Bridgette M Hard
Biographic Data
| ID | 4230429 |
|---|---|
| NAME | Bridgette M Hard |
| GIVEN NAMES | Bridgette M |
| FAMILY NAME | Hard |
| SIGNATURE | HARD B M |
| AFFILIATIONS | Duke University |
| ORCID | 0000-0002-3146-4348 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Gardener and the Coach
Using the classroom context as a case study, we investigated whether a novel linguistic cue—the use of self-referential metaphors—shapes person perception in metaphor-congruent ways. Across three experiments, current and former college students ( N = 1,630) read an email from a hypothetical professor that conveyed one of two common metaphors for the teacher-student relationship (coach/athletes vs. gardener/plants). They then reported their impres…
Social norms govern what behaviors come to mind—And what do not
5,488). In Study 1, people reported that behaviors that were counternormative in a situation, even behaviors that could satisfy a motivational drive, were far less likely to come to mind and less desirable than behaviors that were norm-consistent. Going beyond self-report measures, Studies 2a-2c found that people even misrepresented norm-violating behaviors as "impossible," suggesting they are not considered. Using a change-blindness paradigm, St…
Uncovering the structure of metaphorical lay theories of teaching II
Metaphor plays a critical role in how people communicate and conceptualize complex activities like teaching. For example, a professor might be described as molding impressionable students ( teacher as a sculptor ), or helping students grow ( teacher as a gardener ). Prior research has largely focused on what metaphors like these communicate about the role of teachers, but many teaching metaphors simultaneously describe the role of students (e.g.,…
Metaphors we teach by
Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed related questions largely via researcher intuition and qualitative analyses of teacher attitudes. We sought to develop a more principled method for mapping the entailments of metaphorical concepts, …
Embodied and disembodied cognition
Social norms govern what behaviors come to mind—And what do not
5,488). In Study 1, people reported that behaviors that were counternormative in a situation, even behaviors that could satisfy a motivational drive, were far less likely to come to mind and less desirable than behaviors that were norm-consistent. Going beyond self-report measures, Studies 2a-2c found that people even misrepresented norm-violating behaviors as "impossible," suggesting they are not considered. Using a change-blindness paradigm, St…
Embodied and disembodied cognition
Metaphors we teach by
Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed related questions largely via researcher intuition and qualitative analyses of teacher attitudes. We sought to develop a more principled method for mapping the entailments of metaphorical concepts, …
Uncovering the structure of metaphorical lay theories of teaching II
Metaphor plays a critical role in how people communicate and conceptualize complex activities like teaching. For example, a professor might be described as molding impressionable students ( teacher as a sculptor ), or helping students grow ( teacher as a gardener ). Prior research has largely focused on what metaphors like these communicate about the role of teachers, but many teaching metaphors simultaneously describe the role of students (e.g.,…
Social norms govern what behaviors come to mind—And what do not
5,488). In Study 1, people reported that behaviors that were counternormative in a situation, even behaviors that could satisfy a motivational drive, were far less likely to come to mind and less desirable than behaviors that were norm-consistent. Going beyond self-report measures, Studies 2a-2c found that people even misrepresented norm-violating behaviors as "impossible," suggesting they are not considered. Using a change-blindness paradigm, St…
The Gardener and the Coach
Using the classroom context as a case study, we investigated whether a novel linguistic cue—the use of self-referential metaphors—shapes person perception in metaphor-congruent ways. Across three experiments, current and former college students ( N = 1,630) read an email from a hypothetical professor that conveyed one of two common metaphors for the teacher-student relationship (coach/athletes vs. gardener/plants). They then reported their impres…
Psychology (5 works) · Language, Metaphor, and Cognition (4 works) · Education Practices and Challenges (3 works) · Linguistics (3 works) · Metaphor (3 works) · Social Psychology (3 works) · Cognitive psychology (2 works) · Cognitive science (2 works) · Computer Science (2 works) · Educational Methods and Analysis (2 works)