The role of working memory in metaphor production and comprehension

Chiappe, Dan; Chiappe, Penny

doi:10.1016/j.jml.2006.11.006

Cited by 155 publications

(161 citation statements)

References 58 publications

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“…Their results show that short-term memory span (measured by performance in a sentence repetition task) predicts producing correct (abstract complete) metaphor interpretations to a greater degree than does working memory and divided attention. The authors, similarly to Chiappe and Chiappe (2007), treat their results as confirming the validity of computational models (e.g. Kintsch's predication model), as they claim that metaphor interpretation requires storing the metaphorical phrase in one's memory long enough to allow for semantic comparisons.…”

Section: Working Memory and Inhibitory Control In Metaphor Processingmentioning

confidence: 77%

“…For example, Chiappe and Chiappe (2007) showed that regardless of a person's Unauthenticated Download Date | 5/12/18 8:23 PM level of vocabulary and readership, working memory (measured by performance in digit span reverse tasks) and inhibitory control (measured by performance in the Stroop task) affect the understanding of metaphorical sentences (e.g. Wisdom is an ocean, Young girls are televisions).…”

Section: Working Memory and Inhibitory Control In Metaphor Processingmentioning

confidence: 99%

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Processing Metaphors in the Elderly: Does Valence Matter?

Bartczak

2017

Psychology of Language and Communication

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Much evidence from theory and research points towards difficulties in processing metaphors by elderly people. These difficulties are usually associated with working memory and inhibitory control deficits observed in this age group, as these very functions play a crucial part in efficient metaphor processing. However, results of research on understanding metaphorical content by elderly people are inconclusive. The following article reviews studies showing that metaphor processing relies on a set of complex variables, which might explain the inconclusiveness of previous results. Though we acknowledge the role of interindividual factors (differences in cognitive functioning among the elderly), we focus on the properties of the metaphor stimuli themselves, especially those of conventionalization and valence, as they might influence the processing of verbal metaphors by people in older age groups.

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Section: Working Memory and Inhibitory Control In Metaphor Processingmentioning

confidence: 77%

Section: Working Memory and Inhibitory Control In Metaphor Processingmentioning

confidence: 99%

Processing Metaphors in the Elderly: Does Valence Matter?

Bartczak

2017

Psychology of Language and Communication

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“…Metaphors task is defined as "an instrument for evaluation of cognitive components of creativity" (Primi, Miguel, Couto, & Muniz, 2007, p.198). Recent studies shows a stronger role of intelligence in creative thinking than previously thought especially implicating executive functions, working memory and fluid intelligence in the production of creative metaphors (Benedeck et al, 2013;Chiappe & Chiappe, 2007;Kazmerski, Blasko, & Dessalegn, 2003;Primi, 2014;Silvia & Beaty, 2012). For example, Beaty and Silvia shows that crystallized knowledge could only predict individuals' ability to generate conventional metaphors (r = .30), but fluid intelligence predicts creative metaphor production (r = .45) and is not associated with conventional metaphors production.…”

Section: Discussionmentioning

confidence: 98%

Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos

et al. 2016

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Título: Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos. Resumen: Este trabajo tiene por objeto probar la utilidad de la Batería para la Evaluación de la Superdotación (BaSH/S, por sus siglas en portugués) para identificar diferentes grupos de alumnos superdotados en las aéreas de talento académico y artístico. La batería valora cuatro factores latentes: (a) inteligencia fluida, (b) producción de metáforas (creatividad verbal), (c) fluidez figurativa (creatividad figurativa), y (d) calidad del pensamiento divergente figurativo (creatividad figurativa). Se tomó una muestra de 987 alumnos adolescentes, 464 chicos y 523 chicas de edades de 8 a 17 años, que pertenecían a dos grupos: alumnos no superdotados (N=866) y alumnos superdotados (N= 67 habilidades académicas, N=34 habilidades artís-ticas y N=20 no identificados en un dominio especifico). El grupo de superdotados académicos presento las puntuaciones más altas en razonamiento y podían producir metáforas más originales y remotas, eran figurativamente más fluidos y sus dibujos eran más originales. Las habilidades académicas eran relativamente mayores en los superdotados académicos que en los artísticos (r = .39 vs r =.14). En el grupo de superdotados artísticos la fluidez figurativa y sus puntuaciones en originalidad eran relativamente más importantes que el razonamiento (r = .25 y r = .21 vs .14). El trabajo enfatiza la importancia de evaluar la creatividad en distintos dominios además de la inteligencia para mejorar el entendimiento de la superdotación y el talento. Palabras clave: Superdotación, Talento, Creatividad, Inteligencia, Evaluación multidimensional, Producción de metáforas, Razonamiento fluido. Abstract:We test the utility of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal creativity), (c) figural fluency (figural creativity), and (d) divergent thinking figural task quality (figural creativity). A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866) and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified). Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (r = .39 vs r =.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (r = .25 and r = .21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition ...

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“…It consists of numerous mechanisms including the ability to maintain/divide attention, monitor for information, maintain/update information and inhibit prepotent responses during task performance. WM capacity (WMC) predicts general fluid intelligence (Conway, Cownan, Bunting, Therriault & Minkoff, 2002) and certain aspects language processing performance (Chiappe & Chiappe, 2007;Just & Carpenter, 1992;Daneman & Carpenter, 1980;Caplan & Waters, 1999). Many studies have shown that individuals with greater WMC show better comprehension performance of syntactically complex sentences (e.g.…”

Section: Introductionmentioning

confidence: 99%