Metaphor, metonymy, and their interaction in the production of semantic approximations by monolingual children: A corpus analysis
The present study looks into the largely unexplored territory of the cognitive underpinnings of semantic approximations in child language. The analysis of a corpus of 233 semantic approximations produced by 101 monolingual French-speaking children from 1;8 to 4;2 years of age leads to a classificati...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universidad de La Rioja (UR) |
| Repositorio: | RIUR. Repositorio Institucional de la Universidad de La Rioja |
| OAI Identifier: | oai:portal.dialnet.es:doc/5bbc6875b750603269e80941 |
| Acceso en línea: | https://investigacion.unirioja.es/documentos/5bbc6875b750603269e80941 |
| Access Level: | acceso abierto |
| Palabra clave: | Cognitive operations conceptual complexes conceptual metaphor and metonymy first language acquisition semantic approximations |
| Sumario: | The present study looks into the largely unexplored territory of the cognitive underpinnings of semantic approximations in child language. The analysis of a corpus of 233 semantic approximations produced by 101 monolingual French-speaking children from 1;8 to 4;2 years of age leads to a classification of a significant number of them as instances of a set of principle-governed cognitive operations, including metaphor and metonymy-based cognitive operations, and conceptual complexes, such as metaphtonymies and double metonymies. The results shed light on cognitive operation preferences and their level of conceptual complexity at this stage of language development. Additionally, it points to the need to expand the inventory of functions traditionally assigned to these cognitive operations. © SAGE Publications. |
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