The Development of Metaphoric Motion: Evidence from Greek Children's Narratives

Katis, Demetra; Selimis, Stathis

doi:10.3765/bls.v31i1.899

Cited by 6 publications

(4 citation statements)

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“…These findings are compatible with the existing literature indicating that metaphor comprehension, at least, increases with chronological age (Billow, 1975) and with an increase in world knowledge (Naylor & Herwegen, 2012; Norbury, 2005; Rundblad & Annaz, 2010). The issue of metaphor production, though, is more controversial, with some authors (Pollio & Pollio, 1974) establishing its onset at 8 years of age, others (Billow, 1981; Laganaro, 1997; Piaget, 1962; Winner, 1979) bringing that age back to as early as 2 years old, and yet more recent studies arguing for metaphor production increasing over development (Katis & Selimis, 2009; Rundblad & Annaz, 2010). An analysis of a longitudinal corpus of semantic approximations based on metaphorical operations could throw further light on this issue.…”

Section: Discussionmentioning

confidence: 99%

“…However, most studies to date have based their investigation on data produced by adult speakers and, to a lesser extent, on data related to the comprehension of metaphor and metonymy by young speakers (Klepousniotou & Baum, 2007; Norbury, 2005; Rundblad & Annaz, 2010). Studies on the production of metaphoric and, to a larger extent, metonymic expressions by monolingual children are scarce and mostly linked to mentally-impaired children (Katis & Selimis, 2009; Naylor & Herwegen, 2012). Still, as Nerlich, Clarke, and Todd (1999) point out, the production of metaphors and metonymies by young children differs slightly from that of adults in the sense that children make use of these conceptual tools in order to fill gaps in their immature lexicons by means of stretching the meaning of those terms they have already acquired.…”

Section: Introductionmentioning

confidence: 99%

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Metaphor, metonymy, and their interaction in the production of semantic approximations by monolingual children: A corpus analysis

Hernández

Duvignau

2016

First Language

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The present study looks into the largely unexplored territory of the cognitive underpinnings of semantic approximations in child language. The analysis of a corpus of 233 semantic approximations produced by 101 monolingual French-speaking children from 1;8 to 4;2 years of age leads to a classification of a significant number of them as instances of a set of principle-governed cognitive operations, including metaphor and metonymy-based cognitive operations, and conceptual complexes, such as metaphtonymies and double metonymies. The results shed light on cognitive operation preferences and their level of conceptual complexity at this stage of language development. Additionally, it points to the need to expand the inventory of functions traditionally assigned to these cognitive operations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Metaphor, metonymy, and their interaction in the production of semantic approximations by monolingual children: A corpus analysis

Hernández

Duvignau

2016

First Language

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“…In contrast to metaphors, no unit is reduced in the simile, they are all clearly stated. There are studies showing that children begin to understand the figurative language, which includes metaphors, even at the age of 3-4 (Katis & Selimis, 2005). Comprehension of figurative language occurs in early childhood, continues in adolescence and develops in adulthood (Ackerman, 1982;Pexman & Glenwright, 2007;Semrud-Clikeman & Glass, 2010).…”

Section: Introductionmentioning

confidence: 99%

Examining Children’s Simile Comprehension Skills

Bayat

Kuz

2020

CJES

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This study aimed to determine the children’s skills of comprehending similes. The participants of the research consisted of 120 children that were aged 5-6 and enrolled in preschool education institutions. The data were collected with a 16-item success test. The items in the test were orally administered to the participants during the interviews. The responses were recorded, and the analysis was carried out through the evaluation of the content of the recordings by two experts. The answers were encoded and transferred to the statistics program. Depending on the research questions, descriptive statistics were calculated, and a series of Mann Whitney U test was performed. According to the findings, the success rate of the item about simile comprehension at which participants were most successful appeared to be 56.7%. In addition, it was found that the participants’ levels of simile comprehension did not differ based on gender, but they differed based on their duration of continuing preschool education. Participants attending public schools were more successful than those attending private preschools, and the 6-year-old children appeared to be more successful than the 5-year-olds. Keywords: Comprehension, figurative language, language acquisition, simile, metaphor;

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“…A developmental trend is generally seen in metaphor and figurative language understanding, whereby children show a marked increase in as they enter formal education (Katis & Selimis, 2005), which develops alongside other linguistic (Pouscoulous 2011(Pouscoulous , 2014 and cognitive competencies such as working memory capacity (Johnson 1989;Johnson & Pascual-Leone, 1989). Several other factors can facilitate figurative language understanding, including providing informative (Bosco, Vallana, & Bucciarelli, 2009).…”

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confidence: 99%