[ { "key": "RYYT4BR5", "version": 519, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/RYYT4BR5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/RYYT4BR5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "creatorSummary": "Morard et al.", "parsedDate": "2023-11-25", "numChildren": 0 }, "data": { "key": "RYYT4BR5", "version": 519, "itemType": "journalArticle", "title": "Museum Games and Personal Epistemology: A Study on Students’ Critical Thinking with a Mixed Reality Game", "creators": [ { "creatorType": "author", "firstName": "Simon", "lastName": "Morard" }, { "creatorType": "author", "firstName": "Eric", "lastName": "Sanchez" }, { "creatorType": "author", "firstName": "Catherine", "lastName": "Bonnat" } ], "abstractNote": "This study examines how 12-15-year-old students use information while playing Geome, a mixed reality game intended for museum school visits. Geome presents environmental issues, prompting students and asking them to discern and dismiss misinformation  and rumors. The study aims to analyze the students' playful learning experience and their perspective on the game. It focuses on the students' critical thinking, interactions and beliefs about knowledge and knowing, referred to as personal epistemology. Adopting a qualitative approach, the research was conducted across three classes in a museum. A combination of audio, video, and in-game interactions was collected from specific moments during gameplay and analyzed according to epistemological dimensions (Certainty, Simplicity, Source, Justification). Video analysis suggests that when faced with ill-structured problems within a playful scenario, some students are spurred to actively process information and develop critical thinking skills. Meanwhile others remain entrenched in their initial conceptions about the nature of knowledge and the act of knowing. The study discusses how the game's characteristics shape students' personal epistemology. Overall, this research demonstrates that games in museum contexts have the potential to promote active learning and critical thinking in some students, when confronted with complex or ill-structured problems.", "publicationTitle": "International Journal of Serious Games", "publisher": "", "place": "", "date": "2023-11-25", "volume": "10", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "131-151", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.17083/ijsg.v10i4.695", "citationKey": "", "url": "https://journal.seriousgamessociety.org/index.php/IJSG/article/view/695", "accessDate": "2026-03-06T10:38:55Z", "PMID": "", "PMCID": "", "ISSN": "2384-8766", "archive": "", "archiveLocation": "", "shortTitle": "Museum Games and Personal Epistemology", "language": "en", "libraryCatalog": "journal.seriousgamessociety.org", "callNumber": "", "rights": "Copyright (c) 2023 Simon Morard, Eric Sanchez, Catherine Bonnat", "extra": "", "tags": [ { "tag": "Critical thinking", "type": 1 }, { "tag": "Game-based Learning", "type": 1 }, { "tag": "Museum School Visits", "type": 1 }, { "tag": "Player experience", "type": 1 }, { "tag": "Students’ Personal Epistemology", "type": 1 }, { "tag": "Thematic Analysis", "type": 1 } ], "collections": [ "FFWB2PTT" ], "relations": {}, "dateAdded": "2026-03-06T10:38:55Z", "dateModified": "2026-03-06T10:38:55Z" } }, { "key": "9568JAX3", "version": 509, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/9568JAX3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/9568JAX3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/240497/items/4AMGMEJS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } } }, "data": { "key": "9568JAX3", "version": 509, "parentItem": "4AMGMEJS", "itemType": "attachment", "linkMode": "linked_url", "title": "Google Books Link", "accessDate": "2025-06-19T15:45:12Z", "url": "https://books.google.fr/books?id=l8lCEAAAQBAJ", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2025-06-19T15:45:12Z", "dateModified": "2025-06-19T15:45:12Z" } }, { "key": "4AMGMEJS", "version": 509, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/4AMGMEJS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/4AMGMEJS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "creatorSummary": "Lay et al.", "parsedDate": "2021-04-01", "numChildren": 1 }, "data": { "key": "4AMGMEJS", "version": 509, "itemType": "book", "title": "La gamification de la société: Vers un régime du jeu ?", "creators": [ { "creatorType": "author", "firstName": "Stéphane Le", "lastName": "Lay" }, { "creatorType": "author", "firstName": "Emmanuelle", "lastName": "Savignac" }, { "creatorType": "author", "firstName": "Pierre", "lastName": "Lénel" }, { "creatorType": "author", "firstName": "Jean", "lastName": "Frances" } ], "abstractNote": "Les champs applicatifs de la gamification ou la transposition d’éléments de jeu à des contextes de non-jeu sont aujourd’hui multiples. Ils s’étendent à la santé, l’éducation, le travail, les médias, etc., qui sont désormais concernés par des pratiques gamifiées. Or, les sciences humaines et sociales critiquent et analysent encore bien trop peu ces pratiques. Les recherches conduites sur la gamification portent le plus souvent sur des objets et n’abordent pas la gamification dans sa dimension logique.Considérant que le jeu en tant que modèle et référent, chargé de valeur sociale, mérite d’être interrogé au-delà de ses objets d’application, La gamification de la société propose de rassembler plusieurs textes, observations et critiques qui interrogent l’influence que le jeu et ses «mécaniques » ont sur le social. Les recherches empiriques présentes dans cet ouvrage (pratiques de designers, petite enfance, action politique, quantified self, etc.) sondent en outre différents contextes nationaux – Norvège, Belgique, États-Unis, France, etc. –, restituant cette logique dans sa dimension globalisée.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2021-04-01", "publisher": "ISTE Group", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "194", "ISBN": "978-1-78405-726-8", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "La gamification de la société", "language": "fr", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "Google-Books-ID: l8lCEAAAQBAJ", "tags": [ { "tag": "Social Science / General", "type": 1 } ], "collections": [ "DEIH37ST" ], "relations": {}, "dateAdded": "2025-06-19T15:45:09Z", "dateModified": "2025-06-19T15:45:09Z" } }, { "key": "MBZHTE42", "version": 518, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/MBZHTE42", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/MBZHTE42", "type": "text/html" } }, "meta": { "createdByUser": { "id": 34676, "username": "esanchez", "name": "Eric Sanchez", "links": { "alternate": { "href": "https://www.zotero.org/esanchez", "type": "text/html" } } }, "lastModifiedByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Philippette", "parsedDate": "2024-02-21", "numChildren": 0 }, "data": { "key": "MBZHTE42", "version": 518, "itemType": "journalArticle", "title": "La ludicisation de la société", "creators": [ { "creatorType": "author", "firstName": "Thibault", "lastName": "Philippette" } ], "abstractNote": "", "publicationTitle": "La Revue Nouvelle", "publisher": "Association la Revue nouvelle", "place": "", "date": "2024-02-21", "volume": "1", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "29-36", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3917/rn.237.0029", "citationKey": "", "url": "https://shs.cairn.info/revue-nouvelle-2024-1-page-29", "accessDate": "2025-06-19T15:43:13Z", "PMID": "", "PMCID": "", "ISSN": "0035-3809", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "fr", "libraryCatalog": "shs.cairn.info", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "DEIH37ST" ], "relations": {}, "dateAdded": "2025-06-19T15:43:13Z", "dateModified": "2025-06-19T15:43:13Z" } }, { "key": "WBVJFVAT", "version": 504, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/WBVJFVAT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/WBVJFVAT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/240497/items/I3GGN6QE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } } }, "data": { "key": "WBVJFVAT", "version": 504, "parentItem": "I3GGN6QE", "itemType": "attachment", "linkMode": "linked_url", "title": "Semantic Scholar Link", "accessDate": "2025-01-29T15:38:01Z", "url": "https://www.semanticscholar.org/paper/Dynamics-in-Metaphor-Comprehension-A-Cross-cultural-Zhou/ac7d7c3bd7863cc1121d62bce19d7df5e08434b6", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/T6JUUHV3" }, "dateAdded": "2025-02-06T08:24:40Z", "dateModified": "2025-02-06T08:24:40Z" } }, { "key": "I3GGN6QE", "version": 504, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/I3GGN6QE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/I3GGN6QE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Zhou", "parsedDate": "2009", "numChildren": 1 }, "data": { "key": "I3GGN6QE", "version": 504, "itemType": "thesis", "title": "Dynamics in Metaphor Comprehension - A Cross-cultural Web-based Experiment on Understanding Teacher Metaphors", "creators": [ { "creatorType": "author", "firstName": "Dehui", "lastName": "Zhou" } ], "abstractNote": "This work is dedicated to exploring the process of metaphor comprehension. There are a number of cognitive theories addressing this issue, including the conceptual metaphor theory (Lakoff and Johnson, 1980), the salience imbalance theory (Ortony, 1979), the structure mapping theory (Gentner, 1983), the domain-interaction theory (Tourangeau and Sternberg, 1982), the attributive categorization theory (Glucksberg and Keysar, 1990) and the conceptual blending theory (Fauconnier and Turner, 1998, 2002). A critical review of these theories and their supportive empirical studies have revealed that all of them are in a degree applicable to explaining the comprehension of certain metaphors but not capable of working with the processing of others. What are the major factors that drive different mappings to be involved in processing different metaphors and affect the metaphor comprehension? This is the major question to be investigated in this research. \nInspired by recent studies, a hypothesis is formulated: the cognitive processing mechanisms in comprehending a metaphor are largely influenced by the addressees’ pre-existing conceptual knowledge as reflected in their estimation of the conventionality and the aptness of the metaphor and the communicative context in which the metaphor arises. \nTo test this hypothesis, a cross-cultural web-based experiment has been carried out to explore how three metaphors are comprehended under various role-play conditions by subjects whose pre-existing conceptual knowledge concerning these metaphors varies from each other. The metaphor The teacher is a candle was estimated by the Chinese subjects as the most conventional and apt teacher metaphor but the German subjects estimated it as a less conventional and less apt metaphor. The metaphor The teacher is a shepherd was estimated by the German subjects as the most conventional and apt, but by the Chinese subjects as less conventional and less apt. The metaphor The teacher is a captain was estimated by both Chinese and German subjects as a less conventional but apt metaphor. Under various role-play conditions (no role play, after the role play scenario with the positive development or after the role play with the negative development), the Chinese and the German participants were first asked to rate their affective impressions of the teacher metaphors on dimensions of the Self-Assessment Manikin (SAM) (Lang, 1980). Then they were required to rate how suitable thirty-three features selected from a pilot study are in describing the teacher metaphors. \nAltogether 180 complete valid data sets were collected from the participants from two German universities and two Chinese universities. The multivariate analysis of the SAM ratings and the cluster analysis and the network analysis of the feature ratings are summarized as follows: First, a greater consensus in both the SAM ratings and the feature ratings was shared among the subjects who regarded the metaphor as conventional and apt than those who regarded it as unconventional and inapt. Second, significant positive correlations between the topic and the vehicle concept were found in subjects’ SAM and feature ratings of the metaphor that they regarded as conventional and apt. In contrast, their SAM ratings and feature ratings of the metaphor, which they regarded as unconventional and inapt, shows no positive correlation between the topic and the vehicle of the metaphor. Instead, there was a tendency of high rating emergent features. Third, context exerted significant influence on subjects’ SAM and feature ratings. When the metaphor was provided in the role play with the positive development, a greater consensus in rating the SAM and the features appeared among the subjects who took the metaphor as unconventional and inapt. When the metaphor was provided under the condition of the role play with negative development, even the subjects who originally regarded the metaphor as conventional and apt seemed to lose their consensus in rating the SAM and the features. \nSuch results largely confirm the hypothesis of the experiment and reveal that the comprehension of a metaphor is not a static process but rather a dynamic one that can be affected by both the pre-existing conceptual knowledge of the metaphor addressee and the context in which the metaphor arises. \nBased on the empirical findings, a dynamic theoretical view is formulated to explain the comprehension of metaphor through the integration of Wilson and Sperber’s (2004) relevance theory, Cowan’s (2005) working memory theory and relevant cognitive mapping theories. According to this view, the comprehension of metaphors can be segmented into various situations with the emphasis on the interplay of the addressee’s conceptual knowledge and the communicative context in which the metaphor appears. Depending on people‘s conceptual knowledge preexisting in their long-term memory and the communicative context in which a metaphor appears, the comprehension of the metaphor involves testing the contextual metaphoric assumption that is formulated through the ad-hoc interplay of the topic space, the vehicle space, and the contextual space generated in people‘s working memory. The more conventional and apt the metaphor appears to them, the less complicated are the mappings involved in drawing the contextual metaphoric assumption needed for comprehending the metaphor. \nThis dynamic view of metaphor comprehension can explain why the German subjects had more difficulty than the Chinese subjects in comprehending the metaphor The teacher is a candle in this experiment. It can also provide a good solution to solve the debate among the current metaphor mapping theories and synthesize them in a plausible way. Furthermore, this cognitive metaphor research also suggests follow-up studies should be done in order to develop further the present dynamic view into a well-structured model of metaphor comprehension.", "thesisType": "", "university": "Universität Duisburg-Essen", "place": "Deutschland", "date": "2009", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://www.semanticscholar.org/paper/Dynamics-in-Metaphor-Comprehension-A-Cross-cultural-Zhou/ac7d7c3bd7863cc1121d62bce19d7df5e08434b6", "accessDate": "2025-01-29T15:38:00Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Semantic Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/G4G5HJDI" }, "dateAdded": "2025-02-06T08:24:40Z", "dateModified": "2025-02-06T08:24:40Z" } }, { "key": "6FX4A4GF", "version": 510, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/6FX4A4GF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/6FX4A4GF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Yu et al.", "parsedDate": "2024-07-02", "numChildren": 0 }, "data": { "key": "6FX4A4GF", "version": 510, "itemType": "journalArticle", "title": "Solving problems with an Aha! increases risk preference", "creators": [ { "creatorType": "author", "firstName": "Yuhua", "lastName": "Yu" }, { "creatorType": "author", "firstName": "Carola", "lastName": "Salvi" }, { "creatorType": "author", "firstName": "Maxi", "lastName": "Becker" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Beeman" } ], "abstractNote": "Solving problems with insight culminates in an “Aha! moment”: a feeling of confidence and pleasure. In daily life, insights are often followed by important decisions, such as deciding what to do with a new idea. Here, we investigated whether having an Aha! moment affects subsequent decision-making. Because Aha! moments tend to elicit positive affect, which is generally associated with an increased risk-taking tendency, we hypothesized that people would favor a monetary payout with more upside despite greater uncertainty after solving a problem with insight. Participants were asked to solve verbal puzzles and report whether they solved them with insight or without insight. After each puzzle, they chose between two bonuses: a fixed payout or a risk payout with 50% chance of receiving a high or a low payout. Participants were more likely to choose the risk payout after they solved with insight compared to without, suggesting a temporarily higher risk preference. The study provided pre­liminary evidence of a carryover effect - the impact of an Aha! moment on the subsequent risk choice - that can have implications in everyday decision-making.", "publicationTitle": "Thinking & Reasoning", "publisher": "Routledge", "place": "", "date": "2024-07-02", "volume": "30", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "509-530", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13546783.2023.2259552", "citationKey": "", "url": "https://doi.org/10.1080/13546783.2023.2259552", "accessDate": "2024-08-26T13:00:35Z", "PMID": "", "PMCID": "", "ISSN": "1354-6783", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1080/13546783.2023.2259552", "tags": [ { "tag": "Insight", "type": 1 }, { "tag": "problem-solving", "type": 1 }, { "tag": "risk decision-making", "type": 1 }, { "tag": "risk preference", "type": 1 } ], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/7UDWGR9V" }, "dateAdded": "2025-02-06T08:24:36Z", "dateModified": "2025-02-06T08:24:36Z" } }, { "key": "GCP8TRLB", "version": 510, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/GCP8TRLB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/GCP8TRLB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Yu et al.", "parsedDate": "2024-08", "numChildren": 0 }, "data": { "key": "GCP8TRLB", "version": 510, "itemType": "journalArticle", "title": "Exploring How Generating Metaphor Via Insight Versus Analysis Affects Metaphor Quality and Learning Outcomes", "creators": [ { "creatorType": "author", "firstName": "Yuhua", "lastName": "Yu" }, { "creatorType": "author", "firstName": "Lindsay", "lastName": "Krebs" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Beeman" }, { "creatorType": "author", "firstName": "Vicky T.", "lastName": "Lai" } ], "abstractNote": "Abstract Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants? learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self- and crowd-sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants? self-evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning.", "publicationTitle": "Cognitive Science", "publisher": "John Wiley & Sons, Ltd", "place": "", "date": "2024-08", "volume": "48", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "e13488", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/cogs.13488", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/full/10.1111/cogs.13488", "accessDate": "2024-08-26T12:58:28Z", "PMID": "", "PMCID": "", "ISSN": "0364-0213", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "onlinelibrary.wiley.com (Atypon)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Aha moment", "type": 1 }, { "tag": "Insight", "type": 1 }, { "tag": "Learning", "type": 1 }, { "tag": "Metaphor", "type": 1 }, { "tag": "Verbal creativity", "type": 1 } ], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/5PD545YZ" }, "dateAdded": "2025-02-06T08:24:33Z", "dateModified": "2025-02-06T08:24:33Z" } }, { "key": "C7WFH5E3", "version": 510, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/C7WFH5E3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/C7WFH5E3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Thibodeau and Boroditsky", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "C7WFH5E3", "version": 510, "itemType": "journalArticle", "title": "Metaphors We Think With: The Role of Metaphor in Reasoning", "creators": [ { "creatorType": "author", "firstName": "Paul H.", "lastName": "Thibodeau" }, { "creatorType": "author", "firstName": "Lera", "lastName": "Boroditsky" } ], "abstractNote": "The way we talk about complex and abstract ideas is suffused with metaphor. In five experiments, we explore how these metaphors influence the way that we reason about complex issues and forage for further information about them. We find that even the subtlest instantiation of a metaphor (via a single word) can have a powerful influence over how people attempt to solve social problems like crime and how they gather information to make “well-informed” decisions. Interestingly, we find that the influence of the metaphorical framing effect is covert: people do not recognize metaphors as influential in their decisions; instead they point to more “substantive” (often numerical) information as the motivation for their problem-solving decision. Metaphors in language appear to instantiate frame-consistent knowledge structures and invite structurally consistent inferences. Far from being mere rhetorical flourishes, metaphors have profound influences on how we conceptualize and act with respect to important societal issues. We find that exposure to even a single metaphor can induce substantial differences in opinion about how to solve social problems: differences that are larger, for example, than pre-existing differences in opinion between Democrats and Republicans.", "publicationTitle": "PLOS ONE", "publisher": "Public Library of Science", "place": "", "date": "23 févr. 2011", "volume": "6", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "e16782", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "PLOS ONE", "DOI": "10.1371/journal.pone.0016782", "citationKey": "", "url": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0016782", "accessDate": "2024-08-26T09:22:44Z", "PMID": "", "PMCID": "", "ISSN": "1932-6203", "archive": "", "archiveLocation": "", "shortTitle": "Metaphors We Think With", "language": "en", "libraryCatalog": "PLoS Journals", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Crime", "type": 1 }, { "tag": "Experimental design", "type": 1 }, { "tag": "Experimental economics", "type": 1 }, { "tag": "Language", "type": 1 }, { "tag": "Law enforcement", "type": 1 }, { "tag": "Police", "type": 1 }, { "tag": "Semantics", "type": 1 }, { "tag": "Syntax", "type": 1 } ], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/JIJ6E5TB" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "D8CHH4ZP", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/D8CHH4ZP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/D8CHH4ZP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/240497/items/3ZFLZ8KE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "D8CHH4ZP", "version": 502, "parentItem": "3ZFLZ8KE", "itemType": "note", "note": "

e12327 LNCO-0769.R2

", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/MWZZXBJ7" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "3ZFLZ8KE", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/3ZFLZ8KE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/3ZFLZ8KE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Thibodeau et al.", "parsedDate": "2019", "numChildren": 1 }, "data": { "key": "3ZFLZ8KE", "version": 502, "itemType": "journalArticle", "title": "The role of metaphor in communication and thought", "creators": [ { "creatorType": "author", "firstName": "Paul H.", "lastName": "Thibodeau" }, { "creatorType": "author", "firstName": "Teenie", "lastName": "Matlock" }, { "creatorType": "author", "firstName": "Stephen J.", "lastName": "Flusberg" } ], "abstractNote": "Metaphor is pervasive in everyday communication. It is known to help people understand complex topics, communicate efficiently, and influence others. In this paper, we provide a review of the literature on the utility of metaphor, describing key findings and controversies while underscoring recent experimental and theoretical advances. We begin with a brief introduction to metaphor and offer a critical assessment of the claim that conventional metaphors in language reflect underlying conceptual representations and processing, a view associated with Lakoff and Johnson's groundbreaking conceptual metaphor theory (CMT). We then discuss recent research that examines whether and how metaphor shapes attitudes and reasoning, outlining some of the cognitive, affective, and social forces that moderate the efficacy of metaphors on decision making. Throughout the paper, we highlight theoretical implications of the research and identify challenges that warrant further investigation in the study of metaphor. In the end, this work paints a complex and dynamic view of metaphor in communication and cognition.", "publicationTitle": "Language and Linguistics Compass", "publisher": "", "place": "", "date": "2019", "volume": "13", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "e12327", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/lnc3.12327", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1111/lnc3.12327", "accessDate": "2024-12-18T11:20:35Z", "PMID": "", "PMCID": "", "ISSN": "1749-818X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2019 John Wiley & Sons Ltd", "extra": "_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/lnc3.12327", "tags": [], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/ETPXS9FW" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "ZY3YT7Z6", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/ZY3YT7Z6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/ZY3YT7Z6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Thibodeau and Durgin", "parsedDate": "2008-02-01", "numChildren": 0 }, "data": { "key": "ZY3YT7Z6", "version": 502, "itemType": "journalArticle", "title": "Productive figurative communication: Conventional metaphors facilitate the comprehension of related novel metaphors", "creators": [ { "creatorType": "author", "firstName": "Paul", "lastName": "Thibodeau" }, { "creatorType": "author", "firstName": "Frank H.", "lastName": "Durgin" } ], "abstractNote": "Three experiments explored whether conceptual mappings in conventional metaphors are productive, by testing whether the comprehension of novel metaphors was facilitated by first reading conceptually related conventional metaphors. The first experiment, a replication and extension of Keysar et al. [Keysar, B., Shen, Y., Glucksberg, S., Horton, W. (2000). Conventional language: How metaphorical is it? Journal of Memory and Language 43, 576–593] (Experiment 2), found no such facilitation; however, in the second experiment, upon re-designing and improving the stimulus materials, facilitation was demonstrated. In a final experiment, this facilitation was shown to be specific to the conceptual mappings involved. The authors argue that metaphor productivity provides a communicative advantage and that this may be sufficient to explain the clustering of metaphors into families noted by Lakoff and Johnson [Lakoff & Johnson, M. (1980a). The metaphorical structure of the human conceptual system. Cognitive Science 4, 195–208].", "publicationTitle": "Journal of Memory and Language", "publisher": "", "place": "", "date": "2008-02-01", "volume": "58", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "521-540", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Memory and Language", "DOI": "10.1016/j.jml.2007.05.001", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S0749596X07000599", "accessDate": "2024-08-26T12:18:10Z", "PMID": "", "PMCID": "", "ISSN": "0749-596X", "archive": "", "archiveLocation": "", "shortTitle": "Productive figurative communication", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Comprehension", "type": 1 }, { "tag": "Conventional metaphors", "type": 1 }, { "tag": "Idioms", "type": 1 }, { "tag": "Metaphor", "type": 1 }, { "tag": "Structure-mapping", "type": 1 } ], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/M6ICJVU7" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "VMLSF7PT", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/VMLSF7PT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/VMLSF7PT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/240497/items/8G97Z5VN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } } }, "data": { "key": "VMLSF7PT", "version": 502, "parentItem": "8G97Z5VN", "itemType": "attachment", "linkMode": "linked_url", "title": "ResearchGate Link", "accessDate": "2024-12-18T11:21:41Z", "url": "https://www.researchgate.net/publication/311504586_The_metaphor_police_A_case_study_of_the_role_of_metaphor_in_explanation", "note": "", "contentType": "", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/G36JHNFJ" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "73EJVLLL", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/73EJVLLL", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/73EJVLLL", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Thibodeau et al.", "parsedDate": "2017-11-01", "numChildren": 0 }, "data": { "key": "73EJVLLL", "version": 502, "itemType": "journalArticle", "title": "How Linguistic Metaphor Scaffolds Reasoning", "creators": [ { "creatorType": "author", "firstName": "Paul H.", "lastName": "Thibodeau" }, { "creatorType": "author", "firstName": "Rose K.", "lastName": "Hendricks" }, { "creatorType": "author", "firstName": "Lera", "lastName": "Boroditsky" } ], "abstractNote": "Language helps people communicate and think. Precise and accurate language would seem best suited to achieve these goals. But a close look at the way people actually talk reveals an abundance of apparent imprecision in the form of metaphor: ideas are ‘light bulbs’, crime is a ‘virus’, and cancer is an ‘enemy’ in a ‘war’. In this article, we review recent evidence that metaphoric language can facilitate communication and shape thinking even though it is literally false. We first discuss recent experiments showing that linguistic metaphor can guide thought and behavior. Then we explore the conditions under which metaphors are most influential. Throughout, we highlight theoretical and practical implications, as well as key challenges and opportunities for future research.", "publicationTitle": "Trends in Cognitive Sciences", "publisher": "", "place": "", "date": "2017-11-01", "volume": "21", "issue": "11", "section": "", "partNumber": "", "partTitle": "", "pages": "852-863", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Trends in Cognitive Sciences", "DOI": "10.1016/j.tics.2017.07.001", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S1364661317301535", "accessDate": "2024-12-18T11:25:31Z", "PMID": "", "PMCID": "", "ISSN": "1364-6613", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "analogy", "type": 1 }, { "tag": "decision making", "type": 1 }, { "tag": "framing", "type": 1 }, { "tag": "language and thought", "type": 1 }, { "tag": "metaphor", "type": 1 }, { "tag": "reasoning", "type": 1 } ], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/MYU57DP7" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "EBWYTK2M", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/EBWYTK2M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/EBWYTK2M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Thibodeau et al.", "parsedDate": "2017-10-01", "numChildren": 0 }, "data": { "key": "EBWYTK2M", "version": 502, "itemType": "journalArticle", "title": "The metaphor police: A case study of the role of metaphor in explanation", "creators": [ { "creatorType": "author", "firstName": "Paul H.", "lastName": "Thibodeau" }, { "creatorType": "author", "firstName": "Latoya", "lastName": "Crow" }, { "creatorType": "author", "firstName": "Stephen J.", "lastName": "Flusberg" } ], "abstractNote": "While many scholars have pointed to the role of metaphor in explanation, relatively little experimental research has examined whether and how metaphors are used and understood in everyday explanatory discourse. Across 3 experiments, we investigated the nature and function of metaphor in explanation by drawing on a real-world example where the terms guardian and warrior were used to metaphorically explain the role of police officers. We found, first, that the associations participants brought to mind for these concepts differed depending on whether they had previously answered questions about law enforcement (e.g., associations for warrior emphasized aggression and violence rather than strength and bravery when participants had previously answered questions about policing). Second, people were almost evenly split in their judgment of which metaphor was more appropriate to explain the role of law enforcement; this preference was highly predictive of beliefs related to policing and the criminal justice system. Third, and most important, using these metaphors to explain the job of policing causally influenced attitudes toward law enforcement in a metaphor-congruent manner (i.e., exposure to the guardian metaphor led to more positive attitudes), a finding that could not be accounted for by basic lexical priming. These studies complement existing work that has identified metaphor as a mechanism for representing abstract concepts, but also highlight the communicative and explanatory, rather than representational, functions of metaphor by showing that metaphors can encapsulate and convey an array of structured attitudes and beliefs.", "publicationTitle": "Psychonomic Bulletin & Review", "publisher": "", "place": "", "date": "2017-10-01", "volume": "24", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "1375-1386", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Psychon Bull Rev", "DOI": "10.3758/s13423-016-1192-5", "citationKey": "", "url": "https://doi.org/10.3758/s13423-016-1192-5", "accessDate": "2024-12-18T11:24:41Z", "PMID": "", "PMCID": "", "ISSN": "1531-5320", "archive": "", "archiveLocation": "", "shortTitle": "The metaphor police", "language": "en", "libraryCatalog": "Springer Link", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Analogy", "type": 1 }, { "tag": "Concepts", "type": 1 }, { "tag": "Explanation", "type": 1 }, { "tag": "Metaphor", "type": 1 }, { "tag": "Persuasion", "type": 1 }, { "tag": "Reasoning", "type": 1 } ], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/NS4V6PKM" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "8G97Z5VN", "version": 502, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/8G97Z5VN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/8G97Z5VN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Thibodeau et al.", "parsedDate": "2016-12-07", "numChildren": 1 }, "data": { "key": "8G97Z5VN", "version": 502, "itemType": "journalArticle", "title": "The metaphor police: A case study of the role of metaphor in explanation", "creators": [ { "creatorType": "author", "firstName": "Paul", "lastName": "Thibodeau" }, { "creatorType": "author", "firstName": "Latoya", "lastName": "Crow" }, { "creatorType": "author", "firstName": "Stephen", "lastName": "Flusberg" } ], "abstractNote": "While many scholars have pointed to the role of metaphor in explanation, relatively little experimental research has examined whether and how metaphors are used and understood in everyday explanatory discourse. Across 3 experiments, we investigated the nature and function of metaphor in explanation by drawing on a real-world example where the terms guardian and warrior were used to metaphorically explain the role of police officers. We found, first, that the associations participants brought to mind for these concepts differed depending on whether they had previously answered questions about law enforcement (e.g., associations for warrior emphasized aggression and violence rather than strength and bravery when participants had previously answered questions about policing). Second, people were almost evenly split in their judgment of which metaphor was more appropriate to explain the role of law enforcement; this preference was highly predictive of beliefs related to policing and the criminal justice system. Third, and most important, using these metaphors to explain the job of policing causally influenced attitudes toward law enforcement in a metaphor-congruent manner (i.e., exposure to the guardian metaphor led to more positive attitudes), a finding that could not be accounted for by basic lexical priming. These studies complement existing work that has identified metaphor as a mechanism for representing abstract concepts, but also highlight the communicative and explanatory, rather than representational, functions of metaphor by showing that metaphors can encapsulate and convey an array of structured attitudes and beliefs.", "publicationTitle": "Psychonomic Bulletin & Review", "publisher": "", "place": "", "date": "2016-12-07", "volume": "24", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Psychonomic Bulletin & Review", "DOI": "10.3758/s13423-016-1192-5", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The metaphor police", "language": "", "libraryCatalog": "ResearchGate", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "5CA6YP97" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5637634/items/L9PJ7WG5" }, "dateAdded": "2025-02-06T08:24:10Z", "dateModified": "2025-02-06T08:24:10Z" } }, { "key": "AQICUTJD", "version": 510, "library": { "type": "group", "id": 240497, "name": "Game-based learning & gamification", "links": { "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240497/items/AQICUTJD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/game-based_learning__gamification/items/AQICUTJD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 9518596, "username": "Helene.Parmentier", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/helene.parmentier", "type": "text/html" } } }, "creatorSummary": "Tamine and Bonnet", "parsedDate": "1982", "numChildren": 0 }, "data": { "key": "AQICUTJD", "version": 510, "itemType": "journalArticle", "title": "La compréhension des métaphores chez les enfants. 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« Derrière les contradictions apparentes des affirmations portées par l’un ou l’autre de ces proverbes se manifeste le fait qu’ils orientent l’attention sur tel ou tel aspect d’une situation, ce qui fait que, paradoxalement, des affirmations en apparence opposées peuvent concourir dans leur utilité : « L’habit ne fait pas le moine » appelle à se méfier des apparences ; alors que : « Il n’y a pas de fumée sans feu » invite à creuser pour en savoir plus. L’une comme l’autre de ces orientations est potentiellement utile. La fécondité de la métaphore provient ainsi des inférences qui peuvent en être dérivées, chacune entraînant dans une direction ou une autre. » (Sander, 2024, page 4)

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« Dès lors que la conformité avec les lois de la logique cesse d’être un totem, l’intérêt de la ressource métaphorique apparaît ainsi au moins à double titre. D’une part, elle guide l’enseignant dans les tréfonds de la pensée des élèves et même de ses propres pensées, toutes ancrées dans des métaphores inconscientes. D’autre part, la ressource métaphorique offre à l’enseignant la possibilité de susciter des déplacements de la pensée de l’élève non par le recours à une logicité dont l’accessibilité et la portée sont incertaines, mais par l’appui sur le gisement potentiellement infini de connaissances déjà élaborées. Ces dernières deviennent des sources qui favorisent la compréhension de cette situation grâce à la richesse de l’expérience accumulée antérieurement. » (Sander, 2024, page 5)

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« En d’autres termes, les conceptions initiales des notions scolaires s’appuient sur certaines métaphores, mais pas sur d’autres. Ce phénomène a des répercussions importantes sur le plan pédagogique. En effet, il offre la possibilité de faire appel à des métaphores nouvelles qui ne relèvent pas des conceptions intuitives de l’élève et qui sont susceptibles d’enrichir sa conception de la notion concernée. Par exemple, comme nous l’avons mentionné ci-dessus, la conception intuitive de la soustraction repose sur l’ancrage métaphorique du RETRAIT. Or, une autre métaphore, celle de l’ÉCART, peut être mise à profit pour que l’élève cesse d’assimiler la soustraction uniquement à une recherche de reste et envisage également, du fait de la référence à un écart, la possibilité de soustraire pour trouver une différence. » (Sander, 2024, page 49)

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« Étant donné que l’acquisition de nouvelles connaissances sur la notion étudiée ne suffit pas à écarter complètement la conception intuitive, l’apprentissage devrait encore permettre de reconnaître les situations où celleci ne s’applique pas, afin que l’élève soit en mesure d’adopter un autre point de vue. La métaphore est à nouveau susceptible d’intervenir dans ce processus. En effet, à travers le choix de métaphores judicieuses, comme l’exemple de l’ÉCART pour la soustraction, évoqué ci-dessus, ou d’autres encore qui seront développés dans ce chapitre, l’enseignant peut accompagner l’élève dans son développement conceptuel et limiter les effets délétères d’un ancrage trop réducteur par rapport aux objectifs d’apprentissage. La métaphore – qui agissait comme une ANCRE en révélant la conception intuitive et en déterminant l’entrée dans la notion – devient alors MOTEUR du développement conceptuel de l’élève en favorisant la transformation des conceptions initiales, idéalement dans le sens de la notion scolaire. » (Sander, 2024, page 50)

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