Building on both cognitive semantics and enactivist approaches to cognition, we explore the
concept of enactive metaphor and its implications for learning. Enactive approaches to …

Similarity-based and rule-based accounts of cognition are often portrayed as opposing
accounts. In this paper we suggest that in learning and development, the process of …

Analogy and similarity are often assumed to be distinct psychological processes. In contrast
to this position, the authors suggest that both similarity and analogy involve a process of …

How do we learn to produce and comprehend non-literal language? Competing theories
have only partially accounted for the variety of language comprehension evoked in …

A central question in metaphor research is how metaphors establish map**s between
concepts from different domains. The authors propose an evolutionary path based on …

One hundred years after its conception, the scientific method continues to reinforce a kind of
cultural lore about what it means to participate in inquiry. As commonly implemented in …

Metaphor is pervasive in language and thought: in scientific discovery (Gentner 1982;
Gentner and Jeziorski 1993; Gruber 1995; Nersessian 1992), in literature (Gibbs 1994; …

Participants in 2 experiments interacted with computer simulations designed to foster
understanding of scientific principles governing complex adaptive systems. The quality of …

4 experiments investigated the development of children's ability to recognize perceptual
relational commonalities such as symmetry or monotonicity. In Experiment 1, 6‐and 8‐year …

Recent research on children's word learning has led to a paradox. Although word learning
appears to be a deep source of insight into conceptual knowledge for children, preschoolers …