This study examines fear metonymy in one Swedish and one Japanese crime novel. A thematic analysis is employed to establish conceptual fear metonymies grounded in physiological effects, behavioural reactions, and body organs. The types of linguistic manifestations in the novels are analysed, along with their pragmatic function within the novels and narratological aspects of their use.A total of 39 conceptual fear metonymies were identified, 14 of which have not been previously recognised in research on fear metonymy. The conceptual fear metonymies identified are largely consistent across the Swedish and Japanese novels, reinforcing the notion that human embodied cognition clearly exhibits cross-cultural patterns.The linguistic manifestations of conceptual fear metonymies exemplify the "Show, don't tell" technique in creative writing. Most of them are concise and literal in nature. Conventional phrases are predominantly metaphtonymies and exhibit some language/culture-specific characteristics. Creative linguistic expressions, meanwhile, reflect the author's unique style and further emphasise the emotional state of the characters to the reader. In certain scenes, expressions based on multiple conceptual fear metonymies combine to generate a heightened level of intensity, whereas in others, a single expression effectively conveys fear. Finally, fiction emerges as a highly conducive material for the analysis of emotion metonymy.

This study analyzes metaphors related to knowledge in the Swedish and Finnish primary school curricula with an aim to find out how knowledge is conceptualized in these texts. Metaphors are analyzed with the so-called PIMS method recently developed by Johansson Falck & Okonski (2022, 2023). In total, 11 different conceptual metaphors involving knowledge, mainly based on image schemas, were identified in both Swedish and Finnish curricula, plus two more in the Swedish curriculum only. The most frequent ones, based on image schemas, are in-out and process. The results show that the conceptualizations of knowledge in the Swedish and Finnish primary school curricula are largely similar, although Swedish and Finnish are unrelated languages. However, there are also differences, which we suggest are due to partly different views on education and knowledge in the two school systems.