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Volume 16, Issue 4 (Winter 2015)
Advances in Cognitive Sciences 2015, 16(4): 53-59 |
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Rabiei Pour Salimi M, Dortaj F. Effects of Using Text Metaphors on Comprehension and Recall among High-School Students. Advances in Cognitive Sciences 2015; 16 (4) :53-59
URL: http://icssjournal.ir/article-1-262-en.html
URL: http://icssjournal.ir/article-1-262-en.html
1- M.A in Educational Psychology, Department of psychology and education, Allameh Tabatabai University,Tehran,Iran.
2- Associate Professor of Educational Psychology, Department of psychology and education Allameh Tabatabai University,Tehran,Iran.
2- Associate Professor of Educational Psychology, Department of psychology and education Allameh Tabatabai University,Tehran,Iran.
Abstract: (2463 Views)
Introduction: Based on the contemporary cognitive theories, using metaphors help learners to effectively comprehend new disorganized information. The aim of this study was to investigate the effects of using metaphors on comprehension and recall among high-school students.
Methods: A total of 40 high-school students participated in the study. Participants were 40 senior students from Lahijan, selected through cluster sampling. They were divided into control and experimental groups. Each group studied metaphorical or literal texts of approximately 500 words. Instantly after reading, participants took comprehension and recalling tests.
Results: Data were analyzed using T-test. Results demonstrated that students who studied metaphorical text, significantly earned higher comprehension scores than those who went through a literal text. However, the results of recalling scores did not show any significant difference between the metaphorical and literal study group.
Conclusion: Using appropriate metaphoric structure seems to be an effective method to introduce abstract concepts and grasp invisible relationships.
Methods: A total of 40 high-school students participated in the study. Participants were 40 senior students from Lahijan, selected through cluster sampling. They were divided into control and experimental groups. Each group studied metaphorical or literal texts of approximately 500 words. Instantly after reading, participants took comprehension and recalling tests.
Results: Data were analyzed using T-test. Results demonstrated that students who studied metaphorical text, significantly earned higher comprehension scores than those who went through a literal text. However, the results of recalling scores did not show any significant difference between the metaphorical and literal study group.
Conclusion: Using appropriate metaphoric structure seems to be an effective method to introduce abstract concepts and grasp invisible relationships.
Type of Study: Research |
Subject:
Special
Received: 2013/11/17 | Accepted: 2014/09/17 | Published: 2014/12/23
Received: 2013/11/17 | Accepted: 2014/09/17 | Published: 2014/12/23
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