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Paul Ricoeur believes that metaphors not only provide information, but also convey truths. When people express non-image concepts with image-based language, they use metaphor. Reading Biblical metaphor is to look for God through reading. Metaphors are used throughout the Bible as a means of pointing to truths and as a tool to allow readers to recognize God. How has the Bible enabled millions of believers for centuries to serve God despite the limitations of human language? The answer is that God reveals Himself through metaphor, allowing people to know His value. The use of metaphor is not only a literary device designed for aesthetic purposes; the main purpose of metaphor is to express concepts that are difficult to describe directly. This article uses conceptual metaphor theory (CMT) from Metaphors We Live By (Lakeoff & Johnson, 1980, 2003) and blending theory (BT) by Fauconnier and Turner (1995) as analysis strategies for Biblical texts, they are also one kind of tool of organizing information at the same time. Metaphor is a type of inspirational linguistic phenomenon; a linguistic device that enables people¡¦s minds to ascend to a higher place. Biblical metaphors are extremely rich, and this article offers only an initial analytical interpretation of the four main themes of Biblical metaphors: The exploration of God¡¦s nature and attributes; to see the default table of the Old Testament and the intertextuality of the New Testament; the characteristics of believers; and the interactive relationship between God and man, including God¡¦s will for humanity. Using these four basic and essential themes, this study explores how the Bible uses metaphor to convey abstract concepts and relate communications between God and man, as well as exploring how moral lessons are conveyed through metaphors, enabling the average person to understand them. In addition, in a position of Biblical readers to explore how readers use their own experience and cognitive abilities regarding metaphors to ascertain the true meaning of faith, including metaphorical thinking of the solutions, the experience of faith is the extension of the metaphor. ¡¨Christ¡¨ is the necessary key for Biblical interpretation, as well as the metaphor is possible as an edge tool of cognition & expression, that is, Biblical readers can transfer the implication of belief through the modes of metaphor understanding per the information provided by Bible. Using the same principle, the reading technique of metaphorical cognition can be applied to other texts as a method of interpreting meaning¡Xespecially abstract meaning.

In pursuing my aim to provide a methodical easy to follow ideation to creationprocess didactic instructional tool to be used both for design and art projects, ledme to produce a multimedia film.An A2 poster with 3 5 step tried and tested hybrid methods started action research,acting as a didactic teaching tool and point of reference.Further to an interview with gymnasium (high school) art and storytelling teacher,the defining process began by editing live test case documentation from her finalyear 2013 art and design class. Audio clips from a creative director and teacherinterviews’ along with still picture quotes added valuable process method narration.Practical hands on experience in addition to the gymnasium class usability findings,led to final stage development in the form of a digital mobile application, "id'8." Anend sequence animation illustrates simplified, refined and combined 2 5stepprocesses in action, as I work the id’8 process tool interactively.

Abstract One of the ways for a speaker to make sense of an object or event in the real world is to make use of iconicity between two things. Through iconic metaphorical extensions, the speaker connects the object or event to something else. In this study, I consider how speakers form concepts through iconic metaphorical extensions, examining how they metaphorically extend one concept to another. I suggest that all speakers use the same ways of forming metaphorical extensions and control metaphorical extensions according to their intentions and contexts. Using basic and simple shapes (e.g. 0) and their related metaphorical expressions (e.g. `a circular argument'), I discuss the role of iconicity in metaphorical understanding, the relationship between concept and language, and metaphorical extensions as tools of concept formation. I conduct descriptive investigations using dictionaries and compare related senses for particular basic shapes between English and Japanese, looking at their polysemous networks and historical changes. Using questionnaires, interviews and tasks with native speakers of English and Japanese, I conduct experimental investigations to examine the speakers' associations in relation to basic shapes and the degree of iconicity in metaphorical extensions. This study suggests that concepts, although probably stored in the mental space, are recreated every time they occur. Concept formation through iconic metaphorical extensions must be dynamic because it is based on 'extensions' of existing concepts, and must be universal to all speakers because metaphorical extensions are among the most basic mental activities of human beings. I propose dynamic and universal models which represent the way in which a speaker forms concepts, connecting a linguistic form and a mental picture and controlling iconic metaphorical extensions. These models contribute to understanding both similarities and differences in use of metaphorical extensions between English and Japanese.

I represented a person’s stories and memories of childhood through the material called glass, and found a method to approach personal stories. To do this, the medium to express my conception that is express of the personal experience and extreme situation on glass was based. The most significant point of study was realizing the nature of emotions and meanings within a person’s life. As well as special instruments and to analyze whether it is an appropriate expression. Accordingly with this, I collected individual stories from Zili and tried to comprehensively understand the cause behind. For that I approached different cases of psychology theory to compare. After I analyzed the colour and object that relate to memories or the person. Expression of artefact I created from foundational theory through my perspective. I represented in magnification of memories as an expression on glass artefacts for respect of peoples diversity life. This led me to make more concrete context in practical work and theoretical tool as well.

Abstract One of the ways for a speaker to make sense of an object or event in the real world is to make use of iconicity between two things. Through iconic metaphorical extensions, the speaker connects the object or event to something else. In this study, I consider how speakers form concepts through iconic metaphorical extensions, examining how they metaphorically extend one concept to another. I suggest that all speakers use the same ways of forming metaphorical extensions and control metaphorical extensions according to their intentions and contexts. Using basic and simple shapes (e.g. 0) and their related metaphorical expressions (e.g. `a circular argument'), I discuss the role of iconicity in metaphorical understanding, the relationship between concept and language, and metaphorical extensions as tools of concept formation. I conduct descriptive investigations using dictionaries and compare related senses for particular basic shapes between English and Japanese, looking at their polysemous networks and historical changes. Using questionnaires, interviews and tasks with native speakers of English and Japanese, I conduct experimental investigations to examine the speakers' associations in relation to basic shapes and the degree of iconicity in metaphorical extensions. This study suggests that concepts, although probably stored in the mental space, are recreated every time they occur. Concept formation through iconic metaphorical extensions must be dynamic because it is based on 'extensions' of existing concepts, and must be universal to all speakers because metaphorical extensions are among the most basic mental activities of human beings. I propose dynamic and universal models which represent the way in which a speaker forms concepts, connecting a linguistic form and a mental picture and controlling iconic metaphorical extensions. These models contribute to understanding both similarities and differences in use of metaphorical extensions between English and Japanese.

<p>I represented a person’s stories and memories of childhood through the material called glass, and found a method to approach personal stories.</p><p>To do this, the medium to express my conception that is express of the personal experience and extreme situation on glass was based. The most significant point of study was realizing the nature of emotions and meanings within a person’s life. As well as special instruments and to analyze whether it is an appropriate expression.</p><p>Accordingly with this, I collected individual stories from Zili and tried to comprehensively understand the cause behind. For that I approached different cases of psychology theory to compare. After I analyzed the colour and object that relate to memories or the person. Expression of artefact I created from foundational theory through my perspective. I represented in magnification of memories as an expression on glass artefacts for respect of peoples diversity life.</p><p>This led me to make more concrete context in practical work and theoretical tool as well.</p>

To test the hypothesis that a metaphorical technique would be more effective than a direct technique to induce hypnosis, 60 volunteers from students at North Texas State University were divided into high- and low-susceptible subjects by the Harvard Group Scale of Hypnotic Susceptibility. They were randomly assigned to direct and metaphorical induction groups and to a control group, with 10 high- and 10 low-susceptible subjects in each group. After hypnosis they completed the Field Inventory of Hypnotic Depth, and their mean scores were subjected to an analysis of variance and a Newman-Keuls test. Neither method of hypnotic induction was found more effective than the other, although both were effective when compared to a control group. It was also found that subjects who expected to be able to experience hypnosis were no more likely to be hypnotized than those who expected not to be able to experience hypnosis. Finally, it was found that low-susceptible subjects were as likely to respond to a post-hypnotic suggestion as high-susceptible subjects.

A presente dissertação apresenta um estudo experimental do comportamento verbal metafórico, verificando os efeitos deste fenômeno sobre respostas verbais subsequentes de vinte e cinco participantes universitários de uma universidade pública do Estado de São Paulo. Por meio de situações problemas, foi proposta uma investigação do controle de estímulos presente em tatos metafóricos (fera e vírus) como antecedentes verbais descritos pelo experimentador. Houve distintas condições experimentais para cada tato metafórico que exigiu a emissão de respostas verbais subsequentes de cada participante, após a leitura de um texto informativo. As respostas verbais subsequentes envolveram indicar entre alternativas a melhor para a resolução de problemas fictícios entre medidas preventivas e corretivas e informar a uma pessoa desconhecida sobre o texto informativo lido. O experimento foi arranjado, sob a hipótese de que os participantes tenderiam para medidas preventivas, se lessem o texto informativo com o tato metafórico da violência comparada a um vírus, ou para medidas corretivas, se lessem o texto informativo com o tato metafórico da violência comparada a uma fera. Os participantes, individualmente, foram convidados a realizar o mesmo protocolo de tarefas solicitadas na Linha de Base e na Condição Experimental. Este protocolo envolveu quatro tarefas, a saber (1) leitura de um texto informativo (2) escolha de alternativa preventiva ou corretiva para solução de problemas sociais, como fome na Linha de Base e violência na Condição Experimental, (3) indicação de trecho de controle para realização da tarefa anterior e (4) emissão de comportamento intraverbal, ou seja, contar sobre o texto informativo lido na primeira tarefa para uma pessoa desconhecida, que veria virtualmente. Na Condição Experimental, os participantes de cada grupo tiveram contato com informação apresentada por meio de metáforas distintas (grupo G-I e grupo G-II), sem metáfora (grupo G-III) e com estímulos arbitrários (palavra sem sentidos) comparados a metáforas distintas (grupo G-IV e grupo GV). Em todas as condições experimentais, houve avaliação do comportamento do participante como falante e ouvinte de seu próprio comportamento verbal. O experimento trouxe dados instigantes entre os grupos experimentais, visto que os participantes do grupo (a) G-I replicaram os dados de estudos anteriores em apenas 20% das respostas dos participantes, (b) G-II mantiveram controle verbal em 80% das respostas verbais subsequentes, ao assinalarem por medidas preventivas diante da metáfora vírus, (c) G-III mostrou uma prevalência dos participantes por medidas preventivas, visto que todos responderam por esta alternativa, (d) G-IV replicaram os dados de pesquisas anteriores mantendo uma relação entre o tato metafórico fera para 60% respostas verbais subsequentes com medidas corretivas, enquanto que (e) G-V estabeleceram o controle verbal metafórico sobre 100% das respostas verbais subsequentes com medidas preventivas. Na discussão de dados, são tecidas considerações acerca do desempenho dos participantes por grupo ressaltando (1) história de vida e história experimental, (2) contextos atuais e culturais presentes na vida dos participantes, (3) estabelecimento do controle de estímulos pelo tato metafórico, (4) comparativos entre os grupos, entre outras variáveis relevantes. Os achados do presente estudo são curiosos para a temática e mostra a pertinência de novos estudos no campo experimental para a temática / This work presents an experimental study of the metaphorical verbal behavior by checking the effects of this phenomenon on subsequent verbal responses. Twenty-five college student from a public university in the state of São Paulo were participants. Through problem situations, it was proposed an investigation of the stimulus control of metaphorical tact (\"beast\" and \"virus\") as verbal history described by the experimenter. There were different experimental conditions for each metaphorical tact which required a subsequent verbal responses of each participant, after reading an informational text. Subsequent verbal responses were: the participants indicated among the best alternatives for resolving problems between fictitious preventive and corrective measures and the participants reported to an unknown person about the text that the participants read. The experiment had the hypothesis that participants tend to give preventive measures, when read the text with the metaphorical tact of \"violence\" compared to a \"virus\" or corrective measures, if they read the information text with tact metaphorical of \"violence\" compared to a \"beast\". The individual participants were asked to perform the same protocol tasks requested in the Baseline and Experimental Condition. This protocol had four tasks, namely (1) reading informational text (2) choosing between preventive or corrective alternative to solve social problems such as hunger in the Baseline and violence in Experimental Condition, (3) showing control on the responses of previous tasks and (4) intraverbal behavior, that is, telling about the informational text read in the first task for an unknown person, which showed up virtually. In the Experimental Condition, participants in each group had contact with informational text presented through different metaphors (G-I and G-II groups), without metaphor (G-III group) and arbitrary stimuli (words without meanings) compared to different metaphors (G-IV and GV groups). In all experimental conditions, there was participant\'s performance evaluation as speaker and listener of his own verbal behavior. The experiment brought compelling data between the experimental groups, as members of the group (a) G-I replicated data from previous studies in only 20% of participants\' responses, (b) G-II remained verbal control in 80% of verbal responses subsequent, by pointing by preventive options before the \"virus\" metaphor (c) G-III showed a prevalence of participants with preventive options, since all accounted for this alternative, (d) G-IV confirmed the previous survey data keeping a relationship between the \"beast\" metaphorical tact and 60% subsequent verbal responses with corrective options, while (e) G-V established the metaphorical verbal control over 100% of subsequent verbal responses with preventive measures. In the data discussion, it was emphasize (1) life history and experimental history, (2) current and cultural contexts present in the lives of the participants, (3) stimulus control of metaphorical tact, (4) comparison between groups, and other relevant variables. The findings of present study are curious and inspires more studies in the experimental field of the theme

A presente dissertação apresenta um estudo experimental do comportamento verbal metafórico, verificando os efeitos deste fenômeno sobre respostas verbais subsequentes de vinte e cinco participantes universitários de uma universidade pública do Estado de São Paulo. Por meio de situações problemas, foi proposta uma investigação do controle de estímulos presente em tatos metafóricos (fera e vírus) como antecedentes verbais descritos pelo experimentador. Houve distintas condições experimentais para cada tato metafórico que exigiu a emissão de respostas verbais subsequentes de cada participante, após a leitura de um texto informativo. As respostas verbais subsequentes envolveram indicar entre alternativas a melhor para a resolução de problemas fictícios entre medidas preventivas e corretivas e informar a uma pessoa desconhecida sobre o texto informativo lido. O experimento foi arranjado, sob a hipótese de que os participantes tenderiam para medidas preventivas, se lessem o texto informativo com o tato metafórico da violência comparada a um vírus, ou para medidas corretivas, se lessem o texto informativo com o tato metafórico da violência comparada a uma fera. Os participantes, individualmente, foram convidados a realizar o mesmo protocolo de tarefas solicitadas na Linha de Base e na Condição Experimental. Este protocolo envolveu quatro tarefas, a saber (1) leitura de um texto informativo (2) escolha de alternativa preventiva ou corretiva para solução de problemas sociais, como fome na Linha de Base e violência na Condição Experimental, (3) indicação de trecho de controle para realização da tarefa anterior e (4) emissão de comportamento intraverbal, ou seja, contar sobre o texto informativo lido na primeira tarefa para uma pessoa desconhecida, que veria virtualmente. Na Condição Experimental, os participantes de cada grupo tiveram contato com informação apresentada por meio de metáforas distintas (grupo G-I e grupo G-II), sem metáfora (grupo G-III) e com estímulos arbitrários (palavra sem sentidos) comparados a metáforas distintas (grupo G-IV e grupo GV). Em todas as condições experimentais, houve avaliação do comportamento do participante como falante e ouvinte de seu próprio comportamento verbal. O experimento trouxe dados instigantes entre os grupos experimentais, visto que os participantes do grupo (a) G-I replicaram os dados de estudos anteriores em apenas 20% das respostas dos participantes, (b) G-II mantiveram controle verbal em 80% das respostas verbais subsequentes, ao assinalarem por medidas preventivas diante da metáfora vírus, (c) G-III mostrou uma prevalência dos participantes por medidas preventivas, visto que todos responderam por esta alternativa, (d) G-IV replicaram os dados de pesquisas anteriores mantendo uma relação entre o tato metafórico fera para 60% respostas verbais subsequentes com medidas corretivas, enquanto que (e) G-V estabeleceram o controle verbal metafórico sobre 100% das respostas verbais subsequentes com medidas preventivas. Na discussão de dados, são tecidas considerações acerca do desempenho dos participantes por grupo ressaltando (1) história de vida e história experimental, (2) contextos atuais e culturais presentes na vida dos participantes, (3) estabelecimento do controle de estímulos pelo tato metafórico, (4) comparativos entre os grupos, entre outras variáveis relevantes. Os achados do presente estudo são curiosos para a temática e mostra a pertinência de novos estudos no campo experimental para a temática / This work presents an experimental study of the metaphorical verbal behavior by checking the effects of this phenomenon on subsequent verbal responses. Twenty-five college student from a public university in the state of São Paulo were participants. Through problem situations, it was proposed an investigation of the stimulus control of metaphorical tact (\"beast\" and \"virus\") as verbal history described by the experimenter. There were different experimental conditions for each metaphorical tact which required a subsequent verbal responses of each participant, after reading an informational text. Subsequent verbal responses were: the participants indicated among the best alternatives for resolving problems between fictitious preventive and corrective measures and the participants reported to an unknown person about the text that the participants read. The experiment had the hypothesis that participants tend to give preventive measures, when read the text with the metaphorical tact of \"violence\" compared to a \"virus\" or corrective measures, if they read the information text with tact metaphorical of \"violence\" compared to a \"beast\". The individual participants were asked to perform the same protocol tasks requested in the Baseline and Experimental Condition. This protocol had four tasks, namely (1) reading informational text (2) choosing between preventive or corrective alternative to solve social problems such as hunger in the Baseline and violence in Experimental Condition, (3) showing control on the responses of previous tasks and (4) intraverbal behavior, that is, telling about the informational text read in the first task for an unknown person, which showed up virtually. In the Experimental Condition, participants in each group had contact with informational text presented through different metaphors (G-I and G-II groups), without metaphor (G-III group) and arbitrary stimuli (words without meanings) compared to different metaphors (G-IV and GV groups). In all experimental conditions, there was participant\'s performance evaluation as speaker and listener of his own verbal behavior. The experiment brought compelling data between the experimental groups, as members of the group (a) G-I replicated data from previous studies in only 20% of participants\' responses, (b) G-II remained verbal control in 80% of verbal responses subsequent, by pointing by preventive options before the \"virus\" metaphor (c) G-III showed a prevalence of participants with preventive options, since all accounted for this alternative, (d) G-IV confirmed the previous survey data keeping a relationship between the \"beast\" metaphorical tact and 60% subsequent verbal responses with corrective options, while (e) G-V established the metaphorical verbal control over 100% of subsequent verbal responses with preventive measures. In the data discussion, it was emphasize (1) life history and experimental history, (2) current and cultural contexts present in the lives of the participants, (3) stimulus control of metaphorical tact, (4) comparison between groups, and other relevant variables. The findings of present study are curious and inspires more studies in the experimental field of the theme