Metaphor and Irony comprehension in typically developing school children: a pilot study

IF 0.4 Q4 LINGUISTICS Revista de Investigacion en Logopedia Pub Date : 2020-10-06 DOI:10.5209/RLOG.64669
C. Ferreira, Rita Alegria, J. Rocha
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Abstract

This study aimed to analyse irony and metaphor comprehension of Portuguese school age children and analyse some of their individual differences, investigating if such factors may play a role in the comprehension of these two language elements. Two European-portuguese versions of stories from the instrument ‘Stories from Everyday Life’ were used to assess irony and metaphor comprehension in a sample of 30 children with 8 years in a Portuguese private educational institution. Individual differences (e.g., gender, number of siblings, parents’ educational levels and family history of speech and/or language disorders) were also considered. Children were able to understand metaphors and irony, as previously observed in other studies (e.g. Dews & Winner, 1997; Özçalışkan, 2007; Özçalişkan, 2005; Özçalışkan, 2007; Stites & Özçalişkan, 2013 Pexman & Glenwright, 2007). Results regarding individual differences on children’s performances showed that: i) male children performed better in both stories; ii) two children who presented a family history of speech and/or language disorders obtained lower scores than their peers; iii) two children whose parents had lower educational level than other families of participants performed worse than their peers; and iv) children who had more siblings performed better in both stories. Children’s performances on both stories were positively correlated. No significant gender differences were found regarding irony and metaphor comprehension, however, a slight advantage was found in male children. The number of siblings was positively associated with metaphor and irony comprehension. More research is needed to clarify the influence of developmental and social variables in metaphor and irony comprehension.
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典型发育儿童的隐喻与反讽理解:一项初步研究
本研究旨在分析葡萄牙学龄儿童的反讽和隐喻理解,并分析他们的一些个体差异,探讨这些因素是否在这两种语言元素的理解中发挥作用。使用“日常生活故事”工具中的两个欧洲葡萄牙语版本的故事,对葡萄牙私立教育机构中30名8岁儿童的样本进行讽刺和隐喻理解评估。还考虑了个体差异(例如,性别、兄弟姐妹数量、父母的教育水平以及言语和/或语言障碍的家族史)。正如之前在其他研究中观察到的那样,儿童能够理解隐喻和讽刺(例如,Dews和Winner,1997;Özçalışkan,2007年;Ösçaliş坎,2005年;Ösçalşkan;Stites和Özáališkan,2013年Pexman和Glenwright,2007年)。关于儿童表现的个体差异的结果表明:(1)男性儿童在两个故事中表现更好;ii)有言语和/或语言障碍家族史的两名儿童的得分低于同龄人;iii)父母的教育水平低于参与者其他家庭的两个孩子的表现比同龄人差;和iv)有更多兄弟姐妹的孩子在两个故事中表现更好。儿童在两个故事中的表现呈正相关。在反讽和隐喻理解方面没有发现显著的性别差异,但在男性儿童中发现了轻微的优势。兄弟姐妹的数量与隐喻和反讽理解呈正相关。需要更多的研究来阐明发展和社会变量对隐喻和反讽理解的影响。
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来源期刊
CiteScore
0.80
自引率
33.30%
发文量
34
审稿时长
12 weeks
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