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La pareja pedagógica como experiencia práctica para el desarrollo de desempeños colaborativos desde la interdisciplina en el ejercicio de la profesión docente
(Universidad de Magallanes; Facultad de Educación y Ciencias Sociales, 2024-11-17) Pérez Carrillo, David Jacob; Hernández Rojas, Blanca
La co-docencia desde el dispositivo Pareja Pedagógica al interior de la Formación Inicial Docente es un tema escasamente desarrollado en Chile. El artículo comparte hallazgos pesquisados tras la implementación de un proyecto de carácter interdisciplinario en un grupo de estudiantes del Programa de Pedagogía Media UDP, que concentra las carreras de Pedagogía Media en Lengua Castellana y Comunicación e Historia y Ciencias Sociales, cuyo propósito fue estudiar los alcances que asumen los desempeños docentes tras una experiencia colaborativa a partir del análisis de los cuatro niveles básicos de colaboración: facilitador, apoyo, informativo y prescriptivo. Para ello, se siguió un enfoque de investigación de corte cualitativo, expresado en un estudio de casos de naturaleza intrínseca, en el que se analizaron las respuestas a dos instrumentos aplicados al inicio y al final de su práctica.
Pasitos: una investigación basada en las artes escénicas en aulas hospitalarias y centros de menores
(Universidad de Granada, 2024-06-21) Sánchez-Duque, Carmen Gloria; Valseca Delgado, Javier
El compromiso del estado chileno en aulas hospitalarias y centros de menores es resguardar el desarrollo biopsicosocial de los niños, niñas y adolescentes internos (NNA) estableciendo acciones que cubran un régimen educativo diferenciado y terapias complementarias que ayuden sus progresos. Estudios demuestran que la utilización de las artes escénicas en estos espacios son un medio para promover la sanación y la reinserción social. Es por ello, que la presente investigación basada en las artes, estudio desde un enfoque A/R/tográfico, ha tenido por objeto indagar cómo son capaces los NNA pertenecientes a aulas hospitalarias y residencias familiares junto a sus educadores, de reflexionar sobre aquellos sentires y desafíos surgidos en pandemia, pudiendo expresarlos mediante un taller de formas animadas a cargo de la Compañía Perrobufo, el cual finaliza con la creación de la obra Pasitos. Los resultados han verificado que los docentes participantes del taller han adquirido estrategias provenientes de la pedagogía teatral que les permite guiar procesos de creación escénica junto a sus estudiantes e innovar en sus aulas, y a los NNA experimentar procesos de reflexión y creación que les ayudan a desarrollar su autoestima y autonomía, demostrando empatía y socialización durante el transcurso de la actividad.
Cuerpo dramatizado: una estrategia socioeducativa para la igualdad de género en educación primaria
(Juan Carlos Muñoz Díaz, 2024-10-02) Sánchez-Duque, Carmen Gloria; Chacón-Gordillo, Pedro; Barros-Rodríguez, Francisco
El presente estudio de caso, analiza la dramatización como una estrategia de enseñanza socioeducativa, la cual ha sido promovida en dos clases de 3° de Primaria en un colegio de España, introduciendo estrategias provenientes de la pedagogía teatral, concretamente del teatro de formas animadas, con el objetivo de valorar cómo los estudiantes son capaces de reflexionar sobre la igualdad de género a través de dramatizaciones que promueven el encuentro con el cuerpo expresivo, los objetos, el espacio y el colectivo. Demostrando esta formación teatral, la adquisición en los estudiantes para expresarse de manera corporizada y verbal sobre las desigualdades de género, adquiriendo en el proceso confianza en sí mismos, empatía y colaboración. Concluyendo que la dramatización es una estrategia que potencia el pensamiento y el accionar divergente, siendo una vía para lograr el autoconocimiento y repensar perspectivas de género.
Schematic embodiment of perseverance in persian
(Springer, 2024-12-04) Khatin-Zadeh, Omid; Jiehui, Hu; Eskandari, Zahra; Banaruee, Hassan; Farsani, Danyal
A group of Persian speakers were asked to talk about the concept of perseverance in semi-structured interviews. Gestures that participants used to talk about this concept were analyzed. The results showed that the concept of perseverance was primarily embodied in upward head gestures, fist-shaped hand gestures, forward hand gestures, and forward leg gestures. In a significant number of cases, these four elements occurred together. This suggests that the embodiment of perseverance can be distributed in several gestures in several body parts. Although these gestures had different directions in various body parts, the pattern of occurrence of these gestures was the same in a significant number of cases. We call this process schematic embodiment. These four elements create a gestural scheme that represents the embodied realization of perseverance. We define gestural scheme as a set of dynamic, sequential, and coordinated gestures that collectively represent a concept or an event.
Distributed embodiment of the persian term dæqi:qæn in forward gestures
(Springer, 2023-11-03) Khatin-Zadeh, Omid; Banaruee, Hassan; Farsani, Danyal; Hernandez-Barajas, Freddy; Farina, Mirko; Marmolejo-Ramos, Fernando
This study examined the embodied realization of the Persian term dæqi:qæn (exactly) when embodied through gestures. A group of thirty Persian native speakers were asked to express their opinions about six subjects in an interview setting. During the interview, the interviewer used some techniques to elicit the term dæqi:qæn from the participants. The types of gestures produced when participants used the term dæqi:qæn were analyzed. The results showed that the term dæqi:qæn was embodied primarily by forward hand gestures and to a lesser degree by forward head gestures. This suggests that a given term can be embodied across various parts of the body, but degree of realization of this embodiment process is not the same in all involved body parts. While some body parts are strongly involved and actively employed to embody a concept in gestures, other parts may be less involved or not involved at all. We call this process distributed embodiment. The term dæqi:qæn was strongly embodied in forward hand gestures, less strongly (but still significant) embodied in forward head gestures, and almost not embodied in the leg.
Embodiment and gestural realization of ergative verbs
(Springer, 2023-10-01) Khatin-Zadeh, Omid; Hu, Jiehui; Eskandari, Zahra; Banaruee, Hassan; Yanjiao, Zhu; Farsani, Danyal; Jiayong, He
In this study, we examined the gestural embodiment of active, passive, and active-form/passive-sense voices of ergative verbs in English. We analyzed gestures produced by presenters talking about a variety of subjects in a set of videos. We used several Chi-square tests to fnd out what type of gesture (representational, beat, and pointing gestures) co-occurred more frequently with active, passive, and active-form/passive-sense voices of ergative verbs. The results showed that representational gestures occurred more frequently with active than passive and active-form/passive-sense voices of ergative verbs. Furthermore, representational gestures occurred more frequently with active voices of ergative verbs having human subjects than non-human subjects. This was also the case with active-form/passive-sense sentences. Based on these results, it is suggested that form of a sentence is an infuential factor in the process of embodying the situation that is described by that sentence. Active voice of an English ergative verb is more likely to be accompanied by representational gestures and is embodied more strongly than passive and active-form/passive-sense voices of that verb.
Gestural simulation of motion verbs
(University of Illinois Press, 2023) Khatin-Zadeh, Omid; Hu, Jeihui; Eskandari, Zahra; Yanjiao, Zhu; Farsani, Danyal; Banaruee, Hassan
We aimed to investigate how the path of a motion verb is mentally simulated and realized in gestures when it is encoded in path-joined motion verbs (e.g., “enter the house”), pathdisjoined motion verbs (e.g., “go into the house”), and pathless motion verbs (e.g., “walk in the street”). We conducted 2 studies to answer this question. In Study 1, we analyzed gestures produced by presenters in a set of YouTube videos. We used several chi-square tests to find out what type of gesture (path representational, non–path representational, beat, pointing gestures, and no-gesture) co-occurred more frequently with path-joined, path-disjoined, and pathless motion verbs. In Study 2, we analyzed gestures produced by a group of participants in a story-retelling setting. Both studies showed that path representational gestures co-occurred more frequently with path-joined motion verbs than path-disjoined and pathless motion verbs. Furthermore, the probability of using a path representational gesture with a path-joined motion verb having a human subject was higher than that having a nonhuman subject. Although the language difference in Study 1 and Study 2 might be a limitation, the consistency of results of the 2 studies suggests that the findings are generalizable. We suggest that gestural simulation of a motion verb is affected by how the direction or path of motion is encoded in the verb. When the path of motion is encoded in the main part of the verb, the motion and its path or direction are simultaneously simulated. This account implies that the motor system plays an active role in the process of simulating the path.
Metaphores of time across cultures
(Springer, 2023-05-17) Khatin-Zadeh, Omid; Banaruee, Hassan; Reali, Florencia; Tirado, Carlos; Ruiz-Fernández, Ssusana; Yamada, Yuki; Wang, Ruiming; Nicolas, Robin; Khwaileh, Tariq; Szychowska, Malina; Vestlund, Johanna; Correa, Juan C.; Farsani, Danyal; Butcher, Natalie; Som, Bidisha; Volkonskii, Ivan; Plevoets, Koen; Marmolejo-Ramos, Fernando
TIME is a highly abstract concept and prevalent in languages worldwide. Cross-cultural and cross-linguistic research suggests that TIME is embodied dissimilarly in different languages. Still the literature has not received sufficient attention in examining the differences. This study aimed to identify and compare how TIME is metaphorically represented and embodied worldwide. We investigated 14 languages; Arabic, Assamese, Chinese, English, Finnish, French, German, Japanese, Kikuyu, Persian, Polish, Russian, Spanish, and Swedish, which represent nine language families. The metaphors were categorized conceptually as TIME IS AN ORGANISM, TIME IS MOTION, TIME IS SPACE, and TIME IS A VALUABLE COMMODITY. We employed a two-part paper-based task. The first part consisted of generation of metaphor items and the second part consisted of a valence rating task. The key variables considered were 'metaphor category' and 'language family' while controlling for demographic variables such as gender, age and handedness. Data from 513 participants were collected. Results showed a significant association between language categories and the valences of time metaphors. The data of this study suggest that within the languages of a certain category, there might be some similarity between the valences of words that are used to realize a given conceptual metaphor.
Uncertainty management in the design phase of road projects
(Elsevier, 2023) Shabani, Rouzbeh; Ishtiaque, Tausif Ahmed; Johansen, Agnar; Torp, Olav; Farsani, Danyal
Uncertainty management in the project's design phase is perceived to be one of the important stages before the project execution. Studies on uncertainty management could influence projects’ objectives such as cost, time, and quality. With the importance of the design phase, there is less research in the project's design phase which tries to know important uncertainties and measures for managing them. Multiple case study approaches were adopted for doing this research. Data was collected through a narrative search, a document study, and interviews. Data analysis of cases showed that there are different uncertainties with various origins in each case and strategies for tackling them were different. In both cases, owners mainly focused on the strategic and contextual uncertainties mostly and contractors focused on operational uncertainties and they transfer strategic or contextual uncertainties to the owner. In both cases, mitigation strategy has been applied mostly for tackling uncertainties, and acceptance strategy has not been observed in cases. The project's complexity, the contract's collaboration form, and the actors’ role are factors that influence the uncertainty management strategies in projects. This study revealed the differences and similarities in the two cases from uncertainty factors and uncertainty management strategy based on qualitative evaluation.
Making visible “the invisible”: Can mathematics embedded in work practices enable critical questioning?
(Elsevier, 2023-02-09) Bose, Arindam; Farsani, Danyal
This short report explores and unpacks mathematical knowledge embedded in work practices (which often remains invisible or sedimented) and how this ‘invisible’ knowledge-form underpins sociocultural resources and issues. In so doing, this report argues that the middle graders’ awareness of embedded mathematical knowledge in work practices not only creates opportunities and affordances for furthering mathematics learning but in the process, this awareness builds potential for enabling the doers to see the “invisible,” leading to a possibility of questioning the complex societal meaning of justice, fair distribution, welfare and access. This possibility of questioning plays a dual relationship of cause and effect with doers’ (read learners’) foregrounds (see Skovsmose, 2014) and creates a platform which enables and empowers them for critical questioning. This broad platform is referred to as “landscapes of investigation” (Skovsmose, 2001). There is not much research in the literature which uses instances of income-generating work practice as examples of landscapes of investigation for exemplifying out-of-school mathematical knowledge of children immersed in such work-contexts and also as possible tools for manifesting and investigating societal issues. In this report, we use examples of out-of-school work contexts and the community’s rich cultural knowledge resource for responding to this gap in the literature.
The roles of gestural and symbolic schematizations in inhibition as a component of executive functions
(Springer, 2023) Khatin-Zadeh, Omid; Farina, Mirko; Yazdani-Fazlabadi, Babak; Hu, Jiehui; Trumpower, David; Marmolejo-Ramos, Fernando; Farsani, Danyal
The role of gestural schematization in enhancing thinking processes has been the subject of a large body of works. In this process, contextually unimportant or irrelevant information related to a concept (or a system of concepts) is deleted or ignored, while relevant spatial information is maintained. This process is a special type of inhibition, which is one of the key components of executive functions. In this short paper, it is suggested that gestural schematization is a special type of symbolic schematization, a much more general process through which irrelevant information related to features of a concept (or a system of concepts) is suppressed, while relevant information (spatial and non-spatial) is maintained. Through symbolic schematization, abstract structural similarity between two concepts or between two systems of concepts can be discovered. In this way, an individual’s knowledge about the first situation can be generalized to the second situation. Symbolic schematization is the basis of abstraction, knowledge generalization, and knowledge development. This is particularly the case with abstract mathematical thinking. This proposal offers a picture of cognitive mechanisms through which knowledge of abstract mathematical concepts is created and developed in the mind.
More than words: an integrated framework for exploring gestures’ role in bilinguals’ use of two languages for making mathematical meaning
(Springer, 2022) Krause, Christina; Farsani, Danyal
Gestures play a role in perception, production, and comprehension of language and have been shown to difer cross-linguistically and cross-culturally in aspects of performance and form-meaning relationships. Furthermore, gestures can serve as analytical tools to access tacit embodied-imagistic mathematical meanings that add to verbal-linguistic dimensions of meaning. At the same time, language plays important roles in interaction and cognition, infuencing bilinguals’ learning of mathematics. Still, there is only very little research attending to the use of gestures of multilinguals as means to better understand the relationships between their language use and their mathematical thinking. This paper builds on research on multilingualism and on gestures—related and unrelated to mathematics education—to motivate and develop a framework for understanding better mathematics thinking and learning of multilinguals through integrating gesture analysis as related to languages, culture, and the use of registers. The application of this framework will be illustrated through two case studies in which we analyse interview data of a bilingual student and a bilingual mathematics teacher—focusing on gestures and language use while talking about the mathematical concept of ‘power’—or exponents—in Farsi (Persian) and in English. From analyzing the gestures’ form-meaning relations and their functions as related to hybrid language practices, we hypothesize on the vernacular and mathematical context as activated in both speech and gesture and on how it relates to mathematical meaning. From this, we draw practical implications for multilingual mathematical learning contexts and discuss implications for research on multilinguals’ mathematical thinking and learning.
The impact of gestural representation of metaphor schema on metaphor comprehension
(De Gruyter Mouton, 2023) Khatin-Zadeh, Omid; Hu, Jiehui; Marmolejo-Ramos, Fernando; Farsani, Danyal
This study aimed to investigate how priming a metaphor by the gestural representation of its schema affects the understanding of that metaphor. In each of the two tests, different groups of participants were invited to judge the sensibility of the same 20 metaphors preceded by congruent versus incongruent gesture primes as compared to no prime. In the congruent gesture-prime conditions, each metaphor was preceded by a gesture that represented the schema of the subsequent metaphor whereas this gesture was not compatible with the schema of the subsequent metaphor in the incongruent gesture-prime conditions. Results showed that a higher proportion of sentences were judged to be sensible in the congruent gesture-prime conditions compared to no-prime and incongruent gesture-prime conditions. Also, response times of sensibility judgements were shorter in congruent gesture-prime conditions compared to no-prime and incongruent gesture-prime conditions. These results suggest that metaphor schema affects metaphor comprehension through the activation of metaphorically-relevant information and suppressing irrelevant information.
Formación inicial docente basada en el practicum: la academia reflexiva como praxis fundamental para la formación de profesores
(Universidad Pedagógica Nacional de Colombia, 2023-01-01) Becerra-Sepúlveda, Carolina; Ibáñez-Muñoz, Rosa; Valenzuela-Giovanetti, Ezia
La calidad de la Educación constituye un compromiso y un deber con el sistema escolar; esta demanda atención especial a la Formación Inicial Docente de nuestros Profesores. Actualmente las Políticas Públicas en Chile desafían a las Universidades en cuanto a diversos requerimientos para la Formación de Profesores. Conscientes de esta situación, las universidades han instalado estrategias para mejorar los procesos formativos de sus futuros profesores, estableciendo mecanismos formales que articulan su currículo con una formación basada en la Práctica. Este artículo expone los resultados de una investigación cualitativa, que analiza el proceso de práctica de las carreras de pedagogía de una universidad privada en Chile, describiendo a su vez, los nudos críticos de los procesos formativos que la caracterizan. El estudio contempló un diseño etnometodológico, contando con la participación de 37 docentes tutores de prácticas y tres coordinadores, a través de un focus group. El abordaje de la información recopilada contempló un análisis del discurso a través de la herramienta Atlasti. Los resultados del estudio relevan la necesidad de repensar la práctica en la formación inicial docente a través de un modelo que represente y responda a las demandas de la sociedad del siglo XXI, en conjunto con la valorización del acto reflexivo al interior de la Academia que nutre y fortalece la formación inicial docente.
Design-based development of educative curriculum material for deliberative human rights education
(Taylor & Francis, 2023-06) Guzmán, Valentina; Larrain, Antonia; Álvarez Valdés, Carolina; Fernández, Ivettre; Herrera, David; Urrutia, Camila
Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material’s structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed.
Entre el reconocimiento y las trayectorias biográficas: una mirada sobre las juventudes en Argentina y Latinoamérica
(Universidad de Chile; Facultad de Ciencias Sociales, 2022-10) Carreras, Rafael Antonio; Escobar González, Sebastián
En el contexto de entrevistas realizadas a distintos investigadores de relevancia en el campo de estudio de las juventudes en América Latina y Europa, conversamos con Rafael Carreras, académico e investigador de la Universidad Nacional de Córdoba, construyendo un relato sobre su trayectoria académica considerando distintas variables que han marcado su labor, la psicología social comunitaria, el trabajo territorial con jóvenes y el uso de relatos biográficos en clave investigación-acción participante en el contexto argentino. La conversación comienza justamente con el origen del interés investigativo por las juventudes, donde el contexto sociopolítico es fundamental para iniciarse en la exploración de dicho grupo social. Así, se transita en distintas reflexiones sobre las juventudes en el contexto argentino y latinoamericano, integrando conceptos como neoliberalismo o pluridomonio. Finalmente, se establecen ciertas aperturas y pistas para estudiar a las juventudes en el actual contexto latinoamericano, el cual ha estado impactado por diversos hitos de protesta, violencia y transformación social.
Estudiantes con gratuidad en universidades prestigiosas: ajustes académicos para permanecer
(Centro de Estudios Avanzados en Niñez y Juventud del Cinde; Universidad de Manizales., 2023-08-25) Álvarez Valdés, Carolina
La educación superior en Chile se ha masificado; sin embargo, se mantiene una alta segmentación en el sistema. En 2016 comienza a implementarse la política de gratuidad, dirigida a estudiantes de menores ingresos. Esta investigación buscó comprender las experiencias académicas de estudiantes con gratuidad en universidades prestigiosas y selectivas, espacios tradicionalmente de reproducción de las clases altas y élites. Se realizaron entrevistas biográficas a trece estudiantes de estas universidades, así como un análisis temático temporal. Los resultados muestran que la obtención de la gratuidad emerge como un facilitador en el acceso, pero los/as estudiantes experimentan fuertes sensaciones de inadecuación académica; se muestran activos en transformar sus disposiciones, realizando un fuerte trabajo sobre sí para permanecer. Las experiencias de jóvenes de menores capitales muestran la persistencia de desigualdades.
La pareja pedagógica como experiencia desde la práctica para el desarrollo de desempeños colaborativos orientados a la coenseñanza
(Universidad Bernardo O'Higgins, 2023-07-31) Pérez Carrillo, David Jacob; Alvarez Aranda, Nelly del Pilar; Jiménez Vivas, Amparo
El trabajo colaborativo es uno de los desafíos que se instala al interior de la Formación Inicial Docente a partir de las actualizaciones que ha sufrido la política pública en Chile. Para dicho propósito, el presente artículo sistematiza los resultados de un proyecto de investigación que recurrió al dispositivo pareja pedagógica a fin de promover el desarrollo de desempeños colaborativos que tributen en los procesos de identidad docente, en estudiantes que cursaron práctica profesional en las carreras de Pedagogía en Educación Diferencial e Historia y Geografía. Para ello, se analizaron sus respuestas a partir de dos instrumentos aplicados al inicio y al final de su práctica en dupla, concluyéndose que la pareja pedagógica favorece el desarrollo de procesos identitarios de carácter colaborativo, expresados en un reconocimiento del otro como un modelo a seguir; como una experiencia que amplía el conocimiento didáctico y pedagógico, y como una experiencia que permite generar mayores seguridades en el ejercicio de la profesión. Por otra parte, los resultados reclaman mayores instancias para la reflexibilidad que se orienten a desmantelar posiciones de poder de los profesores de enseñanza regular sobre los profesores especialistas, posturas que se constituyen en obstaculizadores para la profundización de prácticas pedagógicas colaborativas e inclusivas.
Future early childhood teachers designing problem-solving activities
(Bandung Himpunan Matematika Indonesia (IndoMS) bekerjasama dengan Program S2 Pendidikan Matematika, FKIP, Universitas Sriwijaya Palembang, 2022-06) Sala-Sebastià, Gemma; Breda, Adriana; Farsani, Danyal
This work aims to identify the criteria to design activities based on problem solving tasks that emerge when future early childhood education teachers jointly plan their activities and reflect on them. The participants were 76 students from the Didactics of mathematics subject that was carried out in the 2nd year of the Early Childhood Education Degree of a Catalan public university. This is qualitative research in which the phases of the thematic analysis have been adapted: familiarizing with the data; systematically applying the categories to identify the student criteria emerged; triangulating the analysis with experts; reviewing and discussing the results. The Didactic Suitability Criteria (DSC), from the Ontosemiotic approach (OSA) framework to design tasks and their indicators, were used to categorise and analyse the tasks performed by future teachers. As a result, it was identified that when the future teachers adopt consensually design their activities, they are implicitly based on the Didactic Suitability Criteria (DSC). Still, not all their indicators emerge since their reflection is spontaneous and is not guided by an explicit guideline that serves them to show their didactic analysis in detail. The study concludes that it would be convenient to offer future teachers a tool, such as DSC, to have explicit criteria to guide the designs of their mathematical tasks. In this sense, a future line of research opens, much needed, to adapt the DSC to the singularities of this educational stage.
A study of using metaphoric and beat gestures with motion-based and non-motion-based metaphors during retelling stories
(MDPI, 2022-04) Khatin-Zadeh, Omid; Farsani, Danyal; Reali, Florencia
In this paper, we classify metaphors into four categories: motion-based metaphors, static space-based metaphors, static object-based metaphors, and static event-based metaphors. Then, a study that investigated the use of gestures with these types of metaphors is reported. The aim was to examine how these types of metaphors are used with metaphoric and beat gestures during the process of re-telling stories. The participants of the study listened to three audio stories. Each story contained two motion-based metaphors, two static space-based metaphors, two static object-based metaphors, and two static event-based metaphors. After listening to each story, they had to retell the stories in front of a camera. The videos were analyzed to determine the number of metaphoric gestures and beat gestures that had been used by participants during the retelling of the stories. The results showed that the highest number of metaphoric gestures had been used with static space based metaphors. This was followed by motion-based metaphors, static object-based metaphors, and static event-based metaphors, respectively. On the other hand, the highest number of beat gestures was used with static event-based metaphors. These findings indicate that the use of metaphoric gestures and beat gestures accompanying metaphors is highly dependent on the spatial and motoric properties of the base of the metaphors, which supports the idea of embodied metaphor comprehension.

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