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Updated: May 10, 2025

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Learning to comprehend and explain spatial metaphors for time in Chinese.

Jing Paul1, Lauren J Stites2, Şeyda Özçalışkan2

  • 1Agnes Scott College, Asian Studies, Decatur, Georgia, U.S.A.

Journal of Child Language
|April 21, 2025
PubMed
Summary

Children learning Chinese develop an understanding of spatial metaphors for time later than English speakers, with significant gains observed between ages 7-8. Metaphor structure impacts the timing, not the path, of this development.

Keywords:
Chinesemetaphor comprehensionmetaphor explanationspatial metaphorstime时间汉语空间隐喻隐喻理解隐喻解释

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Area of Science:

  • Cognitive Development
  • Linguistic Psychology
  • Cross-Cultural Psychology

Background:

  • Time is often conceptualized using spatial metaphors, such as "moving-time" or "moving-ego."
  • Chinese language exhibits significant variability in expressing these temporal metaphors.
  • Understanding these metaphors is crucial for language acquisition and cognitive development.

Purpose of the Study:

  • To investigate the developmental trajectory of understanding spatial metaphors for time in Chinese-learning children.
  • To compare the acquisition timeline with that of English-learning children.
  • To examine the influence of different metaphor structures on comprehension and explanation.

Main Methods:

  • A cohort of 60 children learning Chinese, aged 3-8 years, participated.
  • Children completed metaphor explanation and comprehension tasks.
  • Performance was analyzed based on age groups (3-4, 5-6, 7-8) and metaphor type.

Main Results:

  • Children's performance in understanding and explaining temporal metaphors improved with age.
  • Significant developmental gains were observed in the 7-8 age group, indicating later mastery compared to English learners.
  • Metaphor type influenced explanation but not comprehension, suggesting distinct cognitive processes.

Conclusions:

  • The structure of spatial metaphors for time in Chinese affects the timing of acquisition, not the developmental path.
  • Chinese children master these metaphors later than their English-speaking peers.
  • Findings contribute to understanding cross-linguistic differences in conceptual metaphor development.