Interpreting Metaphors and Idioms : Some Effects of Context on Comprehension. Technical Report No. 93 / Andrew Ortony and Others.
Two experiments are described in which reaction times for understanding target sentences or phrases in terms of a preceding context were measured. In experiment one, the target sentences followed either short or long contexts which induced either literal interpretations or metaphorical ones. Results...
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| Language: | English |
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1978.
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| 100 | 1 | |a Ortony, Andrew. | |
| 245 | 1 | 0 | |a Interpreting Metaphors and Idioms : |b Some Effects of Context on Comprehension. Technical Report No. 93 / |c Andrew Ortony and Others. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1978. | |
| 300 | |a 41 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 500 | |a Sponsoring Agency: National Academy of Education, Washington, DC. |5 ericd. | ||
| 520 | |a Two experiments are described in which reaction times for understanding target sentences or phrases in terms of a preceding context were measured. In experiment one, the target sentences followed either short or long contexts which induced either literal interpretations or metaphorical ones. Results indicated that only in the short context condition did subjects take significantly longer to understand metaphorical than literal targets. This interaction is explained in terms of the availability of appropriate schemata for interpreting the target. In experiment two, targets were phrases that could be given either an idiomatic or a literal interpretation. It was found that the comprehension of phrases receiving an idiomatic interpretation took no longer than the comprehension of those same phrases when given a literal interpretation, and there was some evidence that idiomatic interpretations were consistently faster. It is argued that both experiments can be accounted for in terms of contextually generated expectations. The processes required for the comprehension of figurative and literal uses of language seem to be essentially similar. (Author) | ||
| 650 | 0 | 7 | |a College Students. |2 ericd. |
| 650 | 0 | 7 | |a Context Clues. |2 ericd. |
| 650 | 0 | 7 | |a Figurative Language. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Metaphors. |2 ericd. |
| 650 | 0 | 7 | |a Reaction Time. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Reading Processes. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 710 | 2 | |a Illinois Univ., Urbana. Center for the Study of Reading. | |
| 710 | 2 | |a Bolt, Beranek and Newman, Inc., Cambridge, MA. | |
| 710 | 2 | |a University of Illinois at Urbana-Champaign. |b Center for the Study of Reading. | |
| 710 | 2 | |a Bolt, Beranek, and Newman. | |
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