Preschoolers' Use of Analogies in Referential Communication  

Oleh:

Iozzi, Laura ; Barbieri, Maria Silvia

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 29 no. 2 (May 2010), page 192-207.
Topik: Analogy; conversational development; preschoolers; referential communication; simile
Fulltext: Vol 29, no (2), page 192–207.pdf (195.38KB)

Isi artikel

In referential communication tasks, preschoolers’ messages often fail. Children appear to produce ‘nonconventional’ messages involving ‘idiosyncratic’ or ‘private’ meanings. The aim of this study was to examine whether some nonconventional messages are analogies that function to permit children to communicate in the absence of possessing a conventional name for an intended referent. In Experiment 1, 4- and 5-year-olds were presented a classical referential communication task consisting of ‘easy-’ and ‘difficult-to-name’ sets of items. As predicted, children at both ages produced conventional messages to refer to ‘easy’ stimuli and analogies to refer to the ‘difficult’ stimuli. A second experiment ruled out the possibility that the use of analogies was in fact due to an erroneous categorization of the target stimulus. Together, the results demonstrate that analogical renaming does not stem from an erroneous categorization of the referent but instead may serve as a purposeful communicative strategy.

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