The Development of Metaphorical Language Comprehension in Typical Development and in Williams Syndrome

Autor/inn/en	Thomas, Michael S. C.; Van Duuren, Mike; Purser, Harry R. M.; Mareschal, Denis; Ansari, Daniel; Karmiloff-Smith, Annette
Titel	The Development of Metaphorical Language Comprehension in Typical Development and in Williams Syndrome
Quelle	In: Journal of Experimental Child Psychology, 106 (2010) 2-3, S.99-114 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.12.007
Schlagwörter	Comprehension; Mental Retardation; Figurative Language; Verbal Ability; Congenital Impairments; Genetic Disorders; Adults; Children; Paired Associate Learning + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Geistige Behinderung; Mündliche Leistung; Child; Kind; Kinder
Abstract	The domain of figurative language comprehension was used to probe the developmental relation between language and cognition in typically developing individuals and individuals with Williams syndrome. Extending the work of Vosniadou and Ortony, the emergence of nonliteral similarity and category knowledge was investigated in 117 typically developing children between 4 and 12 years of age, 19 typically developing adults, 15 children with Williams syndrome between 5 and 12 years of age, and 8 adults with Williams syndrome. Participants were required to complete similarity and categorization statements by selecting one of two words (e.g., either "The sun is like ___" or "The sun is the same kind of thing as ___") with word pairs formed from items that were literally, perceptually, or functionally similar to the target word or else anomalous (e.g., "moon," "orange," "oven," or "chair," respectively). Results indicated that individuals with Williams syndrome may access different, less abstract knowledge in figurative language comparisons despite the relatively strong verbal abilities found in this disorder. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10