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ERIC Number: ED234376
Record Type: RIE
Publication Date: 1983-Oct
Pages: 57
Abstractor: N/A
Reference Count: 0
Sources of Difficulty in the Young Child's Understanding of Metaphorical Language. Technical Report No. 290.
Vosniadou, Stella; And Others
To investigate young children's understanding of metaphorical language, 90 chidren from preschool to third grade were read stories ending with metaphorical sentences of varying degrees of difficulty--sentences representing more or less predictable story outcomes and differing in the complexity and explicitness of their figures of speech. After listening to a story, children were asked to act out the meaning of the final, metaphorical sentence. Their enactments were then categorized as either (1) unrelated to the action implied in the metaphor, (2) literal, (3) correct, or (4) composite--an interpretation falling between the correct and the literal meanings. Findings suggested that metaphor comprehension was a developmental skill influenced by the predictability, literalness, and explicitness of the figures of speech used. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Academy of Education, Washington, DC.; National Inst. of Education (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Note: Paper will appear in the journal "Child Development."