Metaphor, symbolic play, and logical thought in early childhood
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ABSTRACT:
The development of the ability to understand diverse types of metaphor was examined in terms of prior play context (symbolic vs. constructive object play), Piagetian operational level (preoperational vs. concrete-operational), and medium of presentation (pictures vs. words). Forty 4-year-olds and 80 6-year-olds (40 preoperational, 40 concrete-operational) were presented with six different types of metaphorical relationships (color, shape, physiognomic, cross-modal, psychological-physical, and taxonomic matches) in both pictures and words in a match-to-sample design. Results indicated that (1) constructive object play, rather than symbolic play, facilitated the understanding of perceptual and taxonomic metaphor suggesting differences in early styles of metaphoric usage, (2) despite previous findings the study failed to replicate a relationship between operativity and metaphoric understanding, and (3) younger children did significantly better in the pictorial medium suggesting a picture superiority effect for more perceptible metaphorical relations (perceptual and physiognomic) whereas older children showed a word superiority effect for more conceptual metaphors (psychological-physical and taxonomic).
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