Metaphors and cognition
part/whole relationship in child development
DOI:
https://doi.org/10.56162/transdigital414Keywords:
understanding metaphors, cognition, part/whole relationships, riddles, developmentAbstract
This paper presented the results obtained by 40 Mexican participants regarding the understanding of metaphors in real texts. For example, riddles. Likewise, the strategies used were analyzed based on the part/whole conceptual relationships that were developed to solve the metaphorical riddles. In the specific case of this work, the answers to the top riddle were analyzed. The participants were monolingual Spanish speakers, They had average school performance, with a good level of independent reading, and belonged to a private school in Querétaro, Mexico. All participants were interviewed individually using the Piagetian clinical method. In addition, a metaphorical riddle-solving task was proposed to them under two modalities: spontaneous or without options and with three response options. The results allowed us to observe the evolution of the participants to understand the metaphors. In addition, the individual analysis of the participants was detected to solve the metaphorical riddle. Likewise, the strategies were appreciated depending on the participant's school grade. This research provided important data regarding the study of metaphor with a population of Mexican children, since the cognition-metaphor relationship is a useful resource to support didactic decisions in classrooms.
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