Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia

Abstract

Difficulties with figurative language comprehension were documented in adult dyslexia (DYS). In the present research, we investigated the comprehension and generation of metaphors in 37 children, 35 adolescents, and 34 adults with and without DYS. We also tested the contribution of executive function to metaphor processing. A multiple-choice questionnaire with conventional and novel metaphors was used to assess comprehension; a concept-explanation task was used to test conventional and novel metaphor generation (verbal creativity). The findings indicated differences between the dyslexic children and the control group in conventional metaphor comprehension. However, both groups performed similarly in the novel metaphor comprehension test. Furthermore, although children and adolescents with DYS showed similar performance in metaphor generation as their typically developing peers, adults with DYS generated more metaphors than controls. While scores on tests of verbal knowledge and mental flexibility contributed to the prediction of conventional metaphor comprehension, scores on non-verbal tests and mental flexibility contributed to the prediction of novel metaphor generation. Our findings suggest that individuals with DYS are not impaired in novel metaphor comprehension and metaphor generation and that metaphor comprehension and generation utilize different cognitive resources. Copyright © 2016 John Wiley & Sons, Ltd.

Developmental dyslexia and creativity: A meta‐analysis

“…However, a number of more recent studies have revealed conflicting findings. In one set of studies, an opposite effect was found such that individuals with dyslexia were less creative than their peers without dyslexia (e.g., Kasirer & Mashal, 2017). This was explained by the facilitation hypothesis , which suggested that fluency in written language facilitates creativity through broadening the range of experiences that one has (Lee & Kim, 2011; Ritchie, Luciano, Hansell, Wright, & Bates, 2013; Wang, 2012).…”

Resting-State Functional Connectivity within Default Mode Network in Chinese-speaking Children with Specific Learning Disabilities

“…That is, depending on different sub-types of SLD, inputting information into the central neural system, retrieving information from the brain, and outputting the formulated information may be negatively affected. However, the difficulties demonstrated by children with SLD may result from fundamental deficits in cognitive abilities, such as auditory perception [12][13][14], visual perception [15][16][17], temporal processing [18,19], abstraction [20], memory [21][22][23], or motor functioning [24,25].…”

Empathy and theory of mind abilities of children with specific learning disorder (SLD)

“…In studies on adults with SLD, participants especially reported fear of inability, lack of self-confidence, and challenges in affiliation [9]. Kasirer and Mashal (2016) emphasized that children with SLD have challenges in understanding metaphors [10]; semantic challenges in individuals with SLD are considered to affect this ability [11]. Moreover, some studies have reported deficiencies in executive functions (inhibition, set shifting, working memory, etc.)…”