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Metaphoric competence in cognitive and language development.

M Marschark, L Nall

Advances in Child Development and Behavior

|January 1, 1985

Summary

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Children

Area of Science:

Developmental Psychology
Linguistics
Cognitive Science

Background:

Researchers often attribute early metaphoric competence to children.
Cognitive prerequisites for metaphoric abilities in children are often overlooked.
Differences in adult vs. child understanding of nonliteral language are significant.

Purpose of the Study:

To re-examine the definition of metaphoric competence in young children.
To investigate the cognitive underpinnings of creative language use in early development.
To differentiate precursor skills from actual metaphoric competence.

Main Methods:

Analysis of existing research on child language and cognitive development.
Examination of definitions of figurative language and metaphoric competence.

Related Experiment Videos

Consideration of developmental differences in conceptual organization and metacognitive abilities.

Main Results:

Many observed "metaphoric" instances in children may not meet strict definitions of metaphoric competence.
Young children possess creative abilities that are precursors to later nonliteral language skills.
Flexibility in dealing with the world and seeing similarities underlies cognitive and language development.

Conclusions:

Early creative language use in children is foundational for cognitive and language development.
What appears as nonliteral language in children requires re-evaluation based on their conceptual organization.
Attributing metaphoric competence requires careful consideration of cognitive and metacognitive prerequisites.