative communication as design elements in Web-based learning environments, and provides empirical illustrations of each. First, extended analogies can be used as the basis of cover stories that create an analogy between the learner's position and a hypothetical situation. The Dragonfly Web pages make extensive use of analogous cover stories in the design of interactive decision-making games. Feedback from visitors, patterns of usage, and external reviews provide evidence of effectiveness. A second approach is visual analogies based on the principles of ecological psychology. An empirical example suggests that visual analogies are most effective when there is a one-to-one correspondence between the base and visual target analogs. The use of learner-generated analogies is a third approach. Data from an offline study with undergraduate science students are presented indicating that generating analogies are associated with significant improvements in the ability to place events in natural history on a time line. It is concluded that cyberspace itself might form the basis of the next guiding metaphor of mind.

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Memory for metaphors and similes in discourse

Cited by 11 publications

References 21 publications

Memory for Pictures and Words following Literal and Metaphorical Decisions

Memory for Pictures and Words following Literal and Metaphorical Decisions

The Relation Between Brand-name Linguistic Characteristics and Brand-name Memory

Plant a Tree in Cyberspace: Metaphor and Analogy as Design Elements in Web-Based Learning Environments

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