Title: Comprehension of metaphor and metonymy in children with Williams syndrome
Abstract: International Journal of Language & Communication DisordersVolume 44, Issue 6 p. 962-978 Comprehension of metaphor and metonymy in children with Williams syndrome Dagmara Annaz, Corresponding Author Dagmara Annaz School of Psychology, Birkbeck, University of London, London, UK*: Dagmara Annaz, School of Psychology, Birkbeck, University of London, Malet Street, London WC1E 7HX, UK [email protected] for more papers by this authorJo Van Herwegen, Jo Van Herwegen King's College London, University of London, London, UKSearch for more papers by this authorMichael Thomas, Michael Thomas School of Psychology, Birkbeck, University of London, London, UKSearch for more papers by this authorRoza Fishman, Roza Fishman School of Psychology, Birkbeck, University of London, London, UKSearch for more papers by this authorAnnette Karmiloff-Smith, Annette Karmiloff-Smith School of Psychology, Birkbeck, University of London, London, UKSearch for more papers by this authorGabriella Rundblad, Gabriella Rundblad King's College London, University of London, London, UKSearch for more papers by this author Dagmara Annaz, Corresponding Author Dagmara Annaz School of Psychology, Birkbeck, University of London, London, UK*: Dagmara Annaz, School of Psychology, Birkbeck, University of London, Malet Street, London WC1E 7HX, UK [email protected] for more papers by this authorJo Van Herwegen, Jo Van Herwegen King's College London, University of London, London, UKSearch for more papers by this authorMichael Thomas, Michael Thomas School of Psychology, Birkbeck, University of London, London, UKSearch for more papers by this authorRoza Fishman, Roza Fishman School of Psychology, Birkbeck, University of London, London, UKSearch for more papers by this authorAnnette Karmiloff-Smith, Annette Karmiloff-Smith School of Psychology, Birkbeck, University of London, London, UKSearch for more papers by this authorGabriella Rundblad, Gabriella Rundblad King's College London, University of London, London, UKSearch for more papers by this author First published: 31 December 2010 https://doi.org/10.1080/13682820802525005Citations: 26Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract Background: Figurative language, such as metaphor and metonymy, is very common in daily language use. Its underlying cognitive processes are sometimes viewed as lying at the interface of language and thought. Williams syndrome, which is a rare genetic developmental disorder, provides an opportunity to study this interface because individuals with this disorder have relative strengths in vocabulary and syntax against a background of low general cognitive ability. Few studies have investigated metaphor comprehension in Williams syndrome and none has investigated metonymy. Aims: This is the first study to investigate metaphor and metonymy comprehension in Williams syndrome and to compare their performance with a group of typically developing children. Methods & Procedures: Ten children with Williams syndrome were compared with eleven typically developing children in a novel metaphor–metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age (receptive vocabulary, visuospatial construction). Outcomes & Results: The performance of children with Williams syndrome was significantly poorer than the typically developing group. The comprehension of metonyms was in line with receptive vocabulary, but comprehension of metaphors fell below this level. Conclusions & Implications: Metonyms may be part of vocabulary and treated as synonyms in Williams syndrome, while metaphor engages additional cognitive mechanisms outside language that develop atypically in this disorder. Despite earlier reports that emphasize good language skills, the Williams syndrome language system shows anomalies compared with typical development. Citing Literature Volume44, Issue6November‐December 2009Pages 962-978 RelatedInformation
Publication Year: 2009
Publication Date: 2009-10-29
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 6
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