Summary Theory and research on the dynamics of instructional metaphors, analogies, and models, children's ability to comprehend figurative language, and the effectiveness of figurative devices as instructional tools are reviewed. Conclusions from this theory and research are used to argue that metaphors and other figurative devices can play a uniquely effective role in the acquisition of new knowledge. Recommendations for the design and use of instructional metaphors based on research findings are also presented.
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Patrick Williams (1989) studied this question.
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