Metaphor Types as Strategies for Teaching Regression to Novice Learners

References

• Anderson, M. (2003), “Embodied Cognition: A Field Guide,” Artificial Intelligence, 149, 91–130. DOI: https://doi.org/10.1016/S0004-3702(03)00054-7.
   Web of Science ®Google Scholar
• Behar, R., Grima, P., and Marco-Almagro, L. (2013), “Twenty-Five Analogies for Explaining Statistical Concepts,” The American Statistician, 67, 44–48. DOI: https://doi.org/10.1080/00031305.2012.752408.
   Web of Science ®Google Scholar
• Blanchette, I., and Dunbar, K. (2000), “How Analogies Are Generated: The Roles of Structural and Superficial Similarity,” Memory and Cognition, 28, 108–124. DOI: https://doi.org/10.3758/bf03211580.
   PubMed Web of Science ®Google Scholar
• Boyd, R. (1993), “Metaphor and Theory Change: What is Metaphor a Metaphor For?” In Metaphor and Thought (2nd ed.), ed. A. Ortony. Cambridge: Cambridge University Press, pp. 481–532.
   Google Scholar
• Burgers, C., Konijn, E. A., Steen, G. J., and Iepsma, M. A. R. (2015), “Making ads Less Complex, Yet More Creative and Persuasive: The Effects of Conventional Metaphors and Irony in Print Advertising,” International Journal of Advertising, 34, 515–532. DOI: https://doi.org/10.1080/02650487.2014.996200.
   Web of Science ®Google Scholar
• Depaolo, C., and Mclaren, C. (2006), “The Relationship Between Attitudes and Performance in Business Calculus,” Informs Transactions on Education, 6, 8–22. DOI: https://doi.org/10.1287/ited.6.2.8.
   Google Scholar
• Donnelly, C. M., and McDaniel, M. A. (2000), “Analogy With Knowledgeable Learners: When Analogy Confers Benefits and Exacts Costs,” Psychonomic Bulletin and Review, 7, 537–543. DOI: https://doi.org/10.3758/bf03214368.
   PubMed Web of Science ®Google Scholar
• Dowker, A., Cheriton, O., Horton, R., and Mark, W. (2019), “Relationships Between Attitudes and Performance in Young Children’S Mathematics,” Educational Studies in Mathematics, 100, 211–230. DOI: https://doi.org/10.1007/s10649-019-9880-5.
   Web of Science ®Google Scholar
• Duit, R. (1991), “On the Role of Analogies and Metaphors in Learning Science,” Science Education, 75, 649–672. DOI: https://doi.org/10.1002/sce.3730750606.
   Web of Science ®Google Scholar
• Garfield, J., Hogg, B., Schau, C., and Whittinghill, D. (2002), “First Courses in Statistical Science: The Status of Educational Reform Efforts,” Journal of Statistics Education, 10, 1–14.
   Google Scholar
• Gentner, D. (1983), “Structure-Mapping: A Theoretical Framework for Analogy,” Cognitive Science, 7, 155–170. DOI: https://doi.org/10.1207/s15516709cog0702_3.
   Web of Science ®Google Scholar
• Gentner, D., and Bowdle, B. F. (2001), “Convention, Form, and Figurative Language Processing,” Metaphor & Symbol, 16, 223–247.
   Google Scholar
• Gentner, D., and Gentner, D. R. (1983), “Flowing Waters or Teeming Crowds: Mental Models of Electricity,” in Mental Models, eds. D. Gentner and A. L. Stevens, Hillsdale, NJ: Lawrence Erlbaum, pp. 99–129.
   Google Scholar
• Glucksberg, S. (2003), “The Psycholinguistics of Metaphor,” Trends in Cognitive Sciences, 7, 92–96. DOI: https://doi.org/10.1016/S1364-6613(02)00040-2.
   PubMed Web of Science ®Google Scholar
• Glynn, S. M. (1995), “Conceptual Bridges. Using Analogies to Explain Scientific Concepts,” Science Teacher, 62, 25–27.
   Google Scholar
• Haser, V. (2005), Metaphor, Metonymy, and Experientialist Philosophy. Challenging Cognitive Semantics, Berlin: Mouton de Gruyter.
   Google Scholar
• Holyoak, K. J., and Thagard, P. (1995), Mental Leaps: Analogy in Creative Thought, Cambridge, MA: The MIT Press, p. xiii, 320.
   Google Scholar
• Jordan, J., and Haines, B. (2006), “The Role of Statistics Educators in the Quantitative Literacy Movement,” Journal of Statistics Education, 14. DOI: https://doi.org/10.1080/10691898.2006.11910583.
   Google Scholar
• Korey, J. (2000), Dartmouth College of Mathematics Across the Curriculum Evaluation Summary: Mathematics and Humanities Courses, Hanover: Dartmouth College.
   Google Scholar
• Kosslyn, S. M., and Koenig, O. (1992), Wet Mind: The New Cognitive Neuroscience, New York: Free Press.
   Google Scholar
• Lakoff, G., and Johnson, M. (1999), Philosophy in the Flesh: The Embodied Mind and its Challenges to Western Thought, New York: Basic Books.
   Google Scholar
• Li, X., and Cutting, J. (2011), “Rote Learning in Chinese Culture: Reflecting Active Confucian-Based Memory Strategies,” in Researching Chinese Learners: Skills, Perceptions and Intercultural Adaptations, eds. L. Jin and M. Cortazzi. London: Palgrave Macmillan, pp. 21–42.
   Google Scholar
• Martin, M. A. (2003), “It’s Like…You Know: The Use of Analogies and Heuristics in Teaching Introductory Statistical Methods,” Journal of Statistics Education, 11, 1–28.
   Google Scholar
• McGlone, M. S. (2007), “What is the Explanatory Value of a Conceptual Metaphor?” Language & Communication, 27, 109–126.
   Web of Science ®Google Scholar
• Miller, J. E. (2010), “Quantitative Literacy Across the Curriculum: Integrating Skills From English Composition, Mathematics, and the Substantive Disciplines,” The Educational Forum, 74, 334–346. Publisher: Routledge _eprint: . DOI: https://doi.org/10.1080/00131725.2010.507100.
   Google Scholar
• Novak, J. D. (2002), “Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners,” Science Education, 86, 548–571. _eprint: DOI: https://doi.org/10.1002/sce.10032.
   Web of Science ®Google Scholar
• Quilici, J. L., and Mayer, R. E. (1996), “Role of Examples in How Students Learn to Categorize Statistics Word Problems,” Journal of Educational Psychology, 88, 144–161. DOI: https://doi.org/10.1037/0022-0663.88.1.144.
   Web of Science ®Google Scholar
• Rodgers, J. L. (2020), Teaching Statistics and Quantitative Methods in the 21st Century, New York: Routledge.
   Google Scholar
• Shen, Y., and Balaban, N. (1999), “Metaphorical (In)Coherence in Discourse,” Discourse Processes, 28, 139–153. DOI: https://doi.org/10.1080/01638539909545077.
   Web of Science ®Google Scholar
• Steen, G. (2013), “Deliberate Metaphor Affords Conscious Metaphorical Cognition,” Journal of Cognitive Semiotics, 5, 179–197. DOI: https://doi.org/10.1515/cogsem.2013.5.12.179.
   Google Scholar
• Steen, L. A. (2004), Achieving Quantitative Literacy: An Urgent Challenge for Higher Education, Washington, DC: Mathematical Association of America.
   Google Scholar
• Tay, D. (2010), “Revisiting Metaphor Types as Discourse Strategies: The Case of Psychotherapeutic Discourse,” Text & Talk, 30, 445–463.
   Web of Science ®Google Scholar
• Tay, D. (2012), “Applying the Notion of Metaphor Types to Enhance Counseling Protocols,” Journal of Counseling & Development, 90, 142–149.
   Web of Science ®Google Scholar
• Tay, D. (2014), “Lakoff and the Theory of Conceptual Metaphor,” in Bloomsbury Companion to Cognitive Linguistics, eds. J. R. Taylor and J. Littlemore. London: Bloomsbury, pp. 49–60.
   Google Scholar
• Tay, D. (2017), “The Nuances of Metaphor Theory for Constructivist Psychotherapy,” Journal of Constructivist Psychology, 30, 165–181.
   Web of Science ®Google Scholar
• Tay, D. (2020a), “Affective Engagement in Metaphorical versus Literal Communication Styles in Counseling,” Discourse Processes, 57, 360– 375.
   Web of Science ®Google Scholar
• Tay, D. (2020b), “Surveying Views of Metaphor vs. Literal Language in Psychotherapy: A Factor Analysis,” Metaphor and the Social World, 10, 273–291.
   Web of Science ®Google Scholar
• Wee, L. (2005a), “Class-Inclusion and Correspondence Models as Discourse Types: A Framework for Approaching Metaphorical Discourse,” Language in Society, 34, 219–238. DOI: https://doi.org/10.1017/S0047404505050098.
   Web of Science ®Google Scholar
• Wee, L. (2005b), “Constructing the Source: Metaphor as a Discourse Strategy,” Discourse Studies, 7, 363–384.
   Web of Science ®Google Scholar