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Brain oscillations during naturalistic tutoring of science concepts using metaphors

Poster Session F - Tuesday, March 10, 2026, 8:00 – 10:00 am PDT, Fairview/Kitsilano Ballroom

Vicky T. Lai¹ (), Lindsay Krebs¹, Eric C. Fields², Laura Baiocco¹; ¹University of Arizona, ²University of North Carolina at Greensboro

Metaphors in science help students grasp abstract ideas by linking them to familiar concepts (e.g. enzymes as “lock and key”), but neural correlates of live metaphoric learning remain unexplored. This study compared metaphoric and literal learning using EEG and behavioral measures (a science test in which participants rated concept familiarity, concreteness, and answered free-response and multiple-choice questions). Based on word learning and metaphor literature, we expected condition differences in theta (novel word learning; Bakker-Marshall et al., 2018) or/and gamma (complex and figurative meaning; Wang et al. 2012; Rommers et al. 2012). Forty-six high school students (14-17 yo) learned 40 biological concepts, half metaphorically (e.g., The cilia form a broom that sweeps mucus…) and half literally (e.g., The cilia move back and forth you clear mucus…), in one-on-one scripted tutoring, while their EEG was recorded. Before and after tutoring, participants took the science pre- and post- tests. Behaviorally, tutoring facilitated learning equally between conditions. In an EEG power spectral density analysis during the student’s explanation of what they learned. There was no significant effects for theta or gamma effect. We then conducted an exploratory analysis of power in frequencies ranging from delta through low gamma (1 to 70 Hz). Concepts taught via metaphors showed decreased power in the frontocentral region beta band (15-21Hz) compared to concepts taught literally. This finding is consistent with beta activities for abstract-metaphoric action sentences (Schaller et al., 2017), complex metaphors (Lachaud, 2013), and naturalistic reading of Wikipedia articles with metaphors (Mao et al., 2025).

Topic Area: PERCEPTION & ACTION: Other