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Understanding the psychology in psychological metaphors

Previous studies of comprehension of metaphors (Asch & Nerlove 1960, Gardner, Winner, Bechhofer & Wolf 1978, Winner, Rosenstiel & Gardner 1976) have yielded a consistent finding: 'psychological-physical' metaphors, which refer to a personality trait by likening a person to a physical object (e.g. The lawyer was a bulldozer) prove much more difficult for school-age children than perceptual metaphors, which refer to physical rather than a psychological dimension (e.g. The fat man was a balloon). It is possible that the special difficulty posed by psychological-physical metaphors is simply due to an unfamiliarity with psychological dimensions (cf. Ortony, Reynolds & Arter 1978). For example, one cannot understand what it means to speak metaphorically of an aggressive, bossy person as a 'bulldozer' if one has not already acquired the ability to conceptualize such a person as aggressive or bossy. If children at a certain stage of development are unable to think and/or speak about psychological traits, they will be unable to comprehend psychological-physical metaphors. In order to determine whether the well-documented difficulty with psychological-physical metaphors is due to an unfamiliarity with psychological concepts, a task was designed to test comprehension of a set of psychologicalphysical metaphors and a parallel set of non-metaphoric personality trait terms. A comparison between these two conditions should make it possible to determine whether the problem posed by psychological-physical metaphors stems from a lack of familiarity with the psychological domain.