Metaphor

Theoretical and empirical research

Bibliographic Data

ID4418568
AuthorsAndrew Ortony (0000-0002-9674-8800, University of Illinois Urbana-Champaign), Ralph E Reynolds (University of Illinois Urbana-Champaign), Judith A Arter (University of Illinois Urbana-Champaign)
Year1978
Volume85
Issue5
Pages919-943
Publication date1978-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePsychological Bulletin (JOURNAL)
Journal identifiersISSN: 0033-2909 • E-ISSN: 1939-1455
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0033-2909.85.5.919
OpenAlexW2008256542
LanguageEN
Citations received65
References cited37

Metaphor plays a major role in our understanding of language and of the world we use language to talk about.Consequently, theories of language comprehension and of language itself are incomplete if they do not handle the phenomenon of metaphor, and they are inadequate if they cannot.Traditional definitions and theories of metaphor are reviewed.It is suggested that they err in equating metaphors with comparisons rather than merely implicating comparisons.Empirical research is reviewed, revealing, for the most part, serious problems, particularly in the developmental research.These problems often relate to inadequate underlying theories about the nature of metaphor.Other difficulties include inadequate controls over preexisting knowledge, and overly hasty conclusions that children cannot understand metaphors.Related research on the comprehension of proverbs and analogies is discussed.Some recommendationsfor future research are made.These depend on a redefinition of metaphor and on the employment of an investigative approach that will permit adequate controls of preexisting knowledge, surface structure, and meaning.The approach recommended emphasizes and takes advantage of the contextdependent nature of metaphors.Finally, the role of comparisons is reexamined.It is of no avail to argue that metaphors are really implicit comparisons if, in so doing, one hopes to account for or explain their nonliteral nature.For even if metaphors can be transformed into comparisons, these comparisons are themselves nonliteral, and consequently still need to be explained

Cognitive psychology · Cognitive science · Comprehension · Empirical research · Epistemology · Equating · Linguistics · Literal and figurative language · Meaning (existential) · Metaphor · Phenomenon · Reading (process) · Categorization, perception, and language · Child and Animal Learning Development · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Philosophy · Psychology · Reading and Literacy Development