An empirical study on native Mandarin-speaking children’s metonymy comprehension development

Abstract

This study investigates Mandarin-speaking children’s (age 3–7) comprehension development of novel and conventional metonymy, combining online and offline methods. Both online and offline data show significantly better performances from the oldest group (6-to-7-year-old) and a delayed acquisition of conventional metonymy compared with novel metonymy. However, part of offline data shows no significant difference between adjacent age groups, while the eye-tracking data show a chronological development from age 3–7. Furthermore, in offline tasks, the three-year-old group features a high choice randomness and the four-to-five-year-olds show the longest reaction time. Therefore, we argue that, not only age but also metonymy type can influence metonymy acquisition, and that a lack of socio-cultural experience can be a source of acquisition difficulty for children under six. Methodologically speaking, we believe that online methods should not be considered superior to offline ones as they investigate different aspects of implicit and explicit language comprehension.