Abstract
Previous studies have shown metaphoric comprehension deficits in children with learning disabilities. To understand metaphoric language, children must have enough semantic knowledge about the metaphorical terms and the ability to recognize similarity between two different domains. In the current study visual and verbal metaphor understanding was assessed in 20 children with learning disabilities (LD) and 20 typically developed (TD) children. Results showed that LD children scored significantly lower than TD children in the comprehension of conventional metaphors, and idioms. However, visual and novel metaphor comprehension, which does not rely on prior knowledge, did not differ between the two groups. Furthermore, our results suggest that higher analogical thinking facilitates visual metaphor comprehension in the LD group. In the TD group, metaphor comprehension correlates with higher semantic knowledge.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call