The effect of analogy instruction on young children's metaphor comprehension.
Item
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Title
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The effect of analogy instruction on young children's metaphor comprehension.
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Identifier
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AAI9510642
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identifier
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9510642
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Creator
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Castillo, Lisa Carmen.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1994
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Early Childhood | Education, Language and Literature
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Abstract
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This study explored the use of analogy instruction as a method of enhancing the ability of children 5.6-6.6 years old to paraphrase metaphors. Analogies and metaphors are related in that both require reasoning about complex comparisons. A modeling procedure was used to highlight the parallelism constraint of analogy solution, namely the requirement that one rule governs the relationship between terms in both pairs of a four term analogy. Mapping was chosen as the focus analogy component. The puppet model solved picture analogies and used parallel explanations for its answers. Children were asked to solve a new set of 10 picture analogies using the puppet's method. Then they were asked to explain sentences (metaphors) whose meanings had been "disguised" by the puppet.;On total number of analogies solved correctly and on the number of analogy responses given parallel explanations, the instructional group outperformed the exposure group. On the metaphor interpretation task, the instructional group again outperformed the exposure group and a control group which had not participated in the analogy assessment phase.;In the past, stage theorists have assumed deficits in children's language and thinking abilities based upon performance. However, the need to consider contextual issues, such as task and domain knowledge, has guided more recent work. When contextual considerations are made in task design and performance assessment, a clearer picture of ability emerges.;Language in general--figurative language in particular--requires contextual support to resolve possible ambiguities. When this support is provided, young children are better able to interpret metaphors.;Analogies and metaphors are both powerful tools for assimilating new information, and fitting it into one's existing knowledge base. Enhancing children's ability to understand and learn from analogies and metaphors has useful and varied classroom applications.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
