Ellen Winner Research Articles

Sustaining “The Rage to Master”: A Conversation with Ellen Winner

Sustaining “The Rage to Master”: A Conversation with Ellen Winner

ELLEN WINNER ‐ Gifted Children: Myths and Realities

ELLEN WINNER ‐ <i>Gifted Children: Myths and Realities</i>

Ellen Winner replies

Ellen Winner replies

Emerging Visions of the Aesthetic Process: Psychology, Semiology and Philosophy

1. Daniel Berlyne and disinterested criticism: inter- and intra-disciplinary discourse John Furedy Part I. Visual Aesthetics: 2. But is it science? Rudolf Arnheim 3. The 'frame' as a key to visual perception Nycole Paquin 4. Aesthetics and visual semiotics Fernande Saint-Martin 5. The complementarity of art and design Tsion Avital 6. From perception to production: a multileveled analysis of the aesthetic process Gerald C. Cupchik 7. A science of vision for visual art Francois Molnar 8. Sweetness and light: psychological aesthetics and sentimental art Andrew Winston 9. Psychobiography and visual creativity: four pattern Pavel Machotka 10. Cognitive profiles of artists Ellen Winner and M. Beth Casey 11. Assessing knowledge in the visual arts George W. Hardiman, Feng J. Liu and Ted Zernich Part II. Literary and Other Aesthetic Processes: 12. The beginning of a new psychology: Vygotsky's psychology of art Vladimir S. Sobkin and Dmitry A. Leontiev 13. Empirical aesthetics in the USSR: selected topics Dmitry A. Leontiev, Vladimir M. Petrov and Vladimir S. Sobkin 14. The psychology of literature: a social-cognitive approach Janos Laszlo 15. Why literature is not enough, or: literary studies as media studies Siegfried J. Schmidt 16. Uncovering the laws of literary history Colin Martindale 17. Evolution of art and brain asymmetry: a review of empirical investigations Vladimir M. Petrov Part III. Play: 18. A neurophysiological theory of play Istvan Bende and Endre Grastyan 19. Paradoxes of children's play in Vygotsky's theory Elena A. Bugrimenko and Elena O. Smirnova 20. The personal component in playing interfaces Moshe D. Caspi.

Psychological Studies in Metaphor Processing: Extensions to the Placement of Terms in Semantic Space

Psychological-processing models force theorist to posit a model of representation of knowledge in permanent memory and of type of mental operations that one can apply to this knowledge. This paper describes one such model in detail. Experimental tests of model are described to illustrate range of phenomena being studied, as reflected in psychological literature, and those domains of theory that are most in need of further development. The psychological investigation of metaphor can be conceptualized as encompassing three separable (but overlapping) areas of cognitive research. The first can be labeled problem; question addressed here is how we recognize an utterance as figurative (and not as literally true or a sentential anomaly). In other words, why do we treat such a sentence as cars are differently than such a sentence as cats are beliefs? The second area can be labeled problem. The focus here is not on metaphor itself, but on extended context in would like to acknowledge Natural Sciences and Engineering Research Council of Canada (Grant A7040) for their support of this research. Thanks are also due to Dr. Mary Walsh for her helpful comments on an earlier draft of this manuscript. Poetics Today 13:4 (Winter 1992). Copyright ? 1992 by The Porter Institute for Poetics and Semiotics. CCC 0333-5372/92/$2.50. This content downloaded from 207.46.13.129 on Mon, 18 Apr 2016 06:36:18 UTC All use subject to http://about.jstor.org/terms 608 Poetics Today 13:4 which metaphor is embedded. The assumption of researchers working in this tradition is that pragmatic principles (activated by context) determine whether or not a given utterance is figurative and, even if figurative, determine nature of non-literal interpretation. Thus a statement such as all men are animals (1) will be interpreted literally if embedded in context of a biology class, metaphorically if presented by one student to her roommate after an unhappy relationship, and, perhaps, as ironic if said by same student about a man whom she thinks too effeminate. How sentence is used becomes prime focus of study. The third area can be labeled computation problem. Even if we recognize that a figurative meaning is intended by a speaker, we must still compute intended meaning. That is, even if we recognized that intent of statement relating cars to lemons or men to animals is to comment on a characteristic of cars or men, how do we represent such concepts as car and lemon so that nature of relationship can be specified? It is this area of research that has dominated interest of cognitive scientists and that will be my focus here. Following a brief discussion of representational characteristics, will examine how adoption of a given representational scheme has psychologically testable implications. In concluding, will discuss issues raised for computational approaches by recognition and context problems. The Representation of Concepts and Metaphor Computation To give you a feel for distinction between recognition and computation, let me give you as an example a comment made by my daughter when she was five years old. She had asked me to buy her a toy that thought looked better than it was. When told her that the grass is greener on other side, she hesitated, looked at me, and said, I know you are using an expression, but what does it mean? My daughter, while unique in many ways, is apparently not unique in distinguishing between intended non-literalness of a statement and actual meaning one intends to convey: Ellen Winner (1988) reports that, in general, children can often recognize that non-literal meaning is intended before they can interpret it. How, then, do we compute intended meaning? The traditional approach to this question taken by cognitive scientists has been to assume what Allen Newell (1980) has called physical symbol system, namely, that mind consists of symbols that can stand for objects and events in world and that, when combined in This content downloaded from 207.46.13.129 on Mon, 18 Apr 2016 06:36:18 UTC All use subject to http://about.jstor.org/terms Katz * Metaphor Processing 609 order, can produce new symbol systems.' Consequently, to understand metaphor comprehension (and any other intelligent activity) one has to have a model of representation of knowledge in permanent memory and of type of mental operations that one can apply to this knowledge. Early models of this sort assumed representation of each concept to consist of a set of features and problem of metaphor to be one of identifying features shared by different concepts (see Malgady and Johnson 1980). Consider, for instance, sentence

Ellen Winner, Invented Worlds: The Psychology of The Arts

Ellen Winner, Invented Worlds: The Psychology of The Arts

On Metaphor (review)

On Metaphor, edited by Sheldon Sacks; viii & 196 pp. Chicago: University of Chicago Press, 1979, $5.95, paperbound. Discussed by Roger A. Shiner¿qy ?-etaphors are peculiarity crystallized as works of art"; "metaphor is the XVXdreamwork of language"; "in metaphor, symbols moonlight." Philosophical discussion of metaphor, like philosophical discussion of anything, is often exceedingly effective when itself metaphorical as these comments by Cohen, Davidson, and Goodman suggest. The rest of this collection is more straightforward yet quite illuminating. Most of the papers appeared in the Autumn 1978 issue of Critical Inquiry and are presented here with additional essays by Goodman and Black and a most useful index. The index reveals that many topics and themes are treated by a number of authors, but only two names continually occur — Aristotle and Max Black. Publication as a book is justified by the fact diat some very interesting and important articles will in this way reach a wider public. The collection illustrates both the interdisciplinary nature of "the somewhat boundless field of metaphor inquiry" (Ricoeur, p. 141) and allows the elusive fascination of metaphor itself clearly to emerge. Absent, however, is any hard core linguistics and here we can only assume this "elusive" element of metaphor was (rightly) held by the organizers of the original symposium to be of overriding importance . I The bulk of the contributors are philosophers and literary theorists, although of various persuasions. I shall mention first the nonphilosophical material. Richard Shiff ("Art and Life : A Metaphoric Relationship") lends some support to the view that artists are more profitably employed in actually painting than in theorizing about painting. He roundly declares early on that "in a changing Philosophy and Literature Vol. 6 Nos. 1 and 2 Pp. 196-205 0190-0031/82/0061-0196 © 1982 by The Johns Hopkins University Press Roger A. Shiner197 world, metaphor renders the truth of experience as the truth ofknowledge, for it is the means of passing from individual immediacy to an established public world" (p. 106). The balance of his paper is a confused and unclear elaboration of this thought without any consciousness that this platitude about metaphor sets rather than solves the problem. The other two papers are a great deal more interesting. David Tracy is a professor of theology. In a fascinating discussion of scriptural metaphors ("Metaphor and Religion: The Test Case of Christian Texts"), he argues that these metaphors seem to presuppose a "tension" theory rather than a "substitution" theory — i.e., that the meaning of metaphorical phrases is essentially differentfrom rather than reducible to any literal paraphrase. Given that this is so, "the study ofmetaphor moves to the very center of contemporary theological studies" (p. 104). Traditional work in biblical criticism, i.e., narrowly textual and historical work, only makes sense on a substitution theory, whereas if a tension theory of religious metaphor is correct, this narrowness is indefensible. Study of religious metaphors must involve broader considerations. Tracy does not spell out what the long-term results of the broader approach might be: it would be inappropriate for me to speculate here, but the question must sometime be considered. The remaining nonphilosophical paper is by two developmental psychologists , Howard Gardner and Ellen Winner ("The Development of Metaphoric Competence: Implications for Humanistic Disciplines"). Gardner and Winner report some of their experimental results concerning the development of metaphoric comprehension and production. They are careful and self-conscious about the relation between the experimental and the theoretical aspects of their work and are well aware (cf. pp. 123, 126-28) that they are stipulatively defining metaphoric competence as the competence being measured by certain specified tests and that the relation between this competence and what anyone would regard as metaphoric competence is a separate and nonempirical question . Their results show firstly that metaphoric comprehension seems to develop augmentally in children with age, from very attenuated at age six to fairly rich by age twelve (pp. 128-30). Metaphoric production, however, follows a different pattern — enormous ability at three and four years old, exceeding even college students; very little ability at ages seven to eleven; considerable ability again thereafter. However, Gardner and Winner themselves raise the question of whether the preschoolers really have competence in...

The Development of Metaphoric Competence: Implications for Humanistic Disciplines

Previous articleNext article No AccessThe Development of Metaphoric Competence: Implications for Humanistic DisciplinesHoward Gardner, and Ellen WinnerHoward Gardner Search for more articles by this author , and Ellen Winner Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Critical Inquiry Volume 5, Number 1Autumn, 1978Special Issue on Metaphor Article DOIhttps://doi.org/10.1086/447976 Views: 14Total views on this site Citations: 14Citations are reported from Crossref Copyright 1978 The University of ChicagoPDF download Crossref reports the following articles citing this article:玮仪 王 Foreign Language Learners’ Metaphor Production Competence and Cultivation, Modern Linguistics 10, no.0404 (Jan 2022): 561–568.https://doi.org/10.12677/ML.2022.104070Ran Zhang, Dhamotharan Mogana, Abbas Pourhosein Gilakjani Metaphor Enriched Medical English Supplement for First-year Students in an Selected Chinese Medical University, Cogent Education 8, no.11 (Apr 2021).https://doi.org/10.1080/2331186X.2021.1898710Emma Adriana De la Rosa Alzate La metáfora verbal: entre la comparación y la creación, Lingüística y Literatura 41, no.7777 (Aug 2020): 410–431.https://doi.org/10.17533/udea.lyl.n77a18芳 袁 A Review of the Research on Metaphoric Competence, Modern Linguistics 08, no.0202 (Jan 2020): 162–171.https://doi.org/10.12677/ML.2020.82024Anna Babarczy, Andrea Balázs, Fruzsina Krizsai Preschoolers’ Metaphor Comprehension. Methodological Issues in Experimental Pragmatics, Acta Universitatis Sapientiae, Philologica 11, no.22 (Jan 2020): 133–150.https://doi.org/10.2478/ausp-2019-0017Nicolás Alessandroni Development of Metaphorical Thought before Language: the Pragmatic Construction of Metaphors in Action, Integrative Psychological and Behavioral Science 51, no.44 (Dec 2016): 618–642.https://doi.org/10.1007/s12124-016-9373-3Maryam Teymouri Aleshtar, Hamidreza Dowlatabadi Metaphoric Competence and Language Proficiency in the Same Boat, Procedia - Social and Behavioral Sciences 98 (May 2014): 1895–1904.https://doi.org/10.1016/j.sbspro.2014.03.620Anthony Wilson A joyous lifeline in a target-driven job: teachers’ metaphors of teaching poetry writing, Cambridge Journal of Education 43, no.11 (Mar 2013): 69–87.https://doi.org/10.1080/0305764X.2012.749217Kathryn Geldard, Rebecca Yin Foo, Jane Shakespeare-Finch How is a Fruit Tree Like You? Using Artistic Metaphors to Explore and Develop Emotional Competence in Children., Australian Journal of Guidance and Counselling 19, no.0101 (Feb 2012): 1–13.https://doi.org/10.1375/ajgc.19.1.1Brenda Miller Power Pop-Ups: The Rise and Fall of One Convention in a First Grade Writing Workshop, Journal of Research in Childhood Education 6, no.11 (Dec 1991): 54–65.https://doi.org/10.1080/02568549109594822Kay M. Kincade Patterns in children's ability to recall explicit, implicit and metaphorical information, Journal of Research in Reading 14, no.22 (Sep 1991): 81–98.https://doi.org/10.1111/j.1467-9817.1991.tb00010.xMary J. Reichling Images of Imagination, Journal of Research in Music Education 38, no.44 (Aug 2016): 282–293.https://doi.org/10.2307/3345225Stella Voeniatou Children and Metaphors, Child Development 58, no.33 (Jun 1987): 870–885.https://doi.org/10.1111/j.1467-8624.1987.tb01426.xValerie F. Reyna Figure and Fantasy in Children’s Language, (Jan 1985): 143–179.https://doi.org/10.1007/978-1-4613-9544-7_5

The comprehension of metaphor in brain-damaged patients.

Journal Article THE COMPREHENSION OF METAPHOR IN BRAIN-DAMAGED PATIENTS Get access ELLEN WINNER, ELLEN WINNER Psychology Service, Baston Veterans Administration Hospital, Aphasia Research Center, Department of Neurology, Boston University School of MedicineBoston, Massachusetts Search for other works by this author on: Oxford Academic PubMed Google Scholar HOWARD GARDNER HOWARD GARDNER Psychology Service, Baston Veterans Administration Hospital, Aphasia Research Center, Department of Neurology, Boston University School of MedicineBoston, Massachusetts Search for other works by this author on: Oxford Academic PubMed Google Scholar Brain, Volume 100, Issue 4, 1977, Pages 717–729, https://doi.org/10.1093/brain/100.4.717 Published: 01 October 1977 Article history Received: 09 September 1976 Published: 01 October 1977