Pub Date : 2025-03-17DOI: 10.1017/s0305000925000078
Julia Hauss, Jennifer Barbosa, Paul Muentener, Laura Lakusta
How do children learn the language-to-concept mappings within the domain of Mechanical Support – a spatial domain involving varied and complex force-dynamic relations between objects based on specific mechanisms (stickiness, clips, etc.)? We explore how four- and six-year-olds, and adults encode dynamic events and static configurations of Mechanical Support via attachment (picture put on a door). Participants viewed spatial configurations (Experiment 1 – in dynamic events or Experiment 2 – in static states) and were then prompted with the question, “Can you tell me what my sister did with my toy?” Children and adults used lexical verbs, and the visibility of the mechanism influenced the type of verb used. Also, whereas children preferentially used Orientation Verbs (e.g., “hang”), adults preferentially used Verbs of Attaching (e.g., “tape,” “stick”). Our findings shed light on how children acquire mechanical support language and the linguistic and cognitive constraints involved.
{"title":"The language of mechanical support in children: Is it “Sticking,” “Hanging,” or simply “On”?","authors":"Julia Hauss, Jennifer Barbosa, Paul Muentener, Laura Lakusta","doi":"10.1017/s0305000925000078","DOIUrl":"https://doi.org/10.1017/s0305000925000078","url":null,"abstract":"<p>How do children learn the language-to-concept mappings within the domain of Mechanical Support – a spatial domain involving varied and complex force-dynamic relations between objects based on specific mechanisms (stickiness, clips, etc.)? We explore how four- and six-year-olds, and adults encode dynamic events and static configurations of Mechanical Support via attachment (picture put on a door). Participants viewed spatial configurations (Experiment 1 – in dynamic events or Experiment 2 – in static states) and were then prompted with the question, “Can you tell me what my sister did with my toy?” Children and adults used lexical verbs, and the visibility of the mechanism influenced the type of verb used. Also, whereas children preferentially used Orientation Verbs (e.g., “hang”), adults preferentially used Verbs of Attaching (e.g., “tape,” “stick”). Our findings shed light on how children acquire mechanical support language and the linguistic and cognitive constraints involved.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"49 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates how phonological competition affects real-time spoken word recognition in deaf and hard of hearing (DHH) preschoolers compared to peers with hearing in the normal range (NH). Three-to-six-year olds (27 with NH, 18 DHH, including uni- and bilateral hearing losses) were instructed to look at pictures that corresponded to words alongside a phonological competitor (e.g., /bin-pin/) vs. an unrelated distractor (e.g., /toy-bed/). Phonological competitors contrasted in either voicing or place of articulation (PoA), in the onset or coda of the word. Relative to peers with NH, DHH preschoolers showed reduced looks to target in reaction to the spoken words specifically when competition was present. DHH preschoolers may thus, as a group, experience increased phonological competition during word recognition. There was no evidence that phonological properties (voicing vs. PoA, or onset vs. coda) differentially impacted word recognition.
{"title":"Real-time spoken word recognition in deaf and hard of hearing preschoolers: Effects of phonological competition","authors":"Rosanne Abrahamse, Nan Xu Rattanasone, Rebecca Holt, Katherine Demuth, Titia Benders","doi":"10.1017/s0305000925000066","DOIUrl":"https://doi.org/10.1017/s0305000925000066","url":null,"abstract":"This study investigates how phonological competition affects real-time spoken word recognition in deaf and hard of hearing (DHH) preschoolers compared to peers with hearing in the normal range (NH). Three-to-six-year olds (27 with NH, 18 DHH, including uni- and bilateral hearing losses) were instructed to look at pictures that corresponded to words alongside a phonological competitor (e.g., /<jats:italic>bin-pin</jats:italic>/) vs. an unrelated distractor (e.g., /<jats:italic>toy-bed</jats:italic>/). Phonological competitors contrasted in either voicing or place of articulation (PoA), in the onset or coda of the word. Relative to peers with NH, DHH preschoolers showed reduced looks to target in reaction to the spoken words specifically when competition was present. DHH preschoolers may thus, as a group, experience increased phonological competition during word recognition. There was no evidence that phonological properties (voicing vs. PoA, or onset vs. coda) differentially impacted word recognition.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"13 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-02-08DOI: 10.1017/S0305000923000727
Ida Torp Roepstorff, Julien Mayor, Sophie S Havighurst, Natalia Kartushina
This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.
{"title":"Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children.","authors":"Ida Torp Roepstorff, Julien Mayor, Sophie S Havighurst, Natalia Kartushina","doi":"10.1017/S0305000923000727","DOIUrl":"10.1017/S0305000923000727","url":null,"abstract":"<p><p>This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"448-463"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139703729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-01-19DOI: 10.1017/S0305000923000715
Sharon Unsworth, Marieke VAN DEN Akker, Caya VAN Dijk
As a result of the Covid-19 pandemic, public life in many countries ground to a halt in early 2020. The aims of this study were (i) to uncover the language practices of multilingual families during the pandemic, in general and especially regarding homeschooling; and (ii) to determine to what extent the changes in circumstance caused by the pandemic impacted children's language use and proficiency, and family well-being. Parents from 587 families completed an online survey for 1051 children. Data were analysed using ordinal logistic regression. Our results showed that for most children, there were no changes in language use, proficiency or well-being. When there were changes, these were more likely for (families with) preschool children. Using the heritage language for homeschooling (some or all of the time) did not have a negative impact on Dutch language proficiency, but it did have a positive impact on the heritage language proficiency.
{"title":"The impact of the Covid-19 pandemic on multilingual families in the Netherlands.","authors":"Sharon Unsworth, Marieke VAN DEN Akker, Caya VAN Dijk","doi":"10.1017/S0305000923000715","DOIUrl":"10.1017/S0305000923000715","url":null,"abstract":"<p><p>As a result of the Covid-19 pandemic, public life in many countries ground to a halt in early 2020. The aims of this study were (i) to uncover the language practices of multilingual families during the pandemic, in general and especially regarding homeschooling; and (ii) to determine to what extent the changes in circumstance caused by the pandemic impacted children's language use and proficiency, and family well-being. Parents from 587 families completed an online survey for 1051 children. Data were analysed using ordinal logistic regression. Our results showed that for most children, there were no changes in language use, proficiency or well-being. When there were changes, these were more likely for (families with) preschool children. Using the heritage language for homeschooling (some or all of the time) did not have a negative impact on Dutch language proficiency, but it did have a positive impact on the heritage language proficiency.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"312-333"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139492434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-01-26DOI: 10.1017/S0305000923000661
Maki Kubota, Yuko Matsuoka, Jason Rothman
This study examined the acquisition of numeral classifiers in 120 monolingual Japanese children. Previous research has argued that the complex semantic system underlying classifiers is late acquired. Thus, we set out to determine the age at which Japanese children are able to extend the semantic properties of classifiers to novel items/situations. Participants completed a comprehension task with a mouse-tracking extension and a production task with nonce and familiar items. While the comprehension results showed ceiling effects on familiar and nonce items, age significantly modulated a difference in accuracy between familiar and nonce items in the production task. The findings suggest that the acquisition of the underlying semantic system is acquired much earlier than previously argued. Previously attested issues with Japanese classifier production in young(er) children are more likely to reflect accessing difficulties than indexing the underlying grammatical competence of the classifier system.
{"title":"The acquisition of the semantics of Japanese numeral classifiers: The methodological value of nonsense.","authors":"Maki Kubota, Yuko Matsuoka, Jason Rothman","doi":"10.1017/S0305000923000661","DOIUrl":"10.1017/S0305000923000661","url":null,"abstract":"<p><p>This study examined the acquisition of numeral classifiers in 120 monolingual Japanese children. Previous research has argued that the complex semantic system underlying classifiers is late acquired. Thus, we set out to determine the age at which Japanese children are able to extend the semantic properties of classifiers to novel items/situations. Participants completed a comprehension task with a mouse-tracking extension and a production task with nonce and familiar items. While the comprehension results showed ceiling effects on familiar and nonce items, age significantly modulated a difference in accuracy between familiar and nonce items in the production task. The findings suggest that the acquisition of the underlying semantic system is acquired much earlier than previously argued. Previously attested issues with Japanese classifier production in young(er) children are more likely to reflect accessing difficulties than indexing the underlying grammatical competence of the classifier system.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"218-243"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139565012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-03-11DOI: 10.1017/S0305000924000084
Jing Zhao, Tessei Kobayashi, Etsuko Haryu
This research investigated the impact of the number of talkers with whom children engage in daily conversation on their language development. Two surveys were conducted in 2020, targeting two-year-olds growing up in Japanese monolingual families. Caregivers reported the number of talkers in three age groups and children's productive vocabulary via questionnaires. The results demonstrated significant effects of variability in talkers in fifth grade or above in Study 1 (N = 50; male = 23; r = .372) and in adult talkers in Study 2 (N = 175; non-nursery going; male = 76; r = .184) on children's vocabulary development, after controlling for language exposure time and demographic variables. Possible mediating factors are discussed. This research extends previous findings from immigrant bilingual children to monolingual speakers in Japan, suggesting the potential contribution of available talkers other than caregivers in conversational environments.
{"title":"Impact of talker variability on language development in two-year-olds.","authors":"Jing Zhao, Tessei Kobayashi, Etsuko Haryu","doi":"10.1017/S0305000924000084","DOIUrl":"10.1017/S0305000924000084","url":null,"abstract":"<p><p>This research investigated the impact of the number of talkers with whom children engage in daily conversation on their language development. Two surveys were conducted in 2020, targeting two-year-olds growing up in Japanese monolingual families. Caregivers reported the number of talkers in three age groups and children's productive vocabulary via questionnaires. The results demonstrated significant effects of variability in talkers in fifth grade or above in Study 1 (<i>N</i> = 50; male = 23; <i>r</i> = .372) and in adult talkers in Study 2 (<i>N</i> = 175; non-nursery going; male = 76; <i>r</i> = .184) on children's vocabulary development, after controlling for language exposure time and demographic variables. Possible mediating factors are discussed. This research extends previous findings from immigrant bilingual children to monolingual speakers in Japan, suggesting the potential contribution of available talkers other than caregivers in conversational environments.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"425-447"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140094917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-03-18DOI: 10.1017/S0305000924000072
Sandra J Mathers, Alex Hodgkiss, Pinar Kolancali, Sophie A Booton, Zhaoyu Wang, Victoria A Murphy
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents' use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children's language learning environments.
{"title":"Comparing parent-child interaction during wordless book reading, print book reading and imaginative play.","authors":"Sandra J Mathers, Alex Hodgkiss, Pinar Kolancali, Sophie A Booton, Zhaoyu Wang, Victoria A Murphy","doi":"10.1017/S0305000924000072","DOIUrl":"10.1017/S0305000924000072","url":null,"abstract":"<p><p>This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents' use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children's language learning environments.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"399-424"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-01-30DOI: 10.1017/S0305000923000764
Tatiana Pereira, Ana Margarida Ramalho, Marisa Lousada
This study aims to investigate the practice patterns used by Portuguese speech-language pathologists (SLPs) with preschool-age children with pragmatic impairment and to identify the actual need(s) perceived by SLPs in this field. A total of 351 SLPs responded. The results reveal that 81.5 per cent of the respondents (n=286) reported working or had previously worked with preschool-age children with pragmatic impairment arising from autism spectrum disorder, developmental language disorder, or both. Considering the clinical practice, similarities and differences were found, many of which are due not to the inherent characteristics of each disorder but to the scarcity of research in clinical pragmatics. These results are also reflected in the needs perceived by SLPs and the degree of confidence with which they work with these children. Implications for clinical practice and directions for future research are discussed.
{"title":"Current practices of Portuguese speech-language pathologists with preschool-age children with pragmatic impairment: A cross-sectional survey.","authors":"Tatiana Pereira, Ana Margarida Ramalho, Marisa Lousada","doi":"10.1017/S0305000923000764","DOIUrl":"10.1017/S0305000923000764","url":null,"abstract":"<p><p>This study aims to investigate the practice patterns used by Portuguese speech-language pathologists (SLPs) with preschool-age children with pragmatic impairment and to identify the actual need(s) perceived by SLPs in this field. A total of 351 SLPs responded. The results reveal that 81.5 per cent of the respondents (n=286) reported working or had previously worked with preschool-age children with pragmatic impairment arising from autism spectrum disorder, developmental language disorder, or both. Considering the clinical practice, similarities and differences were found, many of which are due not to the inherent characteristics of each disorder but to the scarcity of research in clinical pragmatics. These results are also reflected in the needs perceived by SLPs and the degree of confidence with which they work with these children. Implications for clinical practice and directions for future research are discussed.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"294-311"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139574568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mean Length of Utterance (MLU) has been widely used to measure children's early language development in a variety of languages. This study investigates the utility of MLU to measure language development in four agglutinative and morphologically complex Southern Bantu languages. Using a variant of MLU, MLU3, based on the three longest sentences children produced, we analysed the utterances of 448 toddlers (16-32 months) collected using the MacArthur-Bates Communicative Development Inventory, a parent-report tool. MLU3, measured in words (MLU3-w) and morphemes (MLU3-m), significantly correlated with age and other indices of language growth (e.g., grammar and vocabulary). MLU3 measures also accounted for significant variance in language development particular morphosyntactic development. Our results suggest that MLU3-m is a more sensitive measure than MLU3-w. We conclude that MLU measured in morphemes provides a useful addition to other indices of language development in these kinds of morphologically complex languages.
{"title":"Mean Length of Utterance: A study of early language development in four Southern Bantu languages.","authors":"Heather Brookes, Patricia Makaure, Sefela Yalala, Hannah Danvers, Martin Mössmer, Francesca Little, Mikateko Ndhambi, Frenette Southwood, Babalwa Ludidi","doi":"10.1017/S0305000923000685","DOIUrl":"10.1017/S0305000923000685","url":null,"abstract":"<p><p>Mean Length of Utterance (MLU) has been widely used to measure children's early language development in a variety of languages. This study investigates the utility of MLU to measure language development in four agglutinative and morphologically complex Southern Bantu languages. Using a variant of MLU, MLU3, based on the three longest sentences children produced, we analysed the utterances of 448 toddlers (16-32 months) collected using the MacArthur-Bates Communicative Development Inventory, a parent-report tool. MLU3, measured in words (MLU3-w) and morphemes (MLU3-m), significantly correlated with age and other indices of language growth (e.g., grammar and vocabulary). MLU3 measures also accounted for significant variance in language development particular morphosyntactic development. Our results suggest that MLU3-m is a more sensitive measure than MLU3-w. We conclude that MLU measured in morphemes provides a useful addition to other indices of language development in these kinds of morphologically complex languages.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"244-269"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139703728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-01Epub Date: 2024-01-24DOI: 10.1017/S0305000923000740
Alaa Almohammadi, Dorota Katarzyna Gaskins, Gabriella Rundblad
Metaphors are key to how children conceptualise the world around them and how they engage socially and educationally. This study investigated metaphor comprehension in typically developing Arabic-speaking children aged 3;01-6;07. Eighty-seven children were administered a newly developed task containing 20 narrated stories and were asked to point at pictures that best illustrated the metaphoric expression. The results were examined through a mixed ANCOVA, testing the effects of chronological age, metaphor type (primary, perceptual) and metaphor conventionality (conventional, novel) on metaphor comprehension. Children could understand some metaphors just after their third birthday, and their comprehension increased with age. Children's performance was somewhat better on primary than perceptual, and much better on conventional than novel metaphors. These findings are discussed in light of conceptual metaphor theory (Lakoff & Johnson, 2008) and structure mapping theory (Gentner & Markman, 1997), confirming differences in the acquisition of different metaphor types.
{"title":"Metaphor comprehension in the acquisition of Arabic.","authors":"Alaa Almohammadi, Dorota Katarzyna Gaskins, Gabriella Rundblad","doi":"10.1017/S0305000923000740","DOIUrl":"10.1017/S0305000923000740","url":null,"abstract":"<p><p>Metaphors are key to how children conceptualise the world around them and how they engage socially and educationally. This study investigated metaphor comprehension in typically developing Arabic-speaking children aged 3;01-6;07. Eighty-seven children were administered a newly developed task containing 20 narrated stories and were asked to point at pictures that best illustrated the metaphoric expression. The results were examined through a mixed ANCOVA, testing the effects of chronological age, metaphor type (primary, perceptual) and metaphor conventionality (conventional, novel) on metaphor comprehension. Children could understand some metaphors just after their third birthday, and their comprehension increased with age. Children's performance was somewhat better on primary than perceptual, and much better on conventional than novel metaphors. These findings are discussed in light of conceptual metaphor theory (Lakoff & Johnson, 2008) and structure mapping theory (Gentner & Markman, 1997), confirming differences in the acquisition of different metaphor types.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"334-354"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139543334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}