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The development of figurative language in children

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Abstract

Children in the third, fourth, and fifth grades were asked to do three different tasks in an attempt to determine their ability to use figurative language. Results for a Composition task showed that children produced a greater number of frozen than novel figures and that the absolute level of such usage decreased over grades. Results for a Multiple Sentences task revealed that children produced more frozen than novel figures and that both showed a marked increase over grade. Results for a Comparisons task indicated that figurative language increased over grade, and that for this task children used more novel than frozen figures. Taken in conjunction with earlier work, these data suggest that children are able to use figurative language well before theycan explain the exact nature of the relationship linking elements of the figure. In Piagetian terms, this implies that children use figurative language in the stage of concrete operations but cannot explain such usage until the stage of formal operations.

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Authors and Affiliations

  1. The University of Tennessee, Knoxville, Tennessee

    Marilyn R. Pollio & Howard R. Pollio

Authors
  1. Marilyn R. Pollio
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  2. Howard R. Pollio
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Additional information

This research was supported in part by Grant PEG-4-71-0066 from the Region IV Office of Education.

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Pollio, M.R., Pollio, H.R. The development of figurative language in children. J Psycholinguist Res 3, 185–201 (1974). https://doi.org/10.1007/BF01069237

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