For many centuries great thinkers, scientists, and inventors have commented and reflected upon the unusual power of metaphorical thought. For example, Edison described his insight into inventing the telephone in terms of a metaphorical thought. He commented on how the bones of the human ear were large as compared with the delicate thin membrane that operated them. This made Edison think that perhaps a thicker and stouter piece of membrane could move his piece of steel. And, of course, the telephone was invented. 1 Another example is that of Kekule, who by associating himself with a snake swallowing its tail began to think of the benzene molecule as a ring rather than a chain of carbon atoms.2 And Brunei's solution to developing an underwater construction was solved by watching a shipworm tunnel into a timber. "The worm constructed a tube for itself as it moved forward, and the classical notion of caissons arose."3 Bruner is one scholar who has attempted to describe and analyze metaphorical thought. In his book, On Knowing, Essays for the Left Hand, he talked about the creative experience as being an act that produces "effective surprise." One type of effective surprise was "metaphorical effectiveness." It involved the connection of domains "of experiences that were apart, but with the form of connectedness that has the discipline of art . . . Metaphoric combination leaps beyond systematic placement and explores connections that before were unsuspected.4 However, although there has been some effort to describe how adults think metaphorically, there has been almost no effort made to discern how children use metaphor and if children can be helped to use metaphor beyond its random occurrence to induce innovative thinking. Gordon has developed materials to encourage creative thinking in children based upon his metaphorical approach.5 However, his exper-

Barbara I. Holstein

Papers

A Case Study Analysis of Several Children's Responses to Metaphorical Experiences.