ABSTRACT We studied the metaphorical images held by educated, young to middle-aged respondents in the U.S., Canada, and China for the concepts of “life,” “being a child,” “school,” “being a teacher,” and “the universe.” Both structured format and open format responses were found to show a reasonable level of stability over a period of 1 to 2½ months. Whereas the open format predictably revealed more diverse responses than the structured format, two or three central images were readily discernible in both cases for each of the principal concepts under consideration. The specific themes appeared to be open to variations as a result of the respondent's sociocultural, cohort, and individualistic life contexts. The findings suggest that further inquiries may be able to identify prevailing metaphors and unravel their hidden yet powerful influence on human reasoning, feeling, and action.
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