This collection of papers presents some recent trends in metaphor studies that propose new directions of research on the embodied cognition perspective. The overall volume, in particular, shows how the embodied cognition still remains a relevant approach in a multidisciplinary research on the communicative side of metaphors, by focusing on both comprehension processes in science as well as learning processes in education.

About the Author

Francesca Ervas and Elisabetta Gola, University of Cagliari, Italy; Maria Grazia Rossi, University of the Sacred Heart, Milan, Italy.

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