Brain responses to a lab-evolved artificial language with space-time metaphors

What is the connection between the cultural evolution of a language and the rapid processing response to that language in the brains of individual learners? In an iterated communication study that was conducted previously, participants were asked to communicate temporal concepts such as "tomorrow," "day after," "year," and "past" using vertical movements recorded on a touch screen. Over time, participants developed simple artificial 'languages' that used space metaphorically to communicate in nuanced ways about time. Some conventions appeared rapidly and universally (e.g., using larger vertical movements to convey greater temporal durations). Other conventions required extensive social interaction and exhibited idiosyncratic variation (e.g., using vertical location to convey past or future). Here we investigate whether the brain's response during acquisition of such a language reflects the process by which the language's conventions originally evolved. We recorded participants' EEG as they learned one of these artificial space-time languages. Overall, the brain response to this artificial communication system was language-like, with, for instance, violations to the system's conventions eliciting an N400-like component. Over the course of learning, participants' brain responses developed in ways that paralleled the process by which the language had originally evolved, with early neural sensitivity to violations of a rapidly-evolving universal convention, and slowly developing neural sensitivity to an idiosyncratic convention that required slow social negotiation to emerge. This study opens up exciting avenues of future work to disentangle how neural biases influence learning and transmission in the emergence of structure in language.

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.

On the specificity of figurative language comprehension impairment in schizophrenia and its relation to cognitive skills but not psychopathological symptoms - Study on metaphor, humor and irony

People with schizophrenia have difficulty understanding figurative expressions, such as metaphors, humor or irony. The present study investigated the specificity of figurative language impairment in schizophrenia and its relation with cognitive and psychotic symptoms. It included 54 schizophrenia and 54 age and sex-matched healthy subjects who performed a cognitive screening (ACE-III) and figurative language comprehension task consisting of 60 short stories with three types of endings: a figurative one and its literal and an absurd (meaningless) counterparts. Each figurative domain - metaphor, humor, irony - was split into two sub-domains, i.e., conventional and novel metaphors, intended-to-be-funny and social-norm-violation jokes, simple irony and critical sarcasm, respectively. The main findings are: i) in schizophrenia, figurative language deficit manifests itself in each domain; ii) the most pronounced subdomain-specific impairment has been found for novel vs conventional metaphors and irony vs sarcasm; iii) altered figurative language comprehension was related to diminished cognitive abilities but not to psychopathology symptoms (PANSS) or other clinical characteristics. This may suggest that figurative language impairment, as a specific part of communication deficit, may be regarded as an essential characteristic of schizophrenia, related to primary cognitive deficits but independent of psychopathology.

Can metaphors help us better remember wines? The effect of wine evaluation style on short-term recognition of red wines

People are generally poor at remembering complex food stimuli, such as wine. While writing a description has been shown to improve memory performance, talking about wine is generally a difficult task for novices. However, giving novices a framework in which to evaluate the wine may help with the memory process. Using a short-term recognition task, this experiment compared different forms of wine evaluation on the to-be-remembered wine sample, using either 1) a classic smell and taste evaluation, 2) a multisensory metaphor selection task with visual, auditory, and tactile metaphors, or 3) a control condition with no writing. Results from 153 participants revealed that recognition performance between the three groups was not significantly different. Secondary analysis revealed that recognition accuracy was correlated with wine liking for the control group, suggesting that in the absence of explicitly evaluating the wine, participants relied on wine liking as a cue for memory. Implications for theory development and applications in wine education are discussed.

Temporal Gestures in Different Temporal Perspectives

Temporal perspectives allow us to place ourselves and temporal events on a timeline, making it easier to conceptualize time. This study investigates how we take different temporal perspectives in our temporal gestures. We asked participants (n = 36) to retell temporal scenarios written in the Moving-Ego, Moving-Time, and Time-Reference-Point perspectives in spontaneous and encouraged gesture conditions. Participants took temporal perspectives mostly in similar ways regardless of the gesture condition. Perspective comparisons showed that temporal gestures of our participants resonated better with the Ego- (i.e., Moving-Ego and Moving-Time) versus Time-Reference-Point distinction instead of the classical Moving-Ego versus Moving-Time contrast. Specifically, participants mostly produced more Moving-Ego and Time-Reference-Point gestures for the corresponding scenarios and speech; however, the Moving-Time perspective was not adopted more than the others in any condition. Similarly, the Moving-Time gestures did not favor an axis over the others, whereas Moving-Ego gestures were mostly sagittal and Time-Reference-Point gestures were mostly lateral. These findings suggest that we incorporate temporal perspectives into our temporal gestures to a considerable extent; however, the classical Moving-Ego and Moving-Time classification may not hold for temporal gestures.

Unleashing the potential of metaphors: a categorization system for exploring return to work after maternity

PURPOSE

Return to work after maternity leave represents a radical change in women's lives. This paper aims to present a new metaphor categorization system based on two studies, which could assist working mothers in expressing the nuances of their experience when returning to work after maternity leave.

METHODS

We carried out the analysis of the metaphors according to the method for thematic analysis, through a multistep, iterative coding process. To ensure the researchers encode the data similarly, inter-coder reliability was achieved through the judges' agreement method. The level of agreement between the two judges was measured by Cohen's kappa.

RESULTS

In Study 1, we established a system comprising ten metaphor categories (namely, Natural event and/or element, Challenge and destination, Movement and/or action, Fresh start, Fight, Game and hobby, Animal, Alternate reality, Means of transport, Hostile place). In Study 2, we recognized the same metaphor categories observed in Study 1, except "Means of transport", even with data sourced from a distinct participant group, an indicator of credibility in terms of inter-coder reliability.

CONCLUSION

Findings highlight the usefulness of this new metaphor categorization system (named Meta4Moms@Work-Metaphors system for Moms back to Work) to facilitate a more straightforward elicitation of the meanings employed by working mothers to depict their return to work after maternity leave. Leveraging these insights, researchers/practitioners can develop and execute primary and secondary interventions aimed to enhance working mothers' work-life balance, well-being, and mental health.

[Understanding and explaining functional movement disorders]

Functional movement disorders are not uncommon in neurological consultations, hospitals and emergency departments. Although the disorder can usually be recognized clinically, the communication of the diagnosis is often unsatisfactory. Those affected are indirectly accused of a lack of insight or openness but it is often the doctors who fail to formulate a coherent and comprehensible explanation of the underlying disorder. In this review an integrative model for the development of functional movement disorders is presented, which places the motor (and nonmotor) symptoms in a neuroscientific light. In addition, explanations and metaphors are presented that have proven helpful in conveying an understanding of the disorder.

Schematic Embodiment of Perseverance in Persian

A group of Persian speakers were asked to talk about the concept of perseverance in semi-structured interviews. Gestures that participants used to talk about this concept were analyzed. The results showed that the concept of perseverance was primarily embodied in upward head gestures, fist-shaped hand gestures, forward hand gestures, and forward leg gestures. In a significant number of cases, these four elements occurred together. This suggests that the embodiment of perseverance can be distributed in several gestures in several body parts. Although these gestures had different directions in various body parts, the pattern of occurrence of these gestures was the same in a significant number of cases. We call this process schematic embodiment. These four elements create a gestural scheme that represents the embodied realization of perseverance. We define gestural scheme as a set of dynamic, sequential, and coordinated gestures that collectively represent a concept or an event.

Nursing students' metaphors of first clinical experiences of encountering patients with mental disorders

BACKGROUND

Psychiatric wards are one of the most stressful medical centers. Apprenticeship in mental health can cause feelings of stress and anxiety among nursing students. Investigating nursing students' beliefs about mental illnesses is very important to improve nursing education. The present study aimed to identify nursing students' metaphors for their first clinical experiences of encountering patients with mental disorders.

METHODS

This descriptive qualitative study was conducted on 18 undergraduate nursing students studying in two nursing colleges at Guilan University of Medical Sciences, in the north of Iran, in 2022. The data were collected through semi-structured interviews and analyzed using Critical Metaphor Analysis by the MAXQDA 2007 software.

RESULTS

The analysis of nursing students' metaphors led to the emergence of 36 metaphors and 5 categories. These categories were "experience of dealing with a mental patient is similar to fear mixed with excitement", " patient is similar to an errant human", " psychiatric hospital is similar to a prison", "nurse is similar to a prison guard", and "clinical instructor is similar to a supporter, sympathetic and knowledgeable friend".

CONCLUSIONS

The results showed their negative attitude towards the psychiatric hospital and health care providers. It is suggested that the findings of this study be taken into consideration in the planning of clinical education of nursing students.

Investigation of nursing students' emotional states toward challenging situations in clinical practice and metaphorical perceptions of the concept of a nurse

AIM

This study aims to determine nursing students' emotions toward the challenging situations they encounter in clinical practice and their metaphorical perceptions of the concept of a nurse.

BACKGROUND

Challenging situations in clinical practice negatively affect nursing students' perceptions of the nursing profession and their professional learning and development.

DESIGN

The study is based on quantitative, metaphorical and picture-drawing analysis.

METHODS

The quantitative and qualitative parts of it were conducted with 200 nursing students attending their first and second years in the 2021-2022 academic year. The Draw a Picture of a Cactus Test was carried out with 30 students in clinical practice. The data were collected using the "Sociodemographic Information Form" and the "Semi-structured Interview Form". Content analysis techniques, descriptive statistics, picture analysis and psychological tests were used to evaluate the data. The study was reported based on Standards for Reporting Qualitative Research (SRQR).

RESULTS

Nursing students involved in the study produced 37 metaphors related to the "concept of a nurse" and three most expressed ones were "mother, lifeguard and helper." The metaphors produced by nursing students were categorized under six roles: "caregiver, educator, supporter, researcher, administrator and therapeutic/rehabilitator". The pictures drawn by the students about the challenging situations in clinical practice and the expressions they used were associated with self-centeredness (n=21), being attentive (n=19), aggression toward peers (n=13), low motivation (n=11) and need for protection (n=11). Nursing students experienced feelings of loneliness, passivity and anxiety when navigating difficult conditions in clinical practice.

CONCLUSIONS

Metaphors and picture drawing allow a unique approach to the concept of nursing and nursing students' emotional states toward challenging situations in their clinical practice.

Proverb comprehension in schizophrenia: A comprehensive review and meta-analysis

BACKGROUND

Examination of proverb comprehension has a long tradition in clinical diagnostics of individuals with schizophrenia (iSCZ). Deficits in the comprehension are considered common. Interpretations of proverbs are traditionally measured by their degree of abstraction and concreteness ('literalness'), but iSCZ's responses may also be illogical or 'bizarre'. Experimental research on proverb comprehension starts in the 1940s. Since then, the specificity of proverb tests has often been questioned, but has never been the subject of a meta-analysis. The aim of this meta-analysis is to include all experimental research, including historical studies, that meets quality criteria and compares the responses to proverbs in iSCZ with those in healthy controls (HC) or clinical controls (CC).

METHODS

PubMed, Web of Science, and PsycInfo databases were searched. After coding 121 articles, 27 (median publication year 1982) were included and multi-level meta-analyses performed. Moderator analyses were performed on response format (multiple-choice vs. verbal responses), proverb test, scoring method, language, acute vs. chronic stage of iSCZ, time of publication, clinical vs. healthy control group, age, IQ/education, and gender. Publication bias was assessed using funnel plots, trim and fill method and Egger's test.

RESULTS

The search identified 27 eligible studies for inclusion. Studies were published between 1956 and 2020 and predominantly older than 30 years (median: 1982). The Gorham Proverbs Test was the most established test and predominantly conducted in English. CC mostly consisted of depressive disorders. Pooled estimates yielded statistically significant less abstract (g = -1.00; 95%CI, -1.34 to -1.67), more concrete (g = 0.69; 95%CI, 0.35-1.03), and more bizarre (g = 1.08; 95%CI, 0.74-1.41) responses in iSCZ compared to controls. The type of control group moderated all three effects, with greater differences of iSCZ compared to HC than to CC in abstraction and bizarreness, and no significant group difference between iSCZ and CC in concreteness. Meta-regressions indicated IQ/education and age as possible sources of variability in abstraction and bizarreness.

CONCLUSIONS

While lower abstraction and higher bizarreness seems a characteristic of iSCZ, the diagnostic specificity of a concrete response was astonishingly low. The lack of a unified definition for concretism and limited consideration of cultural diversity contributed to these complex findings. Future research should focus on exploring the qualitative aspects of proverb comprehension and the association between symptomatology types and misinterpretations to improve diagnostic accuracy.

The journey within: mental navigation as a novel framework for understanding psychotherapeutic transformation

BACKGROUND

Despite the demonstrated efficacy of psychotherapy, the precise mechanisms that drive therapeutic transformations have posed a challenge and still remain unresolved. Here, we suggest a potential solution to this problem by introducing a framework based on the concept of mental navigation. It refers to our ability to navigate our cognitive space of thoughts, ideas, concepts, and memories, similar to how we navigate physical space. We start by analyzing the neural, cognitive, and experiential constituents intrinsic to mental navigation. Subsequently, we posit that the metaphoric spatial language we employ to articulate introspective experiences (e.g., "unexplored territory" or "going in circles") serves as a robust marker of mental navigation.

METHODS

Using large text corpora, we compared the utilization of spatial language between transcripts of psychotherapy sessions (≈ 12 M. words), casual everyday conversations (≈ 12 M. words), and fictional dialogues in movies (≈ 14 M. words). We also examined 110 psychotherapy transcripts qualitatively to discern patterns and dynamics associated with mental navigation.

RESULTS

We found a notable increase in the utilization of spatial metaphors during psychotherapy compared to casual everyday dialogues (U = 192.0, p = .001, d = 0.549) and fictional conversations (U = 211, p < .001, d = 0.792). In turn, analyzing the usage of non-spatial metaphors, we did not find significant differences between the three datasets (H = 0.682, p = 0.710). The qualitative analysis highlighted specific examples of mental navigation at play.

CONCLUSION

Mental navigation might underlie the psychotherapy process and serve as a robust framework for understanding the transformative changes it brings about.

As easy as cake or a piece of pie? Processing idiom variation and the contribution of individual cognitive differences

Language users routinely use canonical, familiar idioms in everyday communication without difficulty. However, creativity in idiom use is more widespread than sometimes assumed, and little is known about how we process creative uses of idioms, and how individual differences in cognitive skills contribute to this. We used eye-tracking while reading and cross-modal priming to investigate the processing of idioms (e.g., play with fire) compared with creative variants (play with acid) and literal controls (play with toys), amongst a group of 47 university-level native speakers of English. We also conducted a series of tests to measure cognitive abilities (working memory capacity, inhibitory control, and processing speed). Eye-tracking results showed that in early reading behaviour, variants were read no differently to literal phrases or idioms but showed significantly longer overall reading times, with more rereading required compared with other conditions. Idiom variables (familiarity, decomposability, literal plausibility) and individual cognitive variables had limited effects throughout, although more decomposable phrases of all kinds required less overall reading time. Cross-modal priming-which has often shown a robust idiom advantage in past studies-demonstrated no difference between conditions, but decomposability again led to faster processing. Overall, results suggest that variants were treated more like literal phrases than novel metaphors, with subsequent effort required to make sense of these in the way that was consistent with the context provided.

Nursing students' metaphorical perceptions of sexuality in older people: An example of metaphor analysis

PURPOSE

This study aims to describe the metaphorical perceptions of nursing students towards sexuality in older people through metaphor.

BACKGROUND

Age-related changes and health problems can adversely affect sexual functions. Sexuality is a basic physiological need that continues throughout life and it is important to eliminate the problems related to sexual life that occur in old age. Determining the knowledge and attitudes of nursing students, who will be health professionals of the future, towards sexuality in older people can make a significant contribution to providing holistic health care to older individuals. Therefore, it is important to determine the knowledge and attitudes of nursing students about the sexuality of older people to improve their professional competence.

DESIGN

This study was conducted with metaphor analysis technique based on phenomenological method.

METHOD

This study was conducted in a total of 222 nursing students. The study data were collected between January and February 2022 with a questionnaire form prepared by the researchers. In the first part of the questionnaire, questions about socio-demographic characteristics were included, and in the second part, the sentence "sexuality in older people is like., because." was included to determine the metaphors developed by the students about sexuality in older people. These handwritten writings of the students were used as the main data source in this study. Content analysis was used to evaluate the metaphors.

RESULTS

In this study, students produced a total of 222 valid metaphors related to the concept of sexuality in older people. The metaphors revealing the students' perceptions of the concept of sexuality in older people were grouped under 5 categories; "Category related to slowing down and regression", "Category related to need or normal", "Category related to not possible", "Category related to the feeling of love, compassion and friendship" and "Unnecessary, unimportant or should not be category". In the study, it was determined that the category in which the most metaphors were generated was "related to slowing down and regression".

CONCLUSION

In the study, nursing students provided metaphors containing both positive and negative concepts related to sexuality in older people. However, most the metaphors generated contain negative concepts. To support nursing students' positive attitudes towards sexuality in older people, to change their negative attitudes, and to increase their knowledge and awareness, it is proposed to incorporate courses on sexuality in older people into the nursing curriculum and to include sexuality in older people in courses on sexuality.

More than just a child: dental students' perceptions of children using a mixed-method approach

It is important to understand perceptions of dental students towards children to better design relationship. This study aimed to determine and conceptualize dental students'perceptions of children. The study group consisted of 514 dental students who were asked to complete the statement "A child is like…, because…". The metaphors were sorted into conceptual categories and examined for any significant differences between gender, education level and occupational preference. Quantitative (metaphor analysis) and qualitative (chi-square) analyses were used. Participants produced 421 metaphors under 33 general metaphors. The metaphors were collected under five conceptual categories: children as (1) requiring care, attention and sensitivity; (2) raw material; (3) developing and changing; (4) unpredictable and surprisingly; and (5) hazard. The metaphors were mostly under the "developing and changing" category. There were no significant differences between the groups in terms of gender, education level and occupational preference. Female and clinical dental students mostly produced metaphors in the "requiring care, attention and sensitivity" and "developing and changing" categories, respectively. Metaphor analysis is a useful tool in determining dental students' perceptions. Understanding dental students' perceptions of children can be an important part of fostering positive perceptions in their professional life.

"Sometimers, Alzheimer's? I love that! That's definitely me": Readers' Responses to Fictional Dementia Narratives

This article presents findings from an interdisciplinary project which invited readers to experience the impact of dementia via fictional characters' narratives. Combining methods from critical gerontology and literary linguistics-a field that examines the language of literature-we undertook an empirical reader response study of dementia fiction. We constructed a large corpus of dementia fiction; selecting 12 extracts, each containing first-hand, focalized accounts of fictional characters' experiences of living with dementia. Readers (31) were purposively sampled for 4 separate reading groups-student social workers (9); general public (9); family carers (6); and people with dementia (7). Over 6 weeks they engaged in separate, facilitated, on-line group discussions of extracts. Discussions were independently coded using ATLAS.ti. Although readers from all 4 groups reported that fictional characters drew them into the internal life of someone with dementia, some carers questioned whether fictional characters' experiences were plausible. Readers with dementia recognized themselves in the extracts; viewing fictional characters as eloquent envoys of their lived experiences of diagnosis, social isolation, loss of language, and use of humor. Fictional characters offer an entry point for understanding contrasts in caregiver and care-receiver experiences of dementia. Fictional characters are potentially useful for moving dementia narratives beyond monstrous cultural metaphors and onto a disability-based rights agenda.

More than one path to pragmatics? Insights from children's grasp of implicit, figurative and ironical meaning

Human communication requires impressive inferential abilities and mind-reading skills. To learn how to speak and become competent communicators children need both. The development of pragmatic abilities presents us with a puzzle. On the one hand, much evidence suggests pragmatics play a grounding role in early communication and language acquisition. On the other, preschoolers find linguistic pragmatic inferences such as implicatures, metaphor and irony difficult to grasp. Apperly and Butterfill (2009) maintain that there are two separate systems for belief reasoning: a simpler one and a more sophisticated one that develops later. Along this line of reasoning we might also expect there to be two separate kinds of pragmatic abilities: an early set using (among other things) the simpler Theory of Mind system, and a more sophisticated one appearing later in childhood and using full-blown Theory of Mind. I will argue there is no need to divide pragmatic abilities in such a way to bridge the gap between the pragmatic inferential skills found in toddlers and the difficulties observed in preschoolers. Evidence from the past two decades indicates that phenomena such as implicatures and metaphor (but not irony) can be understood earlier than previously established. Additionally, children's apparent struggle with specific pragmatic inferences might be better explained by factors independent from pragmatic competence, but which interact with it.

Cell wall is a dead metaphor

It was recently suggested to end the usage of the term cell wall in microbiology (including prokaryotes and fungi) because it represented an inappropriate and potentially misleading metaphor (Casadevall and Gow, 2022). The analysis of the arguments for such a move from the viewpoint of the plant physiologist indicates that the suggestion is based on misunderstandings, first, of the early history of cell biology and its terminology; second, of the development of modern concepts of cell wall function since the late 19th century; and third, of the nature of metaphors and their role in scientific communication. We conclude that misconceptions concerning cell walls may arise due to pedagogical shortcomings in introducing students to our technical terminology rather than from the fact that part of this terminology originated from metaphors.

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.

Moving beyond a figurative psychedelic literacy: Metaphors of psychiatric symptoms in ayahuasca narratives

Metaphors, analogies, and similes commonly appear in narratives of drinking the potent psychedelic "ayahuasca", presenting an intriguing transcultural pattern. Based upon survey and field research at an ayahuasca healing center in Pucallpa, Peru, the article investigates conceptual metaphors in narratives of ayahuasca experiences made by the visiting international guests. Bodily metaphors and visionary analogies frequently appear in narrative plots where they can express the reappraisal, overcoming, and sometimes emboldening of symptoms diagnosed by psychiatry. Moving beyond the literal-figurative divide, the article explores the intrinsic "metaphoricity" of psychedelic experiences and advocates for a literacy of conceptual metaphors regarding both clinical and non-clinical psychedelic narratives. Developing this literacy can broaden approaches in psychedelic psychiatry that analyze and treat syndromes and disorders, while also being applicable to social science and humanities research that examine psychoactive drug use beyond medical frameworks.

On the use and abuse of metaphors in assessment

This paper is motivated by a desire to advance assessment in the health professions through encouraging the judicious and productive use of metaphors. Through five specific examples (pixels, driving lesson/test, jury deliberations, signal processing, and assessment as a toolbox), we interrogate how metaphors are being used in assessment to consider what value they add to understanding and implementation of assessment practices. By unpacking these metaphors in action, we probe each metaphor's rationale and function, the gains each metaphor makes, and explore the unintended meanings they may carry. In summarizing common uses of metaphors, we elucidate how there may be both advantages and/or disadvantages. Metaphors can play important roles in simplifying, complexifying, communicating, translating, encouraging reflection, and convincing. They may be powerfully rhetorical, leading to intended consequences, actions, and other pragmatic outcomes. Although metaphors can be extremely helpful, they do not constitute thorough critique, justified evidence or argumentation. We argue that although metaphors have utility, they must be carefully considered if they are to serve assessment needs in intended ways. We should pay attention to how metaphors may be misinterpreted, what they ignore or unintentionally signal, and perhaps mitigate against this with anticipated corrections or nuanced qualifications. Failure to do so may lead to implementing practices that miss underlying and relevant complexities for assessment science and practice. Using metaphors requires careful attention with respect to their role, contributions, benefits and limitations. We highlight the value that comes from critiquing metaphors, and demonstrate the care required to ensure their continued utility.

Metaphor processing: Referring and predicating

The general consensus emerging from decades of empirical investigation of metaphor processing is that, when appropriately contextualised, metaphorically used language is no more demanding of processing effort than literally used language. However, there is a small number of studies which contradict this position, notably Noveck, Bianco, and Castry (2001): they maintain that relevance-based pragmatic theory predicts increased cognitive costs incurred in deriving the extra effects that metaphors typically yield, and they provide experimental results that support this prediction. In our study, we first surveyed and assessed the tasks and stimulus materials of many experiments on metaphor processing from the 1970's to the present day. The most telling result was an apparent disparity between the processing of metaphorical language used predicatively versus referentially. We then ran two self-paced reading experiments to test our hypothesis that when used as a predicate, metaphorical language is no more costly than literal language, but when used referentially, it does incur extra costs, even given a preceding biasing context. In the first experiment, all metaphorical referring expressions were in subject position so occurred early in the sentence; in the second experiment, we controlled for any effect of sentence position by placing metaphorical referring expressions in object position, thus later in the sentence, similar to the predicate metaphors. In both cases, metaphorical referring incurred significantly greater costs relative to literal equivalents than did metaphorical predication, with no effect of sentence position. We end with a brief analysis of why the referential use of metaphor is special and effort-demanding.

The relationship between metaphor skills and Theory of Mind in middle childhood: Task and developmental effects

Theoretical pragmatics in the post-Gricean tradition argued that metaphor requires understanding of how another person sees the world. Yet, it is unclear what role mindreading plays in developing metaphor skills. Here we examined the relationship between metaphor and Theory of Mind (ToM) in middle childhood by using two different tasks. In addition to the Physical and Mental Metaphors task (PMM), based on the verbal explanation of physical and mental metaphors, we revived the Referential Metaphors task for children (Noveck, Bianco, & Castry, 2001), where metaphorical and literal referents are presented in a narrative context. The sample included 169 8-, 9-, and 10-year-old children, assessed also for ToM (via the Strange Stories) and other linguistic and cognitive skills as control variables. In the PMM, ToM supported the understanding of mental (but not physical) metaphors in 9-year-olds only, whereas in the Referential Metaphors task ToM supported accuracy of understanding metaphors (but not literal items) in younger children as well. At age 10, ToM effects were negligible in both tasks. These findings suggest that ToM has a task-specific role in metaphor, linked to the characteristics of the items in the task at stake, being for instance greater for metaphors with mental (compared to physical) content and for non-literal (compared to literal) referents. The findings also suggest that the relationship between ToM and metaphor skills is developmental sensitive, as children start to capitalize on ToM earlier in development when the metaphor context is richer, and these effects fade with age. Theoretically, these data argue in favor of the relevance-theoretic account of metaphor, spelling out different ways in which ToM might support metaphor resolution across tasks, for instance by providing better access to the psychological lexicon (i.e., terms referring to mental states) and better context processing, serving as a springboard to achieve sophisticated pragmatic skills in middle childhood.

Vaccine Lines and Line Jumpers: Mapping a New Metaphor from an Interview-Based Study about COVID Vaccination

This article considers how the metaphor of the vaccine line and the subjectivity of the line jumper came to frame COVID vaccination experiences. Drawing on analysis of interviews (n = 24) with self-identified vaccine line jumpers, this article reports on three narratives that arose across interviews: (1) vaccine line jumping is a necessary strategy of health-advocacy, (2) vaccines are personal healthcare tools earned through individual merit, and (3) vaccine refusal is a problem of belief rather than access. Findings advance research about the personalization of vaccination and public health while contributing insights about the constrained subjectivities that people adopt in individualistic health landscapes.

Investigation of fathers' metaphors regarding child sexual abuse in Turkey: A metaphor study

BACKGROUND AND PURPOSE

This study was designed to determine the perceptions of fathers about child sexual abuse in Turkey using metaphors to facilitate understanding of child sexual abuse.

METHODS

The study was conducted as a qualitative study based on metaphor analysis. The data were collected from 164 Turkish fathers in Turkey between August 2022 and September 2022 using a descriptive information form for fathers and a semi-structured interview form exploring fathers' perceptions of child sexual abuse. The semi-structured interview form included metaphor statements like "Child sexual abuse is like....... because .......", and "Child sexual abuse reminds me of the color....... because .......". The data were analyzed using the content analysis technique. The study was reported based on Standards for Reporting Qualitative Research (SRQR).

RESULTS

According to the results, 77.4% of the fathers had knowledge about protecting their children from sexual abuse, 40.9% got this information from the internet, and only 11.1% educated their children about sexual abuse. Seventy three percent of the fathers were afraid of confusing their children while educating them. The fathers involved in the study used 20 metaphors related to "child sexual abuse" and "the color evoked by child sexual abuse". The metaphors created by the fathers were analyzed under six categories: "emotions, feeling inadequate, punishment method, abuser, child concept, and uncertainty".

CONCLUSION

Based on the results of the study, fathers had common feelings and emphasize the same concepts about child sexual abuse.

PRACTICE IMPLICATIONS

Metaphors provide a unique approach to identifying fathers' conceptual images of child sexual abuse.

The Movement Between Agreement and Disagreement in Self Positions Through a Musico-Logical Metaphor

In this article, I use a metaphorical concept in order to propose an interpretation for the dialogical relationship that occurs between I-positions in the human self. Metaphor is a useful tool for scientific production and its heuristic value has been demonstrated in several fields of knowledge. I claim a musico-logical metaphor to explain dynamic dialogic processes that occur when I-positions are in agreement or disagreement relationship. These dialogic processes are based on tension and release and, in a complementary way, can result in contradictory, tautological, or contingency relations between I-positions. These relations were categorized using concepts from Music and Logic, thus creating a theoretical model composed of metaphorical concepts. To provide evidence of how a musico-logical metaphor might contribute to the interpretation of relations between I-positions in the system of self, I discuss a case study of a rural worker and analyze how child labor marked his life trajectory throughout different moments. The musico-logical metaphor might contribute to dialogical processes understanding that occur at the border of the agreement-disagreement dyad in the system of the self, since this metaphor proposes to identify, from a cogenetic understanding, dialogic interactions between I-positions located in this border, thus transforming the agreement-disagreement dyad into a triadic agreement-border-non-agreement set.

Are Older Bilinguals' Better in Metaphor Generation?

Metaphor, as widely known, is a figure of speech where a word or phrase is used to describe an object, action, or event to which it cannot be applied exactly. Metaphors are often used figuratively to enable clarity or emphasize the similarities between the two things in a frame. In the current study, we aimed to investigate the relationship between cognitive functions and generating metaphor and their associations in older bilingual and monolingual participants. We conducted the experiment with fifty-six (Bilingual and Monolingual) participants in the age group ranging from 50 to 65 years. We administered the novel and conventional metaphor generation task based on vision words in perceptual domain in Telugu. Followed by a battery of cognitive function tests: Flanker task to study the attention, Semantic Fluency task, Corsi task to check working memory, LexTALE to measure the vocabulary, and a language questionnaire. These tasks are used to investigate the association and correlation between the old age bilingual and monolingual in generating vision metaphors. The current study's findings demonstrate that bilinguals have a considerable advantage in cognitive function and their ability to generate novel metaphors are better when compared to monolinguals.

Feeling up or feeling down: Verticality preferences in personality, pathology, and well-being

Theories of mental functioning have suggested its metaphoric basis. Drawing from theories of this type as well as from recent extensions of such theories to the personality processing realm, participants in three studies (total N = 452) were asked to indicate their relative preferences for the spatial concepts of up versus down, given that verticality metaphors are frequently used to conceptualize states related to emotion and well-being. Up-preferring individuals were more extraverted and approach-motivated (Study 1), whereas down-preferring individuals were more depressed (Studies 1 and 2). Higher levels of vertical preference were also predictive of affective well-being in a daily diary protocol (Study 3) and these relationships operated in both between-person and within-person terms. Metaphors, which liken the intangible to the tangible, may play a significant role in shaping experience and verticality metaphors, in particular, appear to provide insights into the processes that that support happiness versus its absence.

Conceptual Foundations of Sustainability

Threats to the health of our environment are numerous. Much research in science and engineering is devoted to documenting, understanding, and attempting to mitigate the harm itself. The root challenge for sustainability, however, is human behavior. As such, changes to human behaviors and the internal processes that drive them are also essential. Critical to understanding sustainability-related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this topiCS issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. They engage with many domains bearing on environmental sustainability including climate change, biodiversity, land and water conservation, resource use, and design of the built environment. They coalesce around four broad themes: (a) What people know (or believe) about nature broadly and about specific aspects of nature, and how they acquire and use this knowledge; (b) how knowledge is expressed and shared via language; (c) how knowledge and beliefs interact with affective, social, and motivational influences to yield attitudes and behaviors; and (d) how members of different cultures and speakers of different languages differ in these ways. The papers also point to lessons for advancing sustainability via public policy and public messaging, education, conservation and nature management, and design of the built environment.

The "Waves:" Conceptualizing Covid-19 as an Event Through One (Particularly) Contested Metaphor

This paper bridges scholarship on events with that on metaphors, positing metaphors as a proxy for competing "forms of eventfulness." Focusing specifically on the "wave" metaphor, I draw from 471 Governor's Covid-19 Briefing transcripts across ten governors-five Democratic, five Republican-from the year 2020 to identify two competing forms of eventfulness with respect to the Covid-19 pandemic. As I show, using both discourse analytic techniques and simple text counts, Democratic governors take up the "wave" metaphor to present what I call "cascading" eventfulness, defined by multiple conditional moments of rupture, or "waves." In contrast, Republican governors largely avoid the "wave" metaphor to present what I call "calamitous" eventfulness, defined by a singular, decisive moment of rupture. I conclude with a discussion of how my findings contribute to scholarship on eventfulness and political ideology.

Machines, journeys, prisons and yo-yos: Metaphors of pain, illness and medicine in consultations with chronic pain patients

INTRODUCTION

This paper examines pain, illness and medicine metaphors as used in consultations between chronic pain patients and anaesthesiologists, physiotherapists and psychologists in a Belgian pain clinic. As metaphors frame and highlight aspects of understanding and experiences of life events, including illness, they can provide insight in how health professionals and patients construct illness, pain and medicine in interaction.

MATERIALS AND METHOD

16 intake consultations (collected in Belgium in April-May 2019) between 6 patients and 4 health professionals were qualitatively coded twice ATLAS. TI by a team of 3 coders, using an adjusted form of the Metaphor Identification Procedure. Each metaphor was labelled for source domain, target domain and speaker.

RESULTS

A number of metaphors that have been previously documented in past research were frequent in our data too, such as journey and machine metaphors, although sometimes also used differently, like war metaphors. Our data set also contained many few-used and sometimes more novel metaphors, such as ILLNESS IS A YO-YO. Many metaphors highlight particular aspects of living with and talking about chronic pain, such as its duration and persistent presence, a lack of agency and feelings of powerlessness, and a dualistic perspective on body and mind.

DISCUSSION AND CONCLUSION

The metaphors used by health professionals and patients give insight in the lived experience of having and treating chronic pain. In this way, they can contribute to our understanding of patients' experiences and challenges, how they recur in clinical communication, and how they are related to wider discourses on health, illness and pain.

Chaplaincy Perspectives on the Role of Spirituality in Australian Health and Aged Care

The aim of this study was to explore Australian chaplains' views of spirituality. Semi-structured online interviews were conducted with 16 participants. Participants relied heavily on metaphors and analogies to describe spirituality. Four inter-related themes were identified through reflexive thematic analysis: (1) The core of spirituality: spirituality as a source of meaning or belief which leads to connectedness with something greater than oneself; (2) A function of spirituality: spirituality empowers people to cope in a crisis, by providing motivation, hope and comfort; (3) The experience of spiritual crisis: admission to hospital or residential care can lead to existential struggle; and (4) The spiritual practice: of holding space between struggle and growth. Greater understanding of the theoretical basis of their work may allow chaplains to offer more in the therapeutic space.

The use of monomodal and multimodal metaphors in advertising Jordanian and American food products on Facebook: A comparative study

This study investigates the use of monomodal and multimodal metaphors in Jordanian and American advertisements for promoting food products on Facebook. 180 advertisements including monomodal and multimodal metaphors were collected from the Facebook pages of 12 famous restaurants in Jordan and the USA. The analysis shows that monomodal and multimodal metaphors could be used as a persuasive strategy in food advertisements not to facilitate understanding of the target domain since the latter is concrete, but to create imaginative depictions of the advertised product, making it more appealing to consumers. The results show that contextual monomodal metaphors are pervasive in the corpus since they allow advertisers to make their advertisements more memorable and open the door for more engagement by the viewers in interpreting the metaphors. The results also reveal that culture-specific metaphors in food advertisements could be used to show viewers they are an important part of the advertising process.

Why is Mother Earth on Life Support? Metaphors in Environmental Discourse

From mother nature and carbon footprints to greenhouse gasses and the race against global warming, popular discourse on environmental issues is saturated with metaphor. Some people view these metaphors as obfuscating or ineffective, while others believe they are crucial for improving climate communications and environmental attitudes. In this paper, we provide a systematic overview and evaluation of the use of English metaphors in Anglo environmental discourse, drawing on a range of empirical and popular media sources. We begin by discussing the role of metaphor in language in thought. Next, we introduce a range of metaphors used to frame discussions of (1) our relationship to nature (e.g., the earth is our common home), (2) our impact on the environment (e.g., we are knocking the climate off balance), and (3) how we should address this impact (e.g., reduce our ecological footprint). We classify these metaphors along several dimensions, including how conventional they are, how systemic they are, how emotionally impactful they are, and how aptly they capture the topics they are used to describe. From this analysis, we derive several promising candidate metaphors that may help increase public understanding and engagement with environmental issues. However, we note that such claims must be tested empirically in future research; currently, there are few large, systematic, replicable experiments in the literature assessing the impact of environmental metaphors. We conclude by offering general recommendations for using metaphors in communications about climate change and sustainability.

Pragmatic complexity in metaphor interpretation

The main goal of verbal metaphor interpretation is traditionally believed to be the recovery of a context-sensitive metaphorical meaning. One focus of experimental studies is to assess when and how pragmatic information derived from context shapes the online processing of specific utterances as conveying metaphorical, but not literal, messages. My aim in this article is to raise several critical complications with these beliefs. People employ metaphorical language not just to convey metaphorical meanings, but to concretely achieve various social, pragmatic goals. I describe several pragmatic complexities in the ways verbal and non-verbal metaphors function in communication. These pragmatic complexities affect both the cognitive effort and effects which emerge from interpreting metaphors in discourse. This conclusion suggests the need for new experimental studies and for theories of metaphor to be more sensitive to the influence of complex pragmatic goals in online metaphor interpretation.

Relatively Inefficient Integration of Metaphorical Semantics in Autistic Adults Without Intellectual Impairment

Individuals diagnosed with autism are often thought to face challenges in comprehensive metaphors, even for the individuals without intellectual impairment. This study is to investigate the features and mechanisms of metaphor integration in the process of metaphor comprehension in real-time and context-free situations in autism, as well as the influence of the mental complexity of metaphor. Twenty autistic adults and twenty typically developing peers carried out a Lexical Decision Task and a Recognition Task. The results of the study showed that, there are deficiencies in real-time metaphor comprehension in autistic adults without intellectual impairment. It may caused by their relatively inefficient integration of metaphor semantics. This mechanism was equally pronounced in the metaphors with different mental complexity.

Modelability of WAR metaphors across time in cross-national COVID-19 news translation: An insight into ideology manipulation

Previous studies have compared Covid metaphors across languages and national contexts, but seldom focus on the translation issue where news narratives of the same event may be different when translated for different readers. Another unexplored question is whether, and how, successive discursive observations across time in such narratives are related. To fill these gaps, this study employs the Box-Jenkins time series analysis (TSA) method to investigate whether and how WAR metaphor usage in Chinese-English COVID-19 news reports (source articles and their translations) can be fitted with ARIMA (Autoregressive Integrated Moving Average) models. These reports come from three different sources across the year 2020: the Chinese Global Times (GT), the American New York Times (NYT) and the British The Economist (TE). Results show that WAR metaphors in the source news of GT and TE are modelable with an autoregressive and moving average model. However, no models were found to fit their translation counterparts. By contrast, WAR metaphors in both NYT's source and translated news were not modelable. These differences are further qualitatively analyzed with examples in context. The study may contribute to the existing debates on WAR frames in COVID-19 discourse by adding a translation and TSA angle.

Comprehension of metaphors in patients with mild cognitive impairment: Evidence from behavioral and ERP data

The ability of metaphor comprehension reflects the cognitive status of elders. This study explored the ability of Chinese aMCI patients to access metaphorical meaning based on linguistic models of metaphor processing. ERPs were recorded from 30 aMCI patients and 30 control participants when judging the meaningfulness of literal sentences, conventional metaphors, novel metaphors, and anomalous expressions. The lower accuracy of the aMCI group revealed an impairment in metaphoric comprehension ability, but this difference was not reflected in ERPs data. In all participants, anomalous endings to sentences evoked the most negative N400 amplitude, whereas conventional metaphors evoked the smallest N400 amplitude. The LPC amplitude might be masked by a metaphor rebound effect when processing novel metaphors, which was consistent with the Graded Salience Model that novel metaphors needed further semantic integration. The results suggest that the aMCI patients may suffer an impairment in metaphorical meaning recognition, which the declined working memory may cause.

Common brain activation and connectivity patterns supporting the generation of creative uses and creative metaphors

Recent studies and reviews suggest that creative thinking is at least partly a domain-general cognitive ability, dependent on consistent patterns of brain activity including co-activation of the executive control and default mode networks. However, the degree to which the generation of ideas in different creative tasks relies on common brain activity remains unknown. In this fMRI study, participants were asked to generate creative ideas in both a uses generation task and a metaphor production task. Whole-brain analysis showed that generation of creative uses (relative to conventional uses) activated the bilateral inferior frontal gyrus (IFG), medial prefrontal cortex, left supplementary motor area, left angular gyrus (AG), left thalamus, and bilateral cerebellum posterior lobe. The generation of creative metaphors (relative to conventional metaphors) activated dorsal medial prefrontal cortex (dmPFC) and left AG. Importantly, regions active in both creative use and creative metaphor generation included the dmPFC and left AG. Psycho-physiological interactions analysis showed that the left AG was positively connected to the right precentral gyrus, and the dmPFC to the left IFG in both creative tasks. Our findings provide evidence that the generation of creative ideas relies on a core creative network related to remote semantic association-making and conceptual integration, offering new insight into the domain-general mechanisms underlying creative thinking.

"More than conquerors": a qualitative analysis of war metaphors for patients with cancer

PURPOSE

Meaning-making is fundamental to the cancer experience and communication within cancer care is saturated with metaphors. The objective of this study was to better understand the impact and function of war metaphors among patients with cancer.

METHODS

Patients at the Duke Cancer Center were purposively sampled for inclusion based on type and stage of their cancer. Each patient underwent a semi-structured interview to explore their use of metaphors in their lived experience with cancer. Qualitative interviews broadly explored two key areas of interest: (1) frequency and use of metaphors to describe cancer diagnosis, treatment, or survivorship; (2) function and impact of the war metaphor on the patient experience of cancer.

RESULTS

Fifteen participants with either breast, lung, or colorectal cancer were interviewed. Most patients used metaphor themes of journey, war, and mystery to describe their cancer. All patients with non-metastatic disease used war metaphors and described how these metaphors facilitated meaning-making by promoting positivity and situating cancer within a larger life story. The few patients who did not use war metaphors had metastatic disease, and they explained that war metaphors were unhelpful due to feeling a lack of control over their metastatic disease and outcomes.

CONCLUSION

The war metaphor should remain an integral part of cancer care. Disregarding war metaphors robs patients of an important framework for meaning-making-one that may promote strength, continuity, and resilience in navigating cancer.

Medical Metaphors: Increasing Clarity but at What Cost?

BACKGROUND

Clinicians often use metaphors to explain complex ideas. Metaphors also have the potential to reinforce unhelpful thinking regarding symptoms. We surveyed musculoskeletal specialists regarding use of metaphors in their daily practice and then assessed the contexts in which they are used, the themes of metaphors, and potential for reinforcement of common misconceptions (unhelpful thinking). Two primary research questions were posed: 1- What are the common characteristics of the medical metaphors used in patient-clinician communication by musculoskeletal specialists? And, 2- What percentage of medical metaphors used in patient-clinician communication have potential to induce unhelpful thinking and what are the characteristics of those metaphors?

METHODS

Eighty-one orthopedic and trauma specialists provided examples of metaphors they use in daily practice. Qualitative analysis of responses was performed through open coding of the data with the use of a constant-comparative technique involving several rounds of reading and rereading the data.

RESULTS

The 157 metaphors were categorized into 15 different themes. The most common themes were mechanical, objects, and sports and leisure. We also classified metaphors as addressing the natural history of the disease, treatment, mechanism, anatomy, or other. Thirty-five metaphors (22%) were identified as having the potential to reinforce unhelpful thinking. The most common purpose of these metaphors was for explaining the mechanism or natural history of the disease.

CONCLUSION

Metaphors can either reinforce or reorient potentially unhealthy misconceptions. They can also reinforce despair and worry, or they can improve hope and sense of control. Orthopedic surgeons can be strategic and thoughtful in their use of metaphors, planning and practicing specific metaphors for optimal mental, social, and physical health.

Multimodal speech-gesture training in patients with schizophrenia spectrum disorder: Effects on quality of life and neural processing

Dysfunctional social communication is one of the most stable characteristics in patients with schizophrenia spectrum disorder (SSD) that severely affects quality of life. Interpreting abstract speech and integrating nonverbal information is particularly affected. Considering the difficulty to treat communication dysfunctions with usual intervention, we investigated the possibility to apply a multimodal speech-gesture (MSG) training. In the MSG training, we offered 8 sessions (60 min each) including perceptive and expressive tasks as well as meta-learning elements and transfer exercises to 29 patients with SSD. In a within-group crossover design, patients were randomized to a TAU-first (treatment as usual first, then MSG training) group (N = 20) or a MSG-first (MSG training first, then TAU only) group (N = 9), and were compared to healthy controls (N = 17). Outcomes were quality of life and related changes in the neural processing of abstract speech-gesture information, which were measured pre-post training through standardized psychological questionnaires and functional Magnetic Resonance Imaging, respectively. Pre-training, patients showed reduced quality of life as compared to controls but improved significantly during the training. Strikingly, this improvement was correlated with neural activation changes in the middle temporal gyrus for the processing of abstract multimodal content. Improvement during training, self-report measures and ratings of relatives confirmed the MSG-related changes. Together, we provide first promising results of a novel multimodal speech-gesture training for patients with schizophrenia. We could link training induced changes in speech-gesture processing to changes in quality of life, demonstrating the relevance of intact communication skills and gesture processing for well-being.

Black boxes and information pathways: An actor-network theory approach to breast cancer survivorship care

Many women diagnosed with breast cancer today can expect to live long after completing their treatment. This growing population of survivors encounters distinct post-treatment health and information needs. Existing survivorship care models take information as a given, black boxing it. I use Actor-Network Theory to examine how information actually works for women after they complete breast cancer treatment, and how it shapes their understanding of survivorship. I draw on in-depth interviews with breast cancer survivors (n = 82) and a wide range of providers (n = 84) in a medically underserved region of Southern California. Black boxes and information pathways convey experiential dimensions of cancer care; they are also metaphoric constructs. The black box metaphor refers to the cancer experience as a container; the pathways metaphor refers to a journey. Each of these metaphors expresses salient dimensions of the cancer experience and has implications for post-treatment survivorship. When healthcare information flows smoothly and invisibly, its pathways become black boxed. Black boxes can be helpful when they function effectively. But since black boxes conceal their inner workings, it is challenging to intervene when difficulties arise. I provide three examples of difficulties that complicate women's transition to post-treatment survivorship: (1) when survivors fail to recognize treatment-related late effects, (2) do not understand they have a terminal diagnosis, or (3) worry that their treatment accomplished nothing. Contextualized within survivorship scholarship, this study recommends opening black boxes to examine how information pathways could connect women differently to improve survivorship care.

N400 differences between physical and mental metaphors: The role of Theories of Mind

Whether Theory of Mind (ToM) contributes to metaphor understanding has been largely investigated in language acquisition and decay. Yet we know very little about the role of ToM in real-time processing of metaphors in neurotypical adults. Here, we tested the relationship between ToM and metaphor through Event Related Potentials (ERPs) by capitalizing on the difference between metaphors inviting inferences on physical (Boxers are pandas) vs. mental aspects (Teachers are books). Physical metaphors involved a larger and sustained negativity compared to mental ones. This pattern resembled concreteness effects and suggests that physical metaphors may benefit from both verbal and perceptual information. Moreover, higher scores in the Reading the Mind in the Eyes Test (RMET), but not in the Animation task, were associated with a reduction of the N400 amplitude for both physical and mental metaphors. When exploring the ERP temporal trajectory with Generalized Additive Mixed Modeling, earlier differences between metaphors characterized individuals with higher RMET scores. Among the various ToM components, thus, emotion recognition seems to be involved in the processing of metaphors in general, with an earlier impact on the mental type. These findings highlight the multifaceted nature of metaphor, at the crossroad of language, social and perceptual experience.

Publishing in the academy: An arts-based, metaphorical reflection towards self-care

Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success in quality research and publishing. Over the 2020-2021 summer semester, six members of the group decided to reflect on their experiences, emotions and outcomes throughout the writing process by participating in four reflective arts-based activities. Theoretical frameworks of reflection and metaphor were used to share findings. Strong evidence of having to grapple with meeting university expectations in tension with personal goals and passions was ever-present. The importance of drawing on both personal resources and significant others to manage these tensions through self-care practices was also evident. Implications resulting from this research include recognising the pressures placed on academics to publish only in specifically ranked journals. Overall, the arts-based reflection was critical in uncovering deeper feelings about the pressures of publishing and supporting higher education employees' well-being and self-care during the writing process.

How therapists in cognitive behavioral and psychodynamic therapy reflect upon the use of metaphors in therapy: a qualitative study

BACKGROUND

Research suggests that metaphors are integral to psychotherapeutic practice. We wanted to explore how 10 therapists reflect upon the use of metaphors in therapy, and how they react to some metaphors expressed by patients treated for of major depressive disorder (MDD).

METHODS

Five therapists practicing psychodynamic therapy (PDT) and five practicing cognitive behavioral therapy (CBT) were interviewed with a semi-structured qualitative interview. Transcripts were analyzed using a thematic analysis approach.

RESULTS

Our analysis resulted in two main themes: the therapeutic use of metaphors, and conflicting feelings towards metaphors used by depressed patients. Most therapists said that they do not actively listen for metaphors in therapy and many said that they seldom use metaphors deliberately. While PDT-therapists appeared more attentive to patient-generated metaphors, CBT-therapists seemed more focused on therapist-generated metaphors. Most therapists did not try to alter the patient-generated metaphors they evaluated as unhelpful or harmful. Some therapists expressed strong negative feelings towards some of the metaphors used by patients. PDT-therapists were the most critical towards the metaphor of tools and the metaphor of depression as an opponent. CBT-therapists were the most critical towards the metaphor of surface-and-depth.

CONCLUSIONS

These results remind us of the complexity of using metaphors in therapy, and can hopefully be an inspiration for therapists to reflect upon their own use of metaphors. Open therapeutic dialogue on the metaphor of tools, surface-depth and depression as an opponent may be necessary to avoid patient-therapist-conflicts.

TRIAL REGISTRATION

Clinical Trial gov. Identifier: NCT03022071 . Date of registration: 16/01/2017.

Perceptions of third and fourth year nursing students enrolled in a pediatric nursing course regarding the concept of child abuse: A metaphorical study

BACKGROUND

Child abuse is an important public health problem as it negatively affects the child's development as well as the child's family and therefore society. Nurses are one of the most important members of the team caring for child abuse victims and are indispensable in terms of child and family education.

OBJECTIVES

The research was carried out to determine the perceptions of third and fourth year nursing students, who took the Child Health and Diseases Nursing course, about child abuse through metaphor.

DESIGN

The research was carried out with the metaphor analysis technique based on the phenomenological method. "Metaphor analysis" is a technique based on the phenomenological research method within the qualitative research methods.

SETTINGS

The study was conducted at a state university in Turkey.

PARTICIPANTS

While the population of the research consisted of nursing department students in a facility, the sample consisted of third and fourth year nursing students who took the Child Health and Diseases Nursing Course. In the study in which 186 nursing students volunteered to participate, the study was completed with 174 students, since the answers of 12 students did not contain metaphors. 174 students who took the course participated in the research.

METHODS

The data were collected using the Student Information Form and the metaphor sentence "Child abuse is like … because…" questioning the perceptions of child abuse from June to August 2021.

RESULTS

At the time of the research, it was determined that all third and fourth year nursing students who took the Child Health and Diseases Nursing course in the institution had negative metaphors about "child abuse". The harm caused by child abuse to the child and the future has often been compared to natural disasters and catastrophes. Metaphors produced for the perception of "Child Abuse"; it is grouped under a total of five categories: Disaster, Damage, Never Beginning, Never Been Like Before, and Hunting.

CONCLUSIONS

Child abuse is a medical, pediatric and public health problem that must be reported. Nursing students' perceptions of the subject are very important, as it is among the duties, responsibilities and roles of nurses. The fact that child abuse is perceived by student nurses as the strong hurting the weak, the irreversible harm, or the fact that something good ends before it begins, reveals the importance of the situation. It clearly reflects the necessity of a course on child abuse in the nursing curriculum.

TWEETABLE ABSTRACT

It is important to evaluate the perceptions of child abuse of nursing undergraduate students. @dilek_fatos.

Verb Metaphoric Extension Under Semantic Strain

This paper explores the processes underlying verb metaphoric extension. Work on metaphor processing has largely focused on noun metaphor, despite evidence that verb metaphor is more common. Across three experiments, we collected paraphrases of simple intransitive sentences varying in semantic strain—for example, The motor complained → The engine made strange noises—and assessed the degree of meaning change for the noun and the verb. We developed a novel methodology for this assessment using word2vec. In Experiments 1 and 2, we found that (a) under semantic strain, verb meanings were more likely to be adjusted than noun meanings; (b) the degree of verb meaning adjustment—but not noun meaning adjustment—increased with semantic strain; and (c) verb meaning extension is primarily driven by online adjustment, although sense selection also plays a role. In Experiment 3, we replicated the word2vec results with an assessment using human subjects. The results further showed that nouns and verbs change meaning in qualitatively different ways, with verbs more likely to change meaning metaphorically and nouns more likely to change meaning taxonomically or metonymically. These findings bear on the origin and processing of verb metaphors and provide a link between online sentence processing and diachronic change over language evolution.

It is time to address language disorders in schizophrenia: A RCT on the efficacy of a novel training targeting the pragmatics of communication (PragmaCom)

INTRODUCTION

Language and communication disruptions in schizophrenia are at the center of a large body of investigation. Yet, the remediation of such disruptions is still in its infancy. Here we targeted what is known to be one of the most damaged language domains in schizophrenia, namely pragmatics, by conducting a pragmatics-centered intervention with a randomized controlled trial design and assessing also durability and generalization. To the best of our knowledge, this is the first study with these characteristics.

METHODS

Inspired by the Gricean account of natural language use, we tailored a novel treatment addressing the pragmatics of communication (PragmaCom) and we tested its efficacy in a sample of individuals with schizophrenia randomized to the experimental group or to an active control group. The primary outcome with respect to the efficacy of the PragmaCom was measured by changes in pragmatic abilities (as evaluated with the global score of the Assessment of Pragmatic Abilities and Cognitive Substrates test) from baseline to 12 weeks and at 3-month follow-up. The secondary outcome was measured by changes in metaphor comprehension, abstract thinking, and global functioning from baseline to 12 weeks and at 3-month follow-up.

RESULTS

Relative to the control group, at post-test the PragmaCom group showed greater and enduring improvement in global pragmatic skills and in metaphor comprehension. At follow-up, these improvements persisted and the PragmaCom exerted beneficial effects also on functioning.

CONCLUSIONS

Despite the limited sample size, we believe that these findings offer initial yet encouraging evidence of the possibility to improve pragmatic skills with a theoretically grounded approach and to obtain durable and clinically relevant benefits. We argue that it is time that therapeutic efforts embrace communicative dysfunctions in order to improve illness outcome.

Regional entrepreneurial ecosystems: learning from forest ecosystems

Despite the emerging body of literature on entrepreneurial ecosystems (EEs), theoretical development is still in its infancy. In this article, we explicitly draw upon the analogy of forest ecosystems (FEs) with an EE to extrapolate the regional entrepreneurial ecosystem (REE) as an alternate conceptual framework. The REE considers a region's socioeconomic activity and the stability of its performance as a whole, influenced by partitioned interests of economics, social arrangements, physical environment, knowledge and the technology that each contributes to the community's industry and economic order. We contend that it is when an EE is defined by a regional dimension that it is analogous to the study of forests. In this REE analysis, neither the entrepreneur nor their firm are the unit of analysis, but it is the change and stability of the regional socioeconomic ecosystem itself that becomes the priority. Scholars, interested in the effects of entrepreneurship, can learn from ecological studies to more fully grasp the interplay between compositional, structural, and functional elements and specifically how entrepreneurs account for change dynamics.