ERIC Number: ED267378
Record Type: RIE
Publication Date: 1986-Jan
Reference Count: 0
Children and Metaphors. Technical Report No. 370.
A review of the literature on the development of children's abilities to comprehend and produce metaphorical language shows this development to be a continuous process rather than one characterized by stages, and to be constrained primarily by limitations in children's knowledge and information processing abilities. More specifically, the literature suggests that metaphor production develops out of children's undifferentiated similarity notions that become differentiated into literal and nonliteral similarity judgments as their conceptual knowledge becomes organized in categories similar to those of adults. In addition, the research shows that metaphor comprehension starts during the preschool years, is originally limited to a few metaphorical expressions that occur in predictable linguistic and situational contexts, and develops rapidly to encompass a greater variety of metaphorical domains as children's knowledge and information processing abilities increase. Finally, the literature suggests that child metaphors are a reflection on the language of an underlying transfer of knowledge from one conceptual domain to another, similar to the transfer of knowledge that occurs in adults. An 11-page reference list is appended. (HOD)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.