Michael Muller, Anna Kantosalo, et al.
CHI 2024
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 metaphoric comparisons to learners. Some have resolved the question formally into a `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-endedness stimulates the construction of mental models.
Michael Muller, Anna Kantosalo, et al.
CHI 2024
Jakita O. Thomas, Eric Mibuari, et al.
CHI 2011
Christine Robson, Sean Kandel, et al.
CHI 2011
Ruth Rosenholtz, Nathaniel R. Twarog, et al.
CHI EA 2009