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WANLEE, PUTSOM. "BRAINSTORING, PERSPECTIVE-TAKING, METAPHORICAL AND ANALOGICAL THINKING, INCUBATION, IMAGERY, AND FLOW OF SMALL BUSINESS ENTREPRENEURS IN THAILAND POST-COVID-19." Seybold Report Journal 18, no. 09 (2023): 265–76. https://doi.org/10.5281/zenodo.8351061.
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<strong>Abstract</strong> Creativity is an important skill for business entrepreneurs to use in running their businesses successfully after the outbreak of the coronavirus disease (COVID-19). Therefore, the objectives of this research are: 1) to study the level of creativity in brainstorming, perspective-taking, metaphorical and analogical thinking, incubation, imagery, and flow of small business entrepreneurs and 2) To compare the differences between creativity in brainstorming, perspective-taking, metaphorical and analogical thinking, incubation, imagery, and flow of small business entrepreneurs classified by general information of the respondents. The sample group used in this research was 251 small business entrepreneurs using purposive random sampling from business owners. The data collection tools were questionnaires. Statistics used for data analysis according to research objectives were frequency, percentage, mean, standard deviation, t-test, and One-Way ANOVA. If differences were found, the data were analyzed by POSTHOC, Scheffe's method. Most small business entrepreneurs are male, operate a service business, and are between 30 - 40 years old, have completed less than a bachelor's degree, have an average monthly income of the business (approximately) 20,001 - 30,000 baht and have been doing business for 5-10 years. Analysis of the mean values revealed that creativity in brainstorming, perspective-taking, metaphorical and analogical thinking, incubation, imagery, and flow found that the overall mean value was at a high level. The comparison of the differences found that 1) different ages had different levels of creativity in incubation and imagery; 2) different educational levels had different levels of creativity in brainstorming, metaphorical and analogical thinking, and flow 3) Different periods of business operation had significant different level of creativity in perspective-taking at the 0.05 level. In addition, it was found that gender, education level, average monthly income of businesses, and different types of businesses were found to have no difference in creativity.
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Choi, Han Hee, and Mi Jeong Kim. "The effects of analogical and metaphorical reasoning on design thinking." Thinking Skills and Creativity 23 (March 2017): 29–41. http://dx.doi.org/10.1016/j.tsc.2016.11.004.
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Hee Choi, Han, and Mi Jeong Kim. "THE POTENTIAL OF REASONING METHODS AS A TEACHING STRATEGY SUPPORTING STUDENTS’ CREATIVE THINKING IN ARCHITECTURAL DESIGN." International Journal of Architectural Research: ArchNet-IJAR 10, no. 3 (2016): 6. http://dx.doi.org/10.26687/archnet-ijar.v10i3.1048.
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Much research has emphasized the importance of ‘learning by doing’ in design education. Reasoning methods would be an effective strategy to support students’ reflection-in-action in designing. ‘Knowing how’ is associated with ‘design thinking’, and further, with ‘creativity’, which is essential for design outcomes. This research explores the potential of reasoning methods, specifically analogical reasoning and metaphorical reasoning, in design education for encouraging students to produce creative thinking in a design studio. For one semester, students were educated to adopt analogies and metaphors in designing and how students approached given design problems to produce design ideas was observed. The results showed that adopting reasoning methods as a teaching strategy in a design studio encouraged the development of the students’ design thinking by reorienting their approach to design, which eventually led to enhanced creativity in designing. Based on the results, this research presents critical issues to be considered for encouraging students to utilize analogical and metaphorical reasoning in designing.
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Johnston, David L. "Creative Thinking." American Journal of Islam and Society 23, no. 1 (2006): 133–35. http://dx.doi.org/10.35632/ajis.v23i1.1658.
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Growing out of a course that the authors have taught jointly since 1996 atthe International Islamic University Malaysia (“Creative Thinking andProblem Solving”), this book is designed for use as an undergraduate textbookon these issues from an Islamic viewpoint. Since Muslims generally deplore their own community’s lack of creativity and desperately need toreverse their technological and scientific dependence on other countries, theauthors seek to present a realistic strategy to help them regain the innovativespirit that characterized classical Islamic civilization. Drawing on cognitivepsychology and related disciplines in western academia, they begin with theassumption that creativity is a learned skill, rather than the personal endowmentof an elite corps of humanity. The book then develops their secondassumption: Islamic values and perspectives can be enriched through a dialoguewith western social sciences.The first part is devoted to Islamic civilization’s contribution to humancivilization: tafakkur and other Qur’anic words calling for people to thinkcreatively (chapter 1); applying secular “thinking styles” literature to theQur’an, including the inquisitive, objective, positive, hypothetical, rational,reflective/contemplative, visual, metaphorical, analogical, emotional, perceptual,conceptual, intuitive, scientific, and wishful thinking styles (chapter2); analyzing the concept of ijtihad and its vocation to constantly adaptIslamic law to changing circumstances and find creative solutions to persistentsocioeconomic and political challenges (chapter 3); and summarizingMuslim contributions to science, philosophy, and medicine (chapter 4) ...
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Susanti, Pitria, Utari Sumarmo, and Asep Kustiana. "The Role of Metaphorical Thinking on Student’s Mathematical Reasoning Ability and Self Confidence." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 3, no. 3 (2020): 121–32. http://dx.doi.org/10.22460/jiml.v3i3.p121-132.
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This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA test, and an MSC scale. The findings of this research were: students getting treatment with MTA reached MRA at a moderate grade level, and students taught by problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.
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Mars, Matthew M. "Analogical and Metaphorical Thinking, Storytelling, and Entrepreneurial Identity and Narrative Development: A Visual Art-Based Learning Innovation." Entrepreneurship Education and Pedagogy 4, no. 1 (2019): 64–81. http://dx.doi.org/10.1177/2515127419890331.
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This article describes a novel visual art-based exercise (VAE) that was developed and conducted as part of an introductory-level, project-based entrepreneurial leadership course. The VAE engages students in reflective explorations of paintings and analogical and metaphorical thinking and analysis in support of two learning outcomes. The first outcome is for students to gain greater awareness of their emergent entrepreneurial identities. The second outcome is for students to enhance their capacities to effectively integrate analogies and metaphors with entrepreneurial narratives. Participatory inquiry guides the structure and delivery of the VAE with its application being focused on opportunity identification and conceptualization, solution development, and entrepreneurial narrative development and delivery. The three stages of the exercise (i.e., Staging, Transfer, and Integration) are described in detail, and its effectiveness is qualitatively assessed specific to the intended outcomes in order to facilitate and support adoption.
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Kravtsova, Yuliia V. "SEMANTIC-COGNITIVE METAPHORICAL MODEL: PROPERTIES, PARAMETERS, AND CONSTRUCTION TECHNIQUE." Scientific Journal of National Pedagogical Dragomanov University. Series 9. Current Trends in Language Development, no. 25 (June 30, 2023): 29–42. http://dx.doi.org/10.31392/npu-nc.series9.2023.25.03.
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The paper deals with the metaphorical model as a semantic-cognitive construction based on the author’s conception of metaphorical modelling. The aim of the research is to characterize such a model of metaphorization, that involves the disclosure of its essence, description of properties, parameters, and construction technique.
 Semantic-cognitive metaphorical modelling is the construction of metaphorization models that reflect national stereotypes of figurative analogic and associative thinking of an ethnocultural community or individual perceptions of the world of a particular native speaker at a particular stage of historical development. A semantic-cognitive metaphorical model is a regular scheme of verbalization of notions correlated in analogic and associative terms available in the minds of native speakers. It includes the original and new ideographic domains and the semantic-cognitive motivator – this description of the metaphorical model actualizes the denotative-conceptual domains of the source and purpose of metaphorization and the integrating feature that motivates the process of metaphorical nomination. The semantic-cognitive metaphorical model is a three-component structure: the original denotative-conceptual domain (metaphor motivating) → the new denotative-conceptual domain (metaphorically motivated) | semantic-cognitive motivator (motivating feature of metaphorical nomination). The term ‘semantic-cognitive metaphorical motivator’ is introduced to denote the semantic component that connects the derivative and derived meanings and expresses the motivational relations of the original and new denotative-conceptual domains, which is a mental and semantic element that integrates different entities that are similar in some respect. It serves as a motivating feature of metaphorization as a metaphorical projection from the original conceptual domain to a new one, an indicator of metaphorical motivation. 
 The developed methodology of constructing and describing metaphorical models as semantic-cognitive structures is universal, since it can be used as an independent operational mechanism in the semantic-cognitive analysis of individual facts of metaphorization or in the corpus-based study of metaphor in a particular language (texts, discourses), as well as an obligatory stage of the semantic-cognitive study of metaphorical concepts.
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Hertel, Frederik, and Michelle Wicmandy. "Metaphorical creativity: an aspect of everyday creativity cleans-up a work-based problem." Development and Learning in Organizations: An International Journal 35, no. 5 (2021): 15–18. http://dx.doi.org/10.1108/dlo-09-2020-0200.
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Purpose According to Mumford et al. (2018), case studies illustrating creative-problem solving at work is lacking. To help fill this gap, this study aims to show how metaphorical creativity was integrated in the realm of everyday creativity to form a new soap that solves a cleaning crew's challenge. Design/methodology/approach Participatory observation was the qualitative methodology used to conduct this study. The cleaning team understood they were the research participants under investigation in the food plant. Participatory observation favored an efficient and flexible process for the cleaners to demonstrate their experiential knowledge while the researchers documented the cleaners' routine cleaning practices and challenges. Directly observing and analyzing the cleaners' everyday creative acts inferred face validity. This ensured to a degree that the study was effective at exploring everyday creativity. Findings Following Finke's Geneplore model in creative cognition (Birdsell, 2019), the consultant shifted between cycles of analogical reasoning in the generative process with exploratory processes to test hypothesis and tailor his thinking. Through this process, the consultant leveraged everyday creativity to develop a small innovation of foaming a non-foaming soap. The foaming process changed the soap's chemistry, enabling the cleaners to remove the spot quickly, accelerating the cleaning process. Research limitations/implications According to Mumford et al. (2018), case studies illustrating creative-problem solving at work are lacking. In this study, we aim to show how metaphorical creativity was integrated into the realm of everyday creativity to form a new soap that solves an industrial cleaning crew's challenge. To fully understand the variety of metaphorical creativity more qualitative cases need to be analyzed and qualitative research is needed to grasp the scale of metaphorical creativity in everyday creativity. Practical implications The findings gleaned from this study are beneficial to help organizations solve problems. Viewing problems metaphorically in everyday creativity involves unconventional thinking. When confronted with a challenge that seems impossible to solve, employees should approach the problem from a different angle. Sometimes, a small, innovative act can solve problems that appear hopeless, similar to the Columbus Principle. After all, a challenge is only simple once you know how to pull it off – the triumph is having the courage to try something new and succeeding. With practice, metaphorical creativity is a skill that one can develop. This could e.g. be viewing old problems through a new lens. Applying a new approach may reveal an unconventional solution. Originality/value According to Mumford et al. (2018), case studies illustrating creative-problem solving at work are lacking. To help fill this gap, this study aims to show how metaphorical creativity was integrated into the realm of everyday creativity to form a new soap that solves a cleaning crew's challenge.
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Lee, Yunhee. "A semiotics of creativity and a poetic metaphor: Towards a dialogical relation of expression and explanation." Semiotica 2016, no. 208 (2016): 155–65. http://dx.doi.org/10.1515/sem-2015-0122.
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AbstractThis paper aims to examine the status and ontology of expression level of sign to propose the concept of creativity in connection with Peirce’s theory of symbol and particularly symbolization. I argue that the process of symbolization has a certain directionality from the ontological to the substantial domain of sign. Thus, the internal world of concept is connected to the external world of things. In other words, a symbol as a cultural code with connoted meaning requires another dimension of a new creative expression. As a result, denotation on the expression level becomes extended. Based on this, symbols grow through symbolization with creative thinking. This process of symbolization is commensurate with explaining how two domains are connected. Consequently, the concept of creativity on the expression plane needs an explanation from a semiotic viewpoint as to how the ontological domain of concepts or ideas is connected to the substantial domain of expression or things based not on a psychological aspect but on a logical inference through metaphorical and analogical reasoning.
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Obremski, Krzysztof. "Literaturoznawcza analiza/interpretacja krytyczna: Józef Tischner Myślenie z wnętrza metafory versus Bartłomiej Maliszewski Metafora i aksjologia wzorzec człowieka w renesansowej literaturze parenetycznej." Przestrzenie Teorii, no. 37 (December 30, 2022): 275–90. http://dx.doi.org/10.14746/pt.2022.37.14.
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Józef Tischner’s Myślenie z wnętrza metafory [Thinking From Within the Metaphor] and Bartłomiej Maliszewski’s Metafora i aksjologia [Metaphor and Axiology] are texts that are both described (analysed) and interpreted here. However, the debatability of the dual understanding of metaphor (‘inside’ – ‘outside’) is only a preliminary difficulty. For it will be incomparably more important that when we read Thinking From Within the Metaphor, then we will not find an explanation of the authorial meaning attributed to the after all key term of his text, and this is by no means a coincidence. The fundamental opposition – unambiguous genre language versus axiological and agathological analogical (metaphorical, symbolic) language – is certainly a persuasive construction, but not necessarily a valid one. A fundamental literary problem: is the Platonic cave really a metaphor? In Bartłomiej Maliszewski’s book Metafora i aksjologia wzorzec człowieka w renesansowej literaturze parenetycznej [Metaphor and Axiology. The Model of Man in Renaissance Parenetic Literature], ‘metaphor’ is equated with the ‘figurative’. There would be nothing reprehensible in this if not for the fact that these two key terms in the book co-create a state of approximate numerical equilibrium, while (and this is more important) proving to be both identical and disjointed. The lack of a definition of ‘metaphor’ and ‘figurative’ makes the whole impressive argument resemble a colossus standing on two legs of clay, over which it stumbles as they become entangled. The legitimacy of the combined view of Thinking From Within the Metaphor and Metaphor and Axiology is contained primarily in the fact that Renaissance parenesis can be seen as one of the historical forms of agathology.
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Kulper, Perry. "Birds of a Feather + Other Aerial Acrobats." Architecture Image Studies 1, no. 2 (2020): 34–43. https://doi.org/10.62754/ais.v1i2.27.
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Spatial storytelling, of all kinds, has structured cultural trajectories—grounding practices, customs and traditions, globally. This essay suggests the possibility of narrative spatial constructions as forms of world building—ways of setting out evidence, teasing out potential metaphorical crimes, as a form of creative participation, with a world. Through interfaces of spatial actors, actions, and situations, lush mini-cosmologies can be constructed—breaking boundaries, takings risks and putting the ‘form follows function’ paradigm, human-centric space, and temporal continuities, at risk. Trading on analogic thinking, surrealist tactics, and techniques of film making, the production of worlds in worlds, might enable retreat from other realities—a form of generative parallax. The potential of modes of visualization, coupled with the use of language, are important in generating alternative cultural, and non-human, imaginaries. Stimulating real and fictional skies, and distant horizons, this work fuels a creative imagination, challenging default assumptions, and reframing what is taken for granted.
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Begley, John. "Metaphorical Theology." Pacifica: Australasian Theological Studies 6, no. 1 (1993): 49–60. http://dx.doi.org/10.1177/1030570x9300600103.
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Metaphorical theology rightly insists that metaphorical language about God can be both cognitively meaningful and spiritually nourishing. Metaphors, models and stories all have use and value. On the other hand, despite some claims, they also have their limitations. As Aquinas pointed out, systematic theology depends on the analogical, literal use of language.
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Indrawan, Muhammad Gita. "NEW VENTURES CREATION AND JUSTIFICATION IN A GLOBAL CONTEXT." Business and Entrepreneurial Review 11, no. 2 (2017): 155. http://dx.doi.org/10.25105/ber.v11i2.1932.
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We argue that creating novel ventures consists of inductive analogical or metaphorical reasoning, which generates a platform for the creation and commercialization of novel ventures andfacilities the comprehension and justification of a vent lire. We argue that such inductive reasoning is shaped by two determinants (the applicability of prior entrepreneurial experience and the motivation to resolve uncertainly and acquire legitimacy) that interrelate to predict and explain pattern of analogical and metaphorical reasoning by which novice and experienced entrepreneurs construct meaning for themselves as well as others in the early stages of creating a venture
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Gabriel, Gottfried. "Logical and Analogical Thinking." Revista de Filosofia Moderna e Contemporânea 8, no. 2 (2020): 177–90. http://dx.doi.org/10.26512/rfmc.v8i2.35862.
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The contrast between logical and analogical thinking is illustrated by the representative views of Frege and Nietzsche. These ways of thinking turn out to be expressions of different ways of conceiving the world. They stand for two opposing traditions of contemporary philosophy: scientific-analytic philosophy and postmodern deconstruction. Based on Wittgenstein's philosophy of language, it is argued that neither of the two perspectives is absolute, but that both should complement each other.
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ASAKURA, Shinji. "Introduction to Analogical Thinking." Journal of the Society of Mechanical Engineers 115, no. 1122 (2012): 318–19. http://dx.doi.org/10.1299/jsmemag.115.1122_318.
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Ferrari, Franco. "Il proemio di Timeo: struttura, contenuto e funzione." Méthexis 35, no. 1 (2023): 29–52. http://dx.doi.org/10.1163/24680974-35010003.
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Abstract In the proem that precedes the account of the generation of the world, Timaeus provides very important elements for understanding the discourse he is about to delivery. It is a complex text that displays at least three different levels: dialectical, analogical (or metaphorical) and epistemological. In the dialectical section, Timaeus establishes that the sensible universe is a generated reality and as such has a cause; in the metaphorical section, he indicates the analogical schemes he will use to explain the genesis of the cosmos (technical and biological) and the causes on which it depends. Finally, in the epistemological section he explains the reason why this exposition cannot achieve truth but must be content with likeness.
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Kholid, Muhammad Noor, Himmatul Fadhilah, Nguyen Phu Loc, and Ioana Christina Magdas. "Classifying analogical thinking for mathematical problem-solving." Journal on Mathematics Education 15, no. 3 (2024): 793–814. http://dx.doi.org/10.22342/jme.v15i3.pp793-814.
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Analogical thinking is a crucial strategy for mathematical problem-solving, enabling the discovery of solutions by identifying similarities between different problems. However, existing research needs a comprehensive classification of students' use of analogical thinking in this context. This study aims to develop a new classification framework for analogical thinking in mathematical problem-solving, emphasizing the identification and utilization of analogous methods between source and target problems. The research adopts a descriptive qualitative approach involving a purposive sample of 15 high school students from Surakarta, Central Java, who demonstrated analogical thinking in solving both source and target problems. Data collection was conducted through tests, observations, and interviews, with analysis performed using the constant comparative procedure (CCP). The findings reveal three distinct classifications of analogical thinking: pattern recognition (identifying common patterns to solve both source and target problems), variable utilization (using variables as symbolic tools for problem-solving), and visualization (applying graphical representations to address the issues). This study offers significant theoretical insights for future research and practical implications for applying analogical thinking in enhancing mathematical problem-solving.
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Yin, Bi Ju, Yan Xiong, Yan Li, and Xiang Long Li. "Product Design Thinking Mode Based on Analogical Reasoning." Applied Mechanics and Materials 278-280 (January 2013): 2265–68. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.2265.
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Analogical reasoning is a common way to produce design concept, but there are less researches of design thinking based on the analogical reasoning. This paper constructesd a kind of design thinking schema based on the analogical reasoning (DTSBAR), pointing out the general flow of the thinking mode, with discussing the general characteristics of analogy mapping and analogy inference reasoning process. The design process of portable pencil sharpener proved effectiveness of this design thinking patterns. The research would be helpful to understand the designer's design thinking rules, and to promote the production of design innovation.
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Ryliškytė, Ligita. "Metaphor and Analogy in Theology: A Choice between Lions and Witches, and Wardrobes?" Theological Studies 78, no. 3 (2017): 696–717. http://dx.doi.org/10.1177/0040563917714622.
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Through a reconsideration of metaphorical language in its relation to analogy, this essay brings into conversation the divergent currents of spirituality and theology. The author advocates a theological approach which values and appropriately employs both analogical and figurative language as the means for integrating the speculative and spiritual dimensions of theological discourse. In particular, by referring to the Christian mystical tradition, metaphor can be deployed as a creative modification of the standard triplex via of analogical predication.
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Beall, Mary Bozik and Melissa. "Modeling Metaphorical Thinking." Speech Communication Teacher 8, no. 2 (1994): 1–3. http://dx.doi.org/10.1080/29945054.1994.12289434.
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Fazrianti, Violita, Edy Yusmin, and Dede Suratman. "Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures." Journal of Advanced Sciences and Mathematics Education 2, no. 2 (2022): 89–96. http://dx.doi.org/10.58524/jasme.v2i2.121.
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Analogical reasoning ability teaches students how to translate abstract concepts into a concrete ones. Students can receive and process information from this knowledge according to their thinking style. Therefore, this study aims to determine students' mathematical analogical reasoning ability at SMP Negeri 1 Sungai Raya based on their thinking style. The research method used in this research is quantitative descriptive analysis, with data analysis assisted by Anates V4 software. The subjects in this study were 29 class IX A students at SMP Negeri 1 Sungai Raya. Data collection techniques used in this study include measurement and direct and indirect communication. The instruments used were mathematical analogical reasoning tests, thinking style tests, and interview guidelines. The results showed that students who had a concrete sequential thinking style obtained an average value of mathematical analogical reasoning ability of 46.25 in the good category, while the average value of students with abstract sequential mathematical analogical reasoning ability was 31.50, concrete random 27.83, and random abstract 32.07 in the medium category. The findings mean that the classroom learning pattern needs to be maintained while improving students' mathematical analogical reasoning abilities. In addition, students are expected to maximize their potential according to the character of their thinking style.
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Mulyani, Eva, Jailani Jailani, and Hartono Hartono. "Analogical Reasoning in Geometric Problem Solving: A Cognitive Analysis Based on Sternberg’s Thinking Styles." International Journal of Geometry Research and Inventions in Education (Gradient) 1, no. 2 (2024): 102–9. https://doi.org/10.56855/gradient.v1i2.1234.
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Analogical reasoning plays a vital role in mathematics learning, especially in helping students solve new problems by using structural similarities with known problems. Each student has a different thinking style, which influences how they process information to solve mathematical problems. This research aims to analyze the analogical reasoning thinking process in solving mathematical problems from the perspective of Sternberg's thinking styles. The study employs a qualitative approach with exploratory methods. This study involved 9th-grade students from a public junior high school in Tasikmalaya City, West Java. The results conclude that the complete and accurate analogical reasoning thinking process in solving mathematical problems is exhibited by the legislative, executive, judicial, local, and internal thinking styles.
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Taheri, Javad. "Analogical Dialectics in Religious Language: Beyond Literal/Metaphorical Reductionism." Religions 15, no. 11 (2024): 1343. http://dx.doi.org/10.3390/rel15111343.
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This paper investigates the developmental trajectory of the debate concerning the nature of religious language, particularly the contrast between its literal and metaphorical dimensions, situating it within the broader context of linguistic, philosophical, and theological scholarship. Drawing on contemporary research, it offers a critical evaluation of three major approaches, with a detailed analysis of one in particular. The first two approaches, literalism and metaphoricism, are critiqued for their reductionist frameworks, which fundamentally erode the multifaceted nature of this discourse. The third approach, while avoiding these reductionist pitfalls, still calls for further clarification of the mechanisms underlying the interplay between these elements. Through conceptual analysis and grammatical examination, it demonstrates that this proposal, which posits a dynamic interaction—where neither dimension is subordinate to the other, but rather, they paradoxically coexist—yields a more accurate account. The findings suggest that this dialectical approach surpasses the conventional treatment of the literal–metaphorical nexus, proposing that religious language is not only communicative and comprehensible but also an evolving process in which grammatical perplexity fosters semantic depth and intellectual insight.
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Yeni Heryani, Sri Tirto Madawistama, and Syifa Novianti. "Designing Thought: How Task Commitment Shapes Students' Thinking Structures." Mosharafa: Jurnal Pendidikan Matematika 13, no. 4 (2024): 989–1002. https://doi.org/10.31980/mosharafa.v13i4.2554.
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Abstrak Peserta didik mengalami permasalahan struktur berpikir seperti struktur berpikir yang acak, tidak sistematis, dan tidak logis ketika memecahkan masalah. Salah satu penyebabnya yaitu minimnya komitmen terhadap tugas. Penelitian ini bertujuan mendeskripsikan struktur berpikir peserta didik ditinjau dari tingkat task commitment tinggi, sedang dan rendah. Penelitian kualitatif ini menggunakan metode deskriptif. Subjek penelitian sebanyak 3 peserta didik kelas IX SMP Negeri 1 Tambaksari pada Tahun Pelajaran 2022/2023. Instrumen yang digunakan untuk mengumpulkan data terdiri dari penulis, soal tes matematika materi persamaan kuadrat, dan angket task commitment. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan peserta didik dengan task commitment tinggi yaitu S10T mengalami fragmentasi mis-analogical thinking, fragmentasi lubang konstruksi dan fragmentasi lubang koneksi. Peserta didik dengan task commitment sedang yaitu S06S mengalami fragmentasi mis-analogical thinking dan fragmentasi lubang koneksi. Peserta didik dengan task commitment rendah yaitu S01R mengalami fragmentasi mis-analogical thinking dan fragmentasi lubang konstruksi. Abstract Students experience problems with thinking structures such as random, unsystematic and illogical thinking structures when solving problems. One of the causes is the lack of commitment to the task. This study aims to describe students' thinking structures in terms of high, medium, and low levels of task commitment. This study is a type of qualitative research with a descriptive method. The subjects of this study were 3 ninth grade students of SMP Negeri 1 Tambaksari in the 2022/2023 Academic Year. The instruments used to collect data consisted of the author, mathematics test questions on quadratic equations, and task commitment questionnaires. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. The conclusion from the results of this study is that students with high task commitment, namely S10T, experience fragmentation of mis-analogical thinking, fragmentation of construction holes, and fragmentation of connection holes. Students with moderate task commitment, namely S06S, experience fragmentation of mis-analogical thinking and fragmentation of connection holes. Students with low task commitment, namely S01R, experience fragmentation of mis-analogical thinking and fragmentation of construction holes.
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Beuchot, Mauricio. "La semiótica y la hermenéutica frente al discurso, desde un saber analógico." Interpretatio. Revista de Hermenéutica 5, no. 1 (2020): 35–48. http://dx.doi.org/10.19130/iifl.it.2020.5.1.0004.
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In this article I intent to show the application of hermeneutics to discourse analysis. In semiotics, Roman Jakobson says that the two columns of discourse are metaphor and metonymy. Octavio Paz adds that those two types of tropes are the two faces of analogy. And, according to Ricoeur, symbol has the structure of metaphorical analogy. Symbolism is found both in poetry and prose, for instance, in theatre and in narrative. Therefore, from semiotics and from hermeneutics, they have to be approached with an analogical spirit. Because of that the necessity of an analogical hermeneutics is alleged.
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Muhammadiev, Dadakhan. "METAPHORICAL THINKING IN POETRY." American Journal of Philological Sciences 4, no. 3 (2024): 91–96. http://dx.doi.org/10.37547/ajps/volume04issue03-16.
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This article talks about the influence of the period on literature, literary changes in the process of this influence, news. The concept of metaphorical thinking has been studied separately from the concept of metaphor. The role and essence of metaphoricalthinking is revealed in poetry.
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Jee, Benjamin D., David H. Uttal, Dedre Gentner, et al. "Commentary: Analogical Thinking in Geoscience Education." Journal of Geoscience Education 58, no. 1 (2010): 2–13. http://dx.doi.org/10.5408/1.3544291.
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Keith, Holyoak J. "Analogical Thinking in Learning and Creativity." Annual Report of Educational Psychology in Japan 40 (2001): 32–36. http://dx.doi.org/10.5926/arepj1962.40.0_32.
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Murni, Sukma, and Sylvia Rabbani. "DEVELOPING THE ABILITY OF ELEMENTARY STUDENTS METAPHORICAL THINKING THE CITARUM THROUGH THE REALISTIC MATHEMATICS EDUCATION APPROACH." PrimaryEdu - Journal of Primary Education 3, no. 2 (2019): 84. http://dx.doi.org/10.22460/pej.v3i2.1308.
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This study aims to determine the development of mathematical Metaphorical Thinking capabilities of Bantaran Citarum Elementary School students through a Realistic Mathematics Education (RME) approach better than those using ordinary learning. The method used in this study was a quasi-experimental method carried out in one of the elementary schools in Dayeuh Kolot Subdistrict, Bandung Regency. Data collection uses the results of pretest and posttest mathematical Metaphorical Thinking abilities. To get the research data, the instrument was used in the form of a mathematical Metaphorical Thinking ability test. Data analysis is done quantitatively, quantitative analysis is carried out on the ability of Metaphorical Thinking. In calculating data processing using Microsoft Excel and SPSS 23. The results showed that the development of mathematical Metaphorical Thinking capabilities which learning using the RME approach was better than those using ordinary learning. Keywords: Metaphorical Thinking, Realistic Mathematics Education.
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Tzuriel, David, and Hila Flor-Maduel. "Prediction of Early Literacy by Analogical Thinking Modifiability Among Kindergarten Children." Journal of Cognitive Education and Psychology 9, no. 3 (2010): 207–26. http://dx.doi.org/10.1891/1945-8959.9.3.207.
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Previous research has emphasized phonological, morphological, and syntactical awareness, naming, and phonological working memory as specific domain determinants of early literacy. General cognitive processes and intelligence have not usually been considered important in the early stages of acquisition of early literacy. The main objective of this study was to assess the power of a major cognitive process: analogical reasoning, to predict early knowledge of writing as evaluated by kindergarten teachers. 103 kindergarten children, randomly selected from 10 kindergartens, were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test. The children were also evaluated for their primary knowledge of writing by their kindergarten teachers as part of a routine didactic assessment. Early writing was significantly predicted by analogical reasoning above and beyond age and gender. Analogical reasoning and early writing may have similar cognitive components requiring inferential processing and closing of information gaps.
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Tanjung, Hairunnisah, Bornok Sinaga, and Abil Mansyur. "Analysis of Student's Spatial Ability in terms of Van Hiele's Thinking Stages in Problem Based Learning." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (2021): 470–85. http://dx.doi.org/10.33258/birle.v4i1.1675.
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This study aims to analyze students 'spatial mathematical abilities in terms of Van Hiele's thinking stages in problem-based learning models, as well as to find out the number of difficult indicators of students' mathematical spatial abilities in terms of Van Hiele's thinking stages in problem-based learning models. Researchers are the main research instrument, data obtained through several previous studies or journals about research on students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. This study uses the analysis technique of the Miles and Huberman model. Data analysis activities, namely data reduction, display data, and conclusion drawing/ verification. The subjects in this study were journal articles on the analysis of students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. The object of this research is the provision of a problem-based learning process. Based on the results of the study, there are students with high spatial abilities who have exploratory thinking processes, methodical thinking, analogical thinking, abstract thinking, synthesis, serendipity, and recycling ideas, students with high spatial abilities also have high imagination, students with spatial abilities are having a process exploratory thinking, serendipity, analogical thinking, semi-abstract thinking, and recycling of ideas and having moderate imagination, as well as students with low spatial abilities in understanding problems using exploratory, analogical, semi-abstract, synthesis thinking processes and have low imagery.
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Rasse, Carina, and Raymond W. Gibbs. "Metaphorical thinking in our literary experiences of J.D. Salinger’s “The Catcher in the Rye”." Journal of Literary Semantics 50, no. 1 (2021): 3–23. http://dx.doi.org/10.1515/jls-2021-2027.
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Abstract This article explores how literary texts, in this case the novel “Catcher in the Rye” by J.D. Salinger, elicit metaphorical thinking as a major part of readers’ interpretive experiences. Our main argument is that metaphorical thinking does not arise only given our encounter with individual verbal metaphors, but emerges in various ways as part of our habitual forms of imaginative metaphorical understandings. Metaphorical thinking is closely linked to embodied simulation processes by which readers project themselves imaginatively into the lives of story characters. Embodied simulation processes capture readers’ rich phenomenological characteristics (e.g., immersion, absorption, transportation) of literary experience. Metaphorical thinking unfolds in hierarchical layers across different time spans during literary reading.
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Naletelich, Kelly, and Nancy Spears. "Analogical reasoning and regulatory focus: using the creative process to enhance consumer-brand outcomes within a co-creation context." European Journal of Marketing 54, no. 6 (2020): 1355–81. http://dx.doi.org/10.1108/ejm-05-2018-0354.
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Purpose New product development (NPD) is increasingly being delegated to consumers, yet little research has investigated consumer-centric factors that may influence this delegation. Thus, the purpose of this paper is to uniquely combine regulatory focus and analogical reasoning to investigate new product ideation and downstream consumer-brand responses. Design/methodology/approach A series of experiments were undertaken. Findings Study 1 revealed that promotion-focused consumers (as opposed to prevention-focused consumers) have significantly greater purchase intentions if given an analogical reasoning task before engaging in new product ideation due to their cognitive flexibility. Study 2 tested the effects of near vs far analogies and found that promotion-focused consumers use analogical thinking to a greater extent and have significantly higher purchase intentions if primed with far analogies because regulatory fit is enhanced. However, analogical thinking and purchase intentions significantly drop if primed with near analogies. In contrast, prevention-focused consumers use analogical thinking to a greater extent and have significantly higher purchase intentions if shown near analogies, compared to far analogies, because of improved regulatory fit. Both studies confirm a serial mediation chain involving task engagement, self-brand connection, and brand sincerity. Research limitations/implications This research extends current understanding regarding the role of creative tasks within consumer NPD. It also uniquely links regulatory focus and consumer task engagement in NPD to increase favorable brand responses. Practical implications Findings offer managerial insights that can positively increase consumer-brand outcomes during NPD. Originality/value This is one of the first studies to demonstrate the importance of analogical thinking and consumer-centric factors (i.e., regulatory focus) during the NPD process. This avenue of research is important, as most studies have neglected ways in which to increase consumer NPD task engagement, leaving resources unutilized.
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Annizar, Anas Ma'ruf, and Fina Syahida Zahro. "Proses Berpikir Metafora dalam Menyelesaikan Masalah Matematis Soal HOTS Berdasarkan Kemampuan Kognitif Siswa." Jurnal Tadris Matematika 3, no. 2 (2020): 117–30. http://dx.doi.org/10.21274/jtm.2020.3.2.117-130.
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To improve students' critical thinking skills in solving High Order Thinking Skill (HOTS) questions, the ability to think metaphorically in learning is required. Thus, this study aimed to describe the metaphorical thinking process of students in solving HOTS mathematical problems by PISA approach. In this study, the research method was descriptive with a qualitative approach. The sampling technique was purposive sampling technique, which was a sampling technique suitable for this study. The results showed that based on the works of the three subjects, they had distinct characteristics in solving the problems. S1 who was classified in high category had a metaphorical form by looking at the room from the top side and based on the indicators, S1 had met the metaphorical thinking indicators. S2 who was classified in low category still did not have metaphorical form as compared to the indicators of identifying problems. However, S2 also had gone through metaphorical thinking process when compared to the indicators of connecting and deciding the main concept, as well as was able to illustrate ideas. Meanwhile, S3 who was classified in the middle category had a metaphorical form by only looking at the room side. S3 also had met several indicators of metaphorical thinking.
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Hwang, Yae-in. "A study on metaphorical thinking and the research contents of <Samogok>." Korean Language and Literature 121 (July 30, 2022): 31–51. http://dx.doi.org/10.21793/koreall.2022.121.31.
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In this study, I tried to prepare educational content by suggesting metaphorical thinking as an alternative to overcome the biased theme consciousness of <Samogok>. To this end, the meaning and structure of metaphorical thinking were clarified, and the actual educational content of <Samogok> was prepared from the point of view of metaphorical thinking.
 Paying attention to the characteristic of metaphorical mobility, metaphorical thinking was viewed as a concept that includes the expansion of the cognitive structure that learners can form through metaphors, the formation of relationships with objects, and the subjective construction of meanings for the given meanings. And the structure of metaphorical thinking was proposed as the formation of a relationship with a heterogeneous object by similarity, the formation of a new gaze on the object, and a reinterpretation of the given meaning.
 These contents can be a way for <Samogok> to transmit the value of filial piety and overcome the limited understanding that was perceived as a sanction. In addition, it can be an alternative for in-depth metaphorical education by solving the problem that metaphoric education was limitedly focused on justice and effect in literature education.
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Hummel, John E., and Keith J. Holyoak. "Relational Reasoning in a Neurally Plausible Cognitive Architecture." Current Directions in Psychological Science 14, no. 3 (2005): 153–57. http://dx.doi.org/10.1111/j.0963-7214.2005.00350.x.
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Human mental representations are both flexible and structured—properties that, together, present challenging design requirements for a model of human thinking. The Learning and Inference with Schemas and Analogies (LISA) model of analogical reasoning aims to achieve these properties within a neural network. The model represents both relations and objects as patterns of activation distributed over semantic units, integrating these representations into propositional structures using synchrony of firing. The resulting propositional structures serve as a natural basis for memory retrieval, analogical mapping, analogical inference, and schema induction. The model also provides an a priori account of the limitations of human working memory and can simulate the effects of various kinds of brain damage on thinking.
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Payadnya, I. Putu Ade Andre. "PENGARUH METAPHORICAL THINKING SKILLS DAN GAYA BELAJAR TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA." Jurnal Pendidikan dan Kebudayaan Missio 12, no. 1 (2020): 12–19. http://dx.doi.org/10.36928/jpkm.v12i1.191.
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Tujuan penelitian ini adalah untuk mengetahui (1) pengaruh metaphorical thinking skills terhadap kemampuan pemecahan masalah matematika, (2) pengaruh gaya belajar terhadap kemampuan pemecahan masalah matematika siswa, dan (3) pengaruh secara simultan kemandirian terhadap kemampuan pemecahan masalah matematika siswa. Populasi berjumlah 335 orang dengan sampel sejumlah 81 orang. Data mengenai metaphorical thinking skills, gaya belajar, dan kemampuan pemecahan masalah siswa dikumpulkan dengan angket dan tes uraian. Uji hipotesis dilakukan dengan analisis regresi sederhana dan berganda dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa: (1) terdapat pengaruh yang signifikan antara metaphorical thinking skills terhadap kemampuan pemecahan masalah matematika siswa, hasil uji determinasi menunjukkan sumbangan relatif kemandirian terhadap kemampuan pemecahan masalah matematika siswa sebesar 68,3% dengan atau 13,041>1,990, (2) terdapat pengaruh yang signifikan antara metaphorical thinking skills terhadap kemampuan pemecahan masalah matematika siswa, hasil uji determinasi menunjukkan sumbangan relatif gaya belajar terhadap kemampuan pemecahan masalah matematika siswa sebesar 48,8% dengan atau 8,677>1,990, dan (3) terdapat pengaruh simultan antara metaphorical thinking skills dan gaya belajar terhadap kemampuan pemecahan masaah matematika siswa, hasil uji determinasi menunjukkan sumbangan relatif sebesar 75,2% dengan atau 118,46 > 3,11.
 Kata kunci: metaphorical thinking skills, gaya belajar, kemampuan pemecahan masalah matematika
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Kim, Eunyoung, and Hideyuki Horii. "Analogical Thinking for Generation of Innovative Ideas: An Exploratory Study of Influential Factors." Interdisciplinary Journal of Information, Knowledge, and Management 11 (2016): 201–14. http://dx.doi.org/10.28945/3539.
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Analogical thinking is one of the most effective tools to generate innovative ideas. It enables us to develop new ideas by transferring information from well-known domains and utilizing them in a novel domain. However, using analogical thinking does not always yield appropriate ideas, and there is a lack of consensus among researchers regarding the evaluation methods for assessing new ideas. Here, we define the appropriateness of generated ideas as having high structural and low superficial similarities with their source ideas. This study investigates the relationship between thinking process and the appropriateness of ideas generated through analogical thinking. We conducted four workshops with 22 students in order to collect the data. All generated ideas were assessed based on the definition of appropriateness in this study. The results show that participants who deliberate more before reaching the creative leap stage and those who are engaged in more trial and error for deciding the final domain of a new idea have a greater possibility of generating appropriate ideas. The findings suggest new strategies of designing workshops to enhance the appropriateness of new ideas.
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Brümmer, Vincent. "Metaphorical thinking and systematic theology." NTT Journal for Theology and the Study of Religion 43, no. 3 (1989): 213–28. http://dx.doi.org/10.5117/ntt1989.3.003.brum.
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Alexander, Karenlee Clarke. "Artmaking: Bridge to metaphorical thinking." Arts in Psychotherapy 18, no. 2 (1991): 105–11. http://dx.doi.org/10.1016/0197-4556(91)90017-5.
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Samuels, Marilyn. "Book Review: Children's Analogical Thinking Modifiability Test." Journal of Psychoeducational Assessment 16, no. 3 (1998): 270–74. http://dx.doi.org/10.1177/073428299801600309.
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Tama, Sri Yelinda, Sumarno Ismail, Franky A. Oroh, and Abas Kaluku. "ANALISIS KEMAMPUAN BERPIKIR METAFORA PADA POKOK BAHASAN BARISAN DAN DERET." Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi 7, no. 2 (2019): 45–50. http://dx.doi.org/10.34312/euler.v7i2.10339.
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This study aims to describe students' metaphorical thinking ability on the subject sequences and series. The research was conducted using a descriptive method involving 32 students of SMA Negeri 1 Gorontalo Utara as research subjects. The instrument used was an essay test to obtain data on metaphorical thinking skills and interviews to complement and strengthen the information that came from giving tests on the subject sequence and series. The data analysis technique used is in the form of a percentage with standard deviation categorization criteria, to determine the level of students' metaphorical thinking ability. The results of the analysis showed that the students' metaphorical thinking ability in the subject sequences and series were in the medium category.
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Mutia, Kartono, Dwijanto, and Kristina Wijayanti. "Students' Analogical Reasoning in Solving Trigonometric Target Problems." Malaysian Journal of Mathematical Sciences 17, no. 3 (2023): 425–40. http://dx.doi.org/10.47836/mjms.17.3.11.
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Analogical reasoning plays a crucial part in problem-solving since it requires students to connect prior knowledge with the issues at hand in learning mathematics. However, students struggle when developing solutions to the issues utilizing analogies even if there is a connection between mathematical creativity and analogical reasoning. The aims of this study were to assess students' use of Ruppert's phases to solve problems and identify students' analogy patterns to solve target problems. This study is qualitative in nature. Of 19 research participants, six were then chosen using the purposive sampling technique based on their levels of mathematical creative ability. Test, interview, and documentation were the data gathering techniques used in this study. The study's findings suggested that good analogical reasoning skills did not serve as a prerequisite for students with strong mathematical creative thinking skills. Only one subject out of three who possessed necessary mathematical creative thinking abilities could go through the four steps of analogical reasoning-structuring, mapping, applying, and verifying. All other subjects were unable to complete the four steps of analogy, and even their creative thinking skills were weak. This was because the students did not comprehend the idea and could not connect prior knowledge with the issues at hand. In order to remind students of their prior knowledge and experiences, it would therefore be necessary at this analogy stage to establish an initial stage before structuring. The format and degree of difficulty of the questions were assumed to be other elements that might influence students' responses. The results of this study are expected to be a reference for further research, namely increasing analogical reasoning optimally as an effort to increase students' prior knowledge and students' mathematical creative thinking abilities in solving mathematical problems.
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Molz, Jennie Germann. "Gaze, Nomad, Dwelling." Transfers 13, no. 1-2 (2023): 109–27. http://dx.doi.org/10.3167/trans.2023.13010209.
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Abstract This article traces the enduring legacy of metaphorical thinking in John Urry's work. It begins with a reflection on metaphorical thinking as a mobile epistemology and then details the impact of three key metaphors Urry proposed in his work: the tourist gaze, nomads, and dwelling-in-mobility. The article focuses on the way these metaphors have informed my own research on mobile lifestyles, but also discusses the broader impact of Urry's metaphorical thinking on the current and future field of mobilities studies.
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Mukhammadiev, Dadakhon. "RELATIONSHIP BETWEEN PERIOD AND METAPHORICAL THINKING." American Journal of Philological Sciences 4, no. 6 (2024): 63–67. http://dx.doi.org/10.37547/ajps/volume04issue06-14.
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In this article, the influence of the period on poetry in Uzbek literature, as a result of which, the renewal of metaphorical thinking is researched. The essence of metaphor and metaphorical thinking is revealed. With the help of his analysis, its difference from other poetic phenomena is shown.
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Polyson, James, Randall Herrema, and Victor Barrow. "The Identified Patient in Family Therapy and Jesus Christ: A Limited Analogy." Journal of Psychology and Theology 16, no. 4 (1988): 340–47. http://dx.doi.org/10.1177/009164718801600405.
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Family therapists have recognized the importance of analogic or metaphoric thinking in the conceptualization of family problems. In this article, we develop an analogy pertaining to a frequently studied phenomenon in family therapy, the symptom bearing child or Identified Patient (IP). By exploring certain similarities and differences between the IP and Jesus Christ, we hope to increase the reader's awareness of the richness and poignancy of the saving role in human relations. Also, an understanding of the Christ/IP analogy may be helpful to family therapists who must avoid idealizing or identifying with the symptomatic child.
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Mattiello, Elisa, and Wolfgang U. Dressler. "The Morphosemantic Transparency/Opacity of Novel English Analogical Compounds and Compound Families." Studia Anglica Posnaniensia 53, no. 1 (2018): 67–114. http://dx.doi.org/10.2478/stap-2018-0004.
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Abstract This study deals with novel English analogical compounds, i.e. compounds obtained via either a unique model (e.g. beefcake after cheesecake) or a schema model: e.g., green-collar based on white-collar, blue-collar, pink-collar, and other X-collar compounds. The study aims, first, to inspect whether novel analogical compounds maintain the same degree of morphosemantic transparency/opacity as their models, and, second, to find out the role played by the compound constituents in the constitution of compound families, such as X-collar and others. To these aims, the study proposes a scale of morphosemantic transparency/opacity for the analysis of compound constituents. In particular, the compound constituents in our database (115 examples) are analysed in connection with: 1) their degree of transparency (vs. opacity, including metaphorical/metonymic meaning), linked to their semantic contribution in the construction of the whole compound’s meaning, and 2) their part-of-speech. Against the common assumption that productive word-formation rules mostly create morphosemantically transparent new words, or that rule productivity is closely connected with transparency, the study of our database demonstrates that novel analogical compounds tend to maintain the same transparency/opacity degree as their models. It also shows that, in nuclear families and subfamilies of compounds, the part-of-speech of the constituents, their degree of transparency/opacity, and their semantic relation are reproduced in all members of the analogical set.
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Schneider, Christian. "Cosmic Dreams." Daphnis 45, no. 3-4 (2017): 541–62. http://dx.doi.org/10.1163/18796583-04503010.
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Kepler’s Somnium (1634), Kircher’s Iter exstaticum (1656), and Cyrano’s Voyage dans la Lune (1657) use elements of dream and fiction as literary strategies for imparting new cosmological knowledge. This essay argues that it is above all the heuristic potential inherent in metaphorical and analogical operations that fuels the recourse to fiction in Kepler, Cyrano, and Kircher. By utilizing fiction and metaphor as a heuristic faculty of the human imagination, Kepler’s Somnium establishes the epistemological counterpart to the Copernican revolution.
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Khomyakov, A. B. "Analogy as a basic function of thinking." Philosophical Problems of IT & Cyberspace (PhilIT&C), no. 2 (January 14, 2025): 23–41. https://doi.org/10.17726/philit.2024.2.2.
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We present an analytical study that puts forward a hypothesis about the role of analogy in thinking. The article presents a critique of the structural mapping hypothesis in analogy as an explanation of the analogical argument and will offer an alternative explanation — the functional hypothesis of the analogical argument. It will also be shown how such functions of thinking as recognition and memory, metaphor and syllogism, generalization and ontology, deduction and induction can be realized with the help of the analogy method developed by the author. The article puts forward a hypothesis that these different functions are nothing more than different manifestations of one mechanism for the dissemination of thinking patterns through analogy.In the previous article [1] we described the results of experiments on obtaining analogs of words based on the statistics of predicates extracted from texts by a simple parser. In this article, continuing the topic of analogy, we will analyze two aspects:- how similar expressions (analogous argument) are found when solving problems and learning;- what is the role of analogy in thinking, namely, what thinking processes are realized with the help of analogy.The article critically examines the most well-known approaches to explaining and attempting to implement analogy. The authors propose another hypothesis, called functional analogy, which is distinguished by the simplicity of explaining the analogical argument, greater correspondence to examples of analogy, in the authors’ opinion, and the possibility of programmatic implementation.
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Anggraeny, Tezha Kurnia, Rohana Rohana, and Jayanti Jayanti. "Pengaruh Pendekatan Metaphorical Thinking terhadap Kemampuan Berpikir Kritis dan Kecerdasan Emosional Siswa SMAN 4 Kayuagung." Jurnal Pendidikan Matematika RAFA 5, no. 1 (2019): 57–69. http://dx.doi.org/10.19109/jpmrafa.v5i1.3001.
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Penelitian ini bertujuan untuk mengkaji pengaruh Pendekatan Metaphorical Thinking ter-hadap kemampuan berpikir kritis dan kecerdasan emosional siswa SMA Negeri 4 Ka-yuagung. Desain penelitian ini menggunakan metode eksperimen yaitu Posttest-Only Control Design. Populasi dalam penelitian ini adalah kelas XI MIPA SMA Negeri 4 Kayuagung, diambil sampel sebanyak dua kelas yaitu kelas XI MIPA 1 sebanyak 30 siswa sebagai kelas eksperimen yang mendapat pembelajaran dengan Pendekatan Metaphorical Thinking dan kelas XI MIPA 3 sebanyak 33 siswa sebagai kelas kontrol yang mendapatkan pembelajaran konvensional. Teknik pengumpulan data menggunakan tes dan angket. Analisis data menggunakan uji t (Independent Sample T-Test), dengan terlebih dahulu menguji normalitas dan homogenitas. Berdasarkan analisis data tersebut, hasil yang diperoleh dalam penelitian ini menunjukkan bahwa: 1) ada pengaruh Pendekatan Metaphorical Thinking terhadap Kemampuan Berpikir Kritis Siswa SMA Negeri 4 Kayuagung, 2) ada pengaruh Pendekatan Metaphorical Thinking terhadap Kecerdasan Emosional Siswa SMA Negeri 4 Kayuagung.