Metaphors are powerful tools for design, enabling designers to encapsulate sets of properties and relations as short verbal descriptions. This paper aims to clarify how simple spatial configurations may emerge from concise metaphoric descriptions at the conceptual design phase. To this aim, we propose a framework for a metaphor-based design process. As a basis for the framework, we introduce the concept of “complementary visual potential” – a property which ties the spatial configuration of the objects in the composition with their metaphoric roles. The framework is developed by studying the practice of metaphor-based spatial configuration design in Japanese rock gardens. Accordingly, it is implemented and tested in this context by attempting to generate alternative designs for an existing rock composition in the famous garden of Ryōan-ji. This is followed by a discussion of its possible implications and potential for generalization to other areas of design.

Studies of visual space perception have been assuming that people have an internal representation of the physical space that surrounds them. A variety of psychophysical procedures has been used in an attempt to measure the properties of visual space. The goal of the present study was to evaluate the accuracy of the mental representation and the strategies adopted to acquire and retain visuo-spatial information of a configuration as a function of two types of instructions. Thirty-eight undergraduate and graduate students participated in the study and were distributed in perceptive and mnemonic experimental conditions. The effect of the instructions (intentional and incidental) on the representation of the distances among the objects of the scene was estimated using exponents of power function, based on the reproduction of the distances among the stimuli of the scene. The results revealed that judgments made under intentional instructions were more frequently based on strategies related to the location of the stimuli, whereas judgments originating from incidental instructions were based on strategies related to the name of the stimuli. It was observed that the intentional instruction facilitated a more accurate mental representation of the observed experimental configuration, enhancing participants' performance.