A Young Child's Use of a Physical-Psychological Metaphor

Moore, Barbara S

doi:10.1207/s15327868ms0304_3

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Moreover, even pre-school children show an emerging competence with metaphoric language (Gardner et al, 1975;Winner 1979;Winner et al, 1979;Billow, 1981;Nippold and Sullivan, 1987;Moore, 1988). For example, Billow (1981) recorded the spontaneous metaphoric productions of pre-school children during creative play, noting utterances such as 'It's going to eat some grass' (age 3;5, referring to a toy animal reaching for an adult's hair, p. 435) and 'I'm going to scoop up ice cream' (age 2;11, while playing with water, p. 438) -utterances that reflect the child's awareness of visual similarities between disparate items (i.e.…”

Section: Discussionmentioning

confidence: 99%

Comprehending literally-true versus literally-false proverbs

Power

Taylor

Nippold

2001

Child Language Teaching and Therapy

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A proverb comprehension task was administered to typically-achieving children and adolescents who were aged 9, 11 and 14 years (n = 31 per group). Two types of unfamiliar concrete proverbs were presented in a multiple-choice format - expressions whose literal meanings could be true in the real world (e.g. The baby has no teeth) and expressions whose literal meanings could not be true (e.g. Every dog is a lion at home). No differences were found in ease of understanding between the two types of proverbs for any age groups. The results are explained in terms of children’s early-emerging ability to think metaphorically and are consistent with the view that figurative language ‘is a direct, automatic and natural reflection of the way people think, reason and imagine’. Implications of the study for designing instructional programmes in proverb comprehension for children and adolescents are discussed.

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Section: Discussionmentioning

confidence: 99%

Comprehending literally-true versus literally-false proverbs

Power

Taylor

Nippold

2001

Child Language Teaching and Therapy

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“…The father of a 4-year-old who died of cancer uses metaphor when writing in his blog that he pictured his daughter as a sparkling crystal. A physical metaphor is exemplified by the bereaved wife who neglects self-care to reflect her grief or a child who considered the loss of a balloon as a metaphor for the death of her father (Moore, 1988 ). Another example is a cemetery in England overlooking the seaside with gravestones with no words from the wearing of the wind, salt, and weather.…”

Section: The Vocabulary Of the Languages Of Griefmentioning

confidence: 99%

Languages of Grief: a model for understanding the expressions of the bereaved

Corless

Limbo

Bousso

et al. 2014

Health Psychology and Behavioral Medicine

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The aim of this work is to provide an overview of the key features of the expressions of grief. Grief is a response to loss or anticipated loss. Although universal, its oral and nonverbal expression varies across cultures and individuals. Loss is produced by an event perceived to be negative to varying degrees by the individuals involved and has the potential to trigger long-term changes in a person's cognitions and relationships. The languages used by the bereaved to express grief differ from the language used by professionals, creating dissonance between the two. Data were obtained from English language Medline and CINAHL databases, from professional and personal experiences, interviews with experts, and exploration of cemetery memorials. Blog websites and social networks provided additional materials for further refinement of the model. Content analysis of the materials and agreement by the authors as to the themes resulted in the development of the model. To bridge the gap between professional language and that used by the bereaved, a Languages of Grief model was developed consisting of four Modes of Expression, four Types of Language, plus three Contingent Factors. The Languages of Grief provides a framework for comprehending the grief of the individual, contributing to clinical understanding, and fruitful exploration by professionals in better understanding the use of languages by the bereaved. Attention to the Modes of Expression, Types of Language, and Contingent Factors provides the professional with a richer understanding of the grieving individual, a step in providing appropriate support to the bereaved. The Languages of Grief provides a framework for application to discrete occurrences with the goal of understanding grief from the perspective of the bereaved.

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“…Algumas pesquisas recentes (Ozçaliskan, 2002;Pearson, 1990;Siqueira, 2001;Siqueira e Settineri, 2003) demonstram que mesmo crianças novas são capazes de perceber similaridades entre domínios diversos, desde que os domínios comparados lhes sejam familiares (Billow, 1981;Elbers, 1988;Gardner, 1974;Laganaro, 1997;Moore, 1988;Vosniadou, 1987). 2 O capítulo 9 (The poetic minds of children) da obra The poetics of mind (Gibbs, 1994) é dedicado às evidências da psicologia do desenvolvimento e da psicolingüística para a habilidade de compreender e utilizar a linguagem figurada.…”

Section: Evidências Psicolingüísticasunclassified

As metáforas primárias na aquisição da linguagem: um estudo interlingüístico

Siqueira¹,

Lamprecht²

2007

DELTA

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Situated within the framework of the Conceptual Metaphor Theory, this research focuses on the comprehension of primary metaphors, using a crosslinguisticdevelopmental perspective. Data come from interviews with monolingual Brazilian Portuguese and American English native speakers at the ages of 3 to 10, along with adult native speakers. The results obtained from two tasks (verbal and non-verbal) revealed that the comprehension of primary metaphors is an ability that emerges early in life and is linked to the kind of mapping involved in each conceptual metaphor. The comprehension of primary metaphors followed three stages both for the Brazilian and the American participants. KEY-WORDS: primary metaphors; language acquisition; figurative language development; cognitive linguistics. RESUMO:Este trabalho apresenta um estudo interlingüístico e evolutivo da compreensão de oito metáforas primárias sob a perspectiva da Teoria da Metáfora Conceitual. Os dados foram obtidos através de entrevistas com crianças de 3 a 10 anos de idade, monolíngües, falantes nativas de português brasileiro ou de inglês norte-americano, bem como com adultos das mesmas comunidades lingüísticas. Os resultados de duas tarefas (verbal e não-verbal) aplicadas revelaram que a compreensão de metáforas primárias é uma habilidade que emerge cedo na infância e está relacionada ao tipo de mapeamento envolvido em cada metáfora conceitual. Tanto para os participantes brasileiros quanto para os participantes norte-americanos, a compreensão de metáforas primárias se deu em três estágios. PALAVRAS-CHAVE: metáforas primárias; aquisição da linguagem; desenvolvimento da linguagem figurada; lingüística cognitiva. * Esta pesquisa foi parte integrante da tese de Doutorado da primeira autora, apresentada no Programa de Pós-Graduação em Letras da PUCRS, sob a orientação da segunda autora, com financiamento da CAPES.

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A Young Child's Use of a Physical-Psychological Metaphor

Cited by 4 publications

References 2 publications

Comprehending literally-true versus literally-false proverbs

Comprehending literally-true versus literally-false proverbs

Languages of Grief: a model for understanding the expressions of the bereaved

As metáforas primárias na aquisição da linguagem: um estudo interlingüístico

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