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- W2093722483 abstract "Summary This review seeks to cover the main theoretical contributions and experimental researches dealing with the comprehension of metaphors by adults and children. Various linguistic works dealing with the definition of metaphors constitute the basis of psychological research. Richard's definition (1936) is often used by psychologists : a metaphor is characterized by two terms and by the relationship which exists between them. The subject term is called « topic », the term used metaphorically is called « vehicle »; the relationship between « topic » and « vehicle » or what they have in common is the « ground ». Studies with adult subjects suggest three kinds of metaphor corresponding to different psychological functionings. 1. Metaphors, in current use in our language, based upon concrete similarity relationships and working by verbal association (for example « this man is a lion », or « Juliet is the sun »). 2. Metaphors based upon similarity reationships more or less abstract but dealing only with one particularly dominant feature of the topic or the vehicle. Then the metaphor would work by a transfer of features between the topic and the vehicle (for example : « the pupil remained stony y>). 3. Metaphors based upon very abstract similarity relationships and dealing globally with the topic and the vehicle. The metaphor functions then via a new schematization of the topic induced by the vehicle (for example « Regardless of the danger the troops marched on » in a context relating that children persist on playing the fool although their babysitter threaten to punish them). Studies with children indicate that metaphorical ability must be consi-dered as the resuit of a long development including several stages. Very young children's metaphors occur during symbolic play : they consist in renaming familiar objects present in the child's environment ; they are based on physical or functional similarities and in most cases on isolated properties of objects rather than on a convergent whole of dimensions. Very young childreh's metaphors are very different from the ones built from abstract, psychological similarities relative to time and space and tvhich are only understood from 10-11 years." @default.
- W2093722483 created "2016-06-24" @default.
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- W2093722483 date "1981-01-01" @default.
- W2093722483 modified "2023-09-24" @default.
- W2093722483 title "L'étude expérimentale des métaphores" @default.
- W2093722483 doi "https://doi.org/10.3406/psy.1981.28388" @default.
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