The relationship between selected cognitive processes and metaphor comprehension in Slovak university students Cover Image

Vzťah medzi vybranými kognitívnymi procesmi a porozumením metafore u slovenských vysokoškolských študentov
The relationship between selected cognitive processes and metaphor comprehension in Slovak university students

Author(s): Miroslava Vernarská
Subject(s): Education, Psychology, Higher Education , Cognitive Psychology
Published by: Spoločenskovedný ústav SAV, Slovenská akadémia vied
Keywords: Metaphor; Metaphor comprehension; Cognitive processes; Verbal analytical reasoning; Non-verbal analytical reasoning; Generalization;

Summary/Abstract: Our main goal was to explore a relationship between selected cognitive processes – a verbal analytical reasoning, a nonverbal analytical reasoning, a generalisation, and a metaphor comprehension in a Slovak sample. We consider a metaphor comprehension to be a unique process. Metaphors have a special position in a language. They are part of the language we define as figurative. Figurative language is specified by a process in which a meaning of words, sentences or expressions is different from the literal interpretation. In a metaphorical process, there are specific attributes (feelings, inner/outer characters) applied to an object or action that it does not literally denote to imply a resemblance. These two objects are interconnected. They are called differently but most common names are tenor and vehicle. The tenor is a subject to which attributes are ascribed. The tenor is a topic that is described by vehicle. A meaning of the word vehicle implies that it transports selected attributes to the tenor. Transferred attributes are not precisely defined, thus a metaphor provides an open space to project individual particularities. A metaphor is a ubiquitous part of a language and a specific cognitive process (Lakoff, Johnson; 1980). Our hypothesis is that metaphor comprehension is closely connected to other cognitive processes, for empirical investigation we chose an analytical reasoning and a generalisation. In a process of metaphor, we seek common shared attributes and meanings between two different aspects, objects. Thus, important are processes of analytical reasoning, categorization and induction. A fact that analytical reasoning is closely connected to metaphor comprehension verifies various research f. e. Castillo (1998), Johnson, Henley (1992), De Barros et al (2010). Only a limited work and investigation has been done in Slovak psychology regarding the metaphor topic, so we aspire to contribute to progress in this area and confirm findings of research with a tool of own provenience in a Slovak sample. This research was conducted on the sample of university students of the humanities. A sample was selected to control age, the field of study and associated cognitive variables and level of education as well. A number of women in the sample were 70 and a number of men 12. Average age was 21,73 (SD= 0,15). The sample was gender unbalanced, which is partly a matter of disproportion of gender in this field of study. Since there were no statistically significant differences between men and women in our sample we worked with the sample as homogenous. The selected cognitive processes - verbal analytical reasoning, nonverbal analytical reasoning and generalisation were measured by means of the standardised intelligence test ISA-S. For our research, we specifically chose advanced form ISA-S, that measures above average population. For measurement of non-verbal analytical reasoning was used a subtest Continuing numerical series. For measurement of verbal analytical re asoning, we used a subtest inferring relationships. For measuring of a generalisation, a subtest Generic terms was used. Metaphor comprehension was assessed with a uniquely created experimental methodology that consisted of 15 unknown Slovak proverbs. The respondents’ task was to identify its correct meaning since proverbs are essentially metaphorical- a meaning of an expression is different from literal interpretation. The experimental methodology was inspired by similar tools used for a measurement of verbal IQ in complex intelligence test and for measurement of executive functions f. e. D-KEFS Prover Test or Metaphor Interpretation Test (Iskandar&Baird, 2013). The scoring system involves the rating of both a degree of abstractness and a degree of accuracy. We define a degree of abstractness as a shift from literal understanding to a metaphorical one. A degree of abstractness works as opposed to concrete (literal) understanding. A degree of accuracy is rated according to how well the meaning of the response “fits” the meaning of the proverb. We found an accurate interpretation from information about conventionally attributed meanings of proverbs, and by finding logical connections between tenor and vehicle. The testing was performed with the classical paper-pen method without interruptions. Respondents first solved cognitive tasks from standardised subtest with time limitations. It was followed by an interpretation of proverbs without time restrictions. The researcher was present in the whole examination pro cess to answer any possible questions and to ensure that conditions are the most comprehensive and suitable. The final score of each subtest was used to determine the relationship between variables, which was specifically measured with Pearson correlation coefficient. Moreover, a multiple linear regression was used as well. The data from the Slovak environment indicated that each of the three selected cognitive processes was significantly related to metaphor comprehension. The most important one was the verbal analytical reasoning. The strongest significant correlation was between metaphor comprehension and verbal analytical reasoning r=0,38 and pα= 0,00. Correlation between a metaphor comprehension and a generalisation was moderate r=0,24 pα=0,03 the same as between nonverbal analytical reasoning and a metaphor comprehension 0,24 pα=0,03. This result was supported by a linear regression. Model successfully explains 15% variability of independent variable [R^2=0,15, F(3,78)= 4,59, pα=0,01] and this model is statistically significant. Processes of analytical reasoning and a metaphor comprehension are very similar. Analogies and metaphors share a focus on similarities discovery, which are unique and unusual. In a process as a whole, a generalisation is important as well, as a starting process for analytical reasoning. It links groups of objects and event by the similarity. We can find what terms have in common and how can attributes be transported from one part of metaphor to another. Our research showed that in process of metaphor comprehension the most important is verbal analytical reasoning, more than generalisatio n. Since the work with words is involved, it is natural that higher correlation shows a process of metaphor comprehension with a verbal analytical reasoning than a nonverbal analytical reasoning. This research suggests an additional perspective on cognitive processes in the context of metaphor comprehension. As a limitation of research, we consider a relatively limited possibility to apply research findings on broader population and relatively small amount of explored cognitive processes. The process of metaphor comprehension (and usage as well) has been yet not fully described and explained. We hope that our research will initiate a research of metaphor from a perspective of psychology in Slovak area.

  • Issue Year: 20/2017
  • Issue No: 2
  • Page Range: 15-29
  • Page Count: 15
  • Language: Slovak