METAPHORS AND LEARNING NEW TEXT

In this study, we investigated the influence of metaphors on text proc essing. Sixty-two graduate students were randomly assigned to three co nditions that varied in the degree of explicitness provided between a metaphor and new information, both presented in the text. Differences in comprehension and overall number of ideas recalled were trivial amo ng the three groups. In addition, there was a lack of total change in recall over time. However, a significant effect was found for the time by group interaction. In addition, both type of idea (main and minor, and metaphoric-linked and non-linked) by group interactions were sign ificant, with the metaphor groups recalling more. Text supplements, su ch as metaphors, can direct the reader's attention to certain types of ideas.