Metaphor in Visual Displays Designed to Guide Action

Dent-Read, Cathy; Klein, Gary; Eggleston, Robert G.

doi:10.1207/s15327868ms0903_4

Cited by 28 publications

(18 citation statements)

References 24 publications

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“…Because metaphors are about domains of objects/activities rather than about single objects, they can be multivocalic, speaking on many levels about a specific set of fundamental beliefs. They compare relationships of different kinds (Dent-Read et al 1994) by crosscutting the many conceptual and activity domains in a person's life. For example, the Zuni metaphorically understand their kick-stick races as flowing arroyos.…”

Section: Metaphorical Symmetries In Non-representational Artmentioning

confidence: 99%

“…Because there is so much information to perceive, digest, and relate, metaphors act as a kind of shorthand, joining things and concepts with similar relationships that might not have been noticed in order to organize information, frame knowledge, and guide action (cf. Dent-Read et al 1994). For this reason it is not surprising that the most important social concepts are metaphorically played out not only in language, but also in visual representations and in basic ritualized activities (Austin 1995;Dent-Read and Szokolszky 1993;Forceville 1996;Kennedy 1982).…”

Section: Metaphorical Symmetries In Non-representational Artmentioning

confidence: 99%

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Perceptual Anthropology: The Cultural Salience of Symmetry

Washburn

1999

American Anthropologist

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In this paper, I advance the position that knowledge about the universals of form perceived by the visual system is fundamental to a theory of how art communicates. I focus on how the perceptual system uses the universal property of symmetry to recognize and classify form. I propose that the symmetries that structure design parts in non‐representational geometric patterns metaphorically encode a culture's fundamental relationships about the world. This metaphorical use of the property of symmetry is illustrated by showing how bifold symmetries in ceramic design embody Puebloan concepts of life. [symmetry of pattern, perceptual universals, worldview in design structure, metaphorical readings]

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Section: Metaphorical Symmetries In Non-representational Artmentioning

confidence: 99%

Section: Metaphorical Symmetries In Non-representational Artmentioning

confidence: 99%

Perceptual Anthropology: The Cultural Salience of Symmetry

Washburn

1999

American Anthropologist

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“…In literature, these concepts assume an important role in concept teaching in the fields of both natural sciences and social sciences (Saban, 2004;Saban, 2009). For example, visual metaphors are graphical structures using story, game, activity, and natural or artificial structures, which are easily identified and have similarities, for making target content more understandable (Dent-Read, Klein & Eggleston, 1994). So, in the process of learning, relationship of similarity may be set by the help of visual formats to increase the remembrance, understanding, motivation and attention (Eppler, 2006).…”

Section: Metaphor and Analogy In Concept Teachingmentioning

confidence: 99%

An Examination of Cross Sectional Change in Student’s Metaphorical Perceptions Towards Heat, Temperature and Energy Concepts

Çelik¹

2016

IJEMST

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In science teaching, metaphors are important tools for understanding meaningful learning and conceptual formation by the help of daily life language. This study aims to evaluate how the concepts of heat, temperature and energy are perceived by students in secondary school science classes and how the perceptions of these concepts vary in terms of metaphors depending on grade level (5 th , 6 th , 7 th and 8 th grades). The study group of the present research consists of 226 students selected from 5 th , 6 th , 7 th and 8 th graders through criterion sampling method. The descriptive method was used in the study and the data was collected by metaphor questionnaire. According to the findings, 176 metaphors were generated by students under four categories "formal/scientific metaphors", "Abstract metaphors", "Environmental/daily metaphors" and "misconception metaphors". When the findings were examined, it was seen that though there were some misconception detected about the concepts of heat, temperature and energy, conceptual changes in the other three categories vary depending on grade level. This variety needs to be discussed in relation to cognitive development and daily life. Some suggestions were made about the place and importance of metaphors in concept teaching for researchers and practitioners.

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“…• Identifying metaphors through action and pictures, as well as in language (Dent-Read & Szokolszky, 1993); for example, by gathering metaphor data in such forms as drawings, models or figures, and sketches or plays (for an overview on visual metaphors to guide action, see Dent-Read, Klein, & Eggleston, 1994). • Stimulating metaphors that may not surface in everyday language, but can still highlight key aspects of the current situation.…”

Section: Metaphors At Various Stages Of Hrd Practicementioning

confidence: 99%

Strategies for Applying Metaphor in HRD Research, Practice, and Education

Short¹

2001

Advances in Developing Human Resources

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The problem and the solution. Chapters 2 through 7 of this journal describe different aspects of the application of metaphor to HRD work. They contribute metaphorical threads that are useful in their own right and can be made even more so when combined. How, then, can HRD professionals weave those threads together to produce a more coherent picture of ways to apply metaphor in their own work? This chapter provides an overview of the variety and range of metaphor application in HRD with reference to approaches described in this journal and elsewhere.Social scientists, like people in everyday life, tend to get trapped by their perspectives and assumptions. As a result, they construct, understand, and interpret the social world in partial ways, creating interesting sets of insights but obliterating others as ways of seeing become ways of not seeing.- Morgan (1997b, p. 277) Each chapter in this issue has already contributed key insights to the current and potential application of metaphor in HRD. For example, Shindell and Willis (2001), Daley (2001), and Ardichvili (2001) all described different approaches to collecting and analyzing metaphors as part of the research process. Basten (2001) and Kraemer (2001) directed the torch toward applications within organizations, the former to diagnose organizations and the latter to generate new metaphors for understanding organizational issues. Finally, Kuchinke (2001) illustrated how paradigms influence metaphorin-use and explored the need for HRD professionals to seek out metaphors that represent new paradigms. Each of the chapters raised, implicitly or explicitly, implications for HRD education in terms of the use of metaphor in educating HRD professionals, the use of metaphor by HRD professionals when educating their clients, and the need for HRD professionals to be educated in metaphor theory and practice.Given that each chapter touched on only part of the potential application of metaphor in HRD, how can professionals in the discipline pull the infor-

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Metaphor in Visual Displays Designed to Guide Action

Cited by 28 publications

References 24 publications

Perceptual Anthropology: The Cultural Salience of Symmetry

Perceptual Anthropology: The Cultural Salience of Symmetry

An Examination of Cross Sectional Change in Student’s Metaphorical Perceptions Towards Heat, Temperature and Energy Concepts

Strategies for Applying Metaphor in HRD Research, Practice, and Education

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