If work in psychology has clearly brought to light that`conceptual exibility' exists in the categorization of objects, which led to re-questioning the traditional conception of categorization which considers rigid and discontinuous categories, it is not the case in linguistics and psycholinguistics. We propose, through highlighting the role of analogy in the categorization of verbs, to defend the idea of semantic¯exibility which constitutes a linguistic counterpart to psychologists' advances on categorization. Accordingly, it is shown that the production of`metaphoric' verbal utterances by adults and more particularly by 2/3-year-old children re¯ects analogical categorization of verbs which makes it possible to argue in favour of a computationa l model of the role of analogy in the semantic network of the verb lexicon.
Cette étude est consacrée à l'analogie comme procédé pédagogique pour des leçons dont le domaine ne peut pas être appréhendé par une observation directe. Deux thèmes ont été retenus : les constituants de la cellule et les échanges gazeux dans le sang. La modalité choisie pourles analogies fut l'illustration, les correspondances avec le thème étant ou non explicitées aux élèves. Il apparaît que les analogies illustrées, notammentcommentées, favorisentl'acquisition des connaissances. On insiste surles exigences cognitives requises pourassurerla fécondité des analogies.
Résumé Cet article a pour objectif de présenter un panorama des études expérimentales sur la compréhension des métaphores chez l'enfant. L'exposé s'articule autour des procédures expérimentales utilisées, largement dépendantes de l'inscription théorique des auteurs. Ces deux facteurs, méthodologique et théorique, déterminent pour partie l'hétérogénéité des données empiriques : pour certains, la compréhension des métaphores apparaît dès 4 ans et pour d'autres à partir de 10-11 ans seulement. En fait, il ressort de notre examen critique qu'une telle activité émerge à 7 ans grâce au développement d'habiletés métalinguistiques. Mais elle n'est vraiment installée qu'après 10 ans, âge auquel l'enfant peut appréhender les métaphores dans la variété de leur réalisation. Mots-clés : compréhension des métaphores, développement cognitif, habiletés métalinguistiques.
Summary : How do we understand metaphors ? This article is a review of the experimental research on metaphor. We describe briefly the concept of metaphor and present two main theories about metaphor : the comparison theory (or similarity theory) and the interaction theory. According to the comparison theory, a comparison of features between the two concepts involved in the metaphor is the fundamental process underlying the interpretation of metaphor. According to the interaction theory, a metaphor induces the emergence of features that are associated neither with the topic nor with the vehicle ofthe metaphor. In order tofind arguments infavour of one or the other theory, we present the experimental results which were obtained using two kinds ofmethods : macroscopic methods including sentence completion tasks, judgment tasks, and memory tasks ; and microscopic methods which include lexical decision tasks, reading time, and functional imaging techniques. Macroscopic methods aim at describing what the characteristics of metaphors and apprehending the resuit of metaphor interpretation. Microscopic methods try to follow the comprehension of a metaphor. While examining data, a synthesis of main factors which have been investigated (similarity, comprehensibility, context) is presenled. We conclude on the difflculty to favor one or the other theory, and the necessity to develop interdisciplinary research.
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