Ozçalişkan Seyda
University of Chicago, Department of Psychology, 5848 S. University Avenue, Chicago, IL 60637, USA.
J Child Lang. 2005 May;32(2):291-318.
Situated within the framework of the conceptual metaphor theory (Lakoff & Johnson, 1999), this study investigated young children's understanding of metaphorical extensions of spatial motion. Metaphor was defined as a conceptual-linguistic mapping between a source and a target domain. The study focused on metaphors that are structured by the source domain of motion in space (e.g. time flies by, ideas pass through one's mind, sickness crawls through one's body). The study investigated whether metaphor comprehension varied by the age of the participant, target domain of the metaphorical mapping, and the conventionality of the linguistic form with which the metaphor was conveyed. Data were gathered using a story comprehension task and a semi-structured interview from 60 monolingual Turkish-speaking children, at the mean ages 3;6, 4;5 and 5;5 (20 participants per age group), and 20 adult native speakers of Turkish. The results showed metaphor understanding to be an early emerging cognitive and linguistic capacity.
本研究以概念隐喻理论(莱考夫和约翰逊,1999)为框架,调查了幼儿对空间运动隐喻扩展的理解。隐喻被定义为源域和目标域之间的概念-语言映射。该研究聚焦于由空间运动源域构建的隐喻(例如,时间飞逝、想法在脑海中闪过、疾病在身体中蔓延)。该研究调查了隐喻理解是否因参与者年龄、隐喻映射的目标域以及传达隐喻的语言形式的常规性而有所不同。通过故事理解任务和半结构化访谈,收集了60名单语土耳其语儿童(平均年龄分别为3岁6个月、4岁5个月和5岁5个月,每个年龄组20名参与者)以及20名以土耳其语为母语的成年人的数据。结果表明,隐喻理解是一种早期出现的认知和语言能力。