Interpretation and Recall of Proverbs in Three School-age Populations
The study investigates schoolchildren’s command of proverbs as a facet of figurative language, testing their ability to go beyond the referential content of the linguistic message and their familiarity with established non-literal sayings as indicative of lexical development. The tasks involved (1) interpretation of unfamiliar proverbial sayings that are non-conventionalized in Hebrew — in context-free and contextualized conditions — and (2) recall of established traditional Hebrew proverbs. Participants were 4th- and 8th-graders from three populations: typically developing children of high and low SES backgrounds respectively and a group of high SES language-impaired children. Results show a clear rise in performance with age and schooling on both tasks, with greater success in interpreting novel sayings than in recalling traditional proverbs. The language-impaired group scored lowest on all tasks, with the low SES children doing less well than their high SES peers on interpretation but better on recall.
from First Language
Posted on May 27, 2010, in Research and tagged figurative language, Hebrew, language impaired, proverbs, School age, socioeconomic status. Bookmark the permalink. Leave a comment.
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