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Related Experiment Videos

Metaphoric competence in children with learning disabilities.

R F Lee, A G Kamhi

    Journal of Learning Disabilities
    |October 1, 1990
    PubMed
    Summary

    Children with learning disabilities, especially those with a history of spoken language impairment, struggle with metaphor comprehension. Performance was not affected by task context, highlighting language skills as key for metaphor competence.

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    Area of Science:

    • Linguistics
    • Developmental Psychology
    • Special Education

    Background:

    • Metaphoric competence is crucial for language development and understanding.
    • Children with learning disabilities often face challenges in higher-order language skills.
    • The impact of prior spoken language impairment on metaphor processing in learning-disabled children is not fully understood.

    Purpose of the Study:

    • To investigate metaphoric competence in children with learning disabilities compared to non-disabled peers.
    • To examine the influence of a history of spoken language impairment on metaphor task performance.
    • To assess the effect of different task contexts (sentence, story, story with visual support) on metaphor comprehension.

    Main Methods:

    • Participants included 9- to 11-year-old children in three groups: learning disabled with language impairment history, learning disabled without language impairment history, and non-disabled peers.
    • Standardized verbal metaphor tasks (comprehension, preference, completion) and a visual metaphor task (Metaphor Triads Task - MTT) were administered.
    • Verbal tasks were presented in sentence, story, and story with visual support contexts.

    Main Results:

    • Children with a history of language impairment performed significantly worse on metaphor tasks than those without.
    • Both learning-disabled groups underperformed compared to non-disabled peers on most tasks, except the MTT.
    • Varying the context of the verbal metaphor tasks did not impact children's performance.

    Conclusions:

    • A history of spoken language impairment is a significant predictor of poorer metaphoric competence in children with learning disabilities.
    • Learning disabilities, particularly when co-occurring with language impairments, present challenges in understanding figurative language.
    • Metaphor comprehension appears to rely more on underlying language abilities than on contextual or visual support for this age group.

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