http://cscl.ist.psu.edu/public/users/jcarroll/Self/papers/MetaphorReprint-IJHCS99.pdf
\n\n
Recent discussion has resolved the question of how prior knowledge organizes new learning into the technical definition and study of \"metaphor\". Some theorists have adopted an \"operational\" approach, focusing on the manifest effects of suggesting \"structural\" definition of metaphor. However, structural and operation approaches typically ignore the goal-directed learner-initiated learning process through which metaphors become relevant and effective in learning. Taking this process seriously affords an analysis of metaphor that explains why metaphors are intrinsically open-ended and how their open-ededness stimulates the construction of mental models.
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\nTrata-se de guia de fontes eletrônicas de informação, de 2009, criado pela Faculdade de Ciências e Tecnologia Mater Christi, de Mossoró - RN.
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