Abkarian G G, Jones A, West G
Department of Communication Disorders, Colorado State University, Fort Collins 80523.
J Speech Hear Res. 1992 Jun;35(3):580-7. doi: 10.1044/jshr.3503.580.
Young children (3.5-6.5 years of age) were tested for their comprehension of 10 common idioms in context and no-context conditions. Results revealed a significant linear trend for children to make more literal responses with increasing age. Children of this age did not find the story contexts helpful in interpreting the idioms. A range of comprehension scores was found among the individual idioms, but semantic transparency (as judged by adults) was not related to comprehension. Child-internal and methodologic variables influencing idiom comprehension are discussed.
对幼儿（3.5至6.5岁）在有语境和无语境条件下对10个常见习语的理解能力进行了测试。结果显示，随着年龄增长，儿童做出更多字面反应的线性趋势显著。这个年龄段的儿童发现故事语境对理解习语并无帮助。各个习语的理解分数存在一定范围，但语义透明度（由成年人判断）与理解能力无关。文中还讨论了影响习语理解的儿童自身因素和方法学变量。
