Interpreting metaphors and idioms: Some effects of context on comprehension

TL;DR: The career of metaphor hypothesis offers a unified theoretical framework that can resolve the debate between comparison and categorization models of metaphor and suggests that whether metaphors are processed directly or indirectly and whether they operate at the level of individual concepts or entire conceptual domains, will depend both on their degree of conventionality and on their linguistic form.

TL;DR: The authors examine the claim that figurative language does not involve processing the surface literal meaning (e.g., Gibbs 1984), and that its comprehension is not processing-intensive, because it does not involving a trigger (eg., Keysar 1989).

TL;DR: It is found that exposure to even a single metaphor can induce substantial differences in opinion about how to solve social problems: differences that are larger, for example, than pre-existing Differences in opinion between Democrats and Republicans.

TL;DR: Data from two experiments examined the nature of access, storage, and comprehension of idiomatic phrases and support a Lexical Representation Hypothesis for the processing of idioms.

TL;DR: The metric and dimensional assumptions that underlie the geometric representation of similarity are questioned on both theoretical and empirical grounds and a set of qualitative assumptions are shown to imply the contrast model, which expresses the similarity between objects as a linear combination of the measures of their common and distinctive features.

TL;DR: In this article, the authors express a collective attitude that a careful scrutiny of the fundamental tenets of contemporary psychology may be needed, and suggest specific faults in the foundations of an area are discussed and suggestions are made for remedying them.

TL;DR: This article showed that relevant contextual knowledge is a prerequisite for comprehending prose passages and showed that providing Ss with the same information subsequent to the passages produced much lower comprehension ratings and recall scores.