Finds that the most common type of figurative language in fourth- and sixth-grade basal readers is personification. Overall, the most commonly used figures of speech are: personification; animal, sense, and inanimate metaphors; and hyperbole. (FL)

Defines gastronomic reference, or mention of what public figures eat, as synecdoche. Illustrates how use of this rhetorical device contributed to public figures and public images in the 1980 presidential campaign. Argues that interest in gastronomic reference leads to a broader concern for how synecdoche functions in public discourse. (PD)

Through a series of three studies, the facilitative effect of metaphors on children's recall of expository passages was evaluated. Data supports the view that metaphors can serve the function of bridging new and old information in unfamiliar textual settings. (HOD)

Connections and associations in metaphors are examined in terms of "tenor,""vehicle,""bridge," and "framework." (HTH)

Discusses erroneous beliefs regarding sign language, namely, (1) sign language is one and universal, (2) its grammar is poor or nonexistant, (3) its vocabulary is concrete and figurative, (4) its "signs" consist of simply gestures, and (5) sign language mimics oral language. (AM)

Proposes that metaphor and metonymy combined with cross-cultural regularities of naming-behavior are the common denominators that facilitate language change. Includes bibliographic references and notes. (PMJ)

Discusses the history of the metaphor, its various forms, and the problems involved in an analysis of the metaphor. Analyzes the syntax, semantics, and pragmatics of the metaphor. (AM)

Explores the role of slogans in education and explains how strongly slogans influence educators and students. Investigates phrases which are commonly used in education such as school for life, life in the school, life as a school, and democratizing teaching. (DB)

Describes an audiovisual package designed to teach the poem "The Love Song of J. Alfred Prufrock" to community college students. (MKM)

Relates how poetry in Spanish is used with bilingual students in elementary school and with Spanish classes in high school. States that basic ground is covered first: metaphor and simile, use of the five senses in description, and the idea of the "persona poem." Furnishes examples of poems written in English by students and translated…

Specific guidelines are offered for implementing figurative language activities into a language intervention program. The guidelines emphasize prerequisite skills, goal sequencing, facilitation of comprehension, and aids to interpretation. A table describes figurative language forms and their use in children of varying developmental ages. (JDD)

This paper discusses the figurative meanings attached to the names of different animals in different cultures, and highlights some of the problems language learners and translators face when dealing with single-word conventional metaphor. (15 references) (JL)

Discusses the importance of world knowledge in the comprehension of metaphor. Examines difficulties encountered by students when their cultural schemata are insufficient or inappropriate to ensure comprehension. Offers pedagogical solutions to these problems. (DMM)

Subjects were 30 participants at each of 4 ages: 5, 7, and 10 years, and adult. Subjects described objects ordered in pairs. Children of 5 and 7 years improved their ability to understand visual metaphors which display a topic-visual interaction. From age 5 to adulthood, subjects improved their ability to comprehend metaphoric similarity. (RH)