Metaphorical Thinking in Healthy and Autistic Children as an Index of Interhemispheric Interaction
Metaphorical Thinking in Healthy and Autistic Children as an Index of Interhemispheric Interaction
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健康和自闭症儿童的隐喻思维作为半球间相互作用的指标
DOI：
10.1023/a:1011639927334
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发表时间：
2001
影响因子：
--
通讯作者：
N. Nikolaenko
中科院分区：
文献类型：
--
作者：
N. Nikolaenko
NIKOLAENKO of 11-to 16-year-old schoolers contained fewer formal combinations (75%) and more absurd ones (25%). Formal and absurd combinations accounted for 79% and 21%, respectively, of the errors in metaphor comprehension by younger schoolchildren; older juniorhigh-and high-schoolers (aged 11–16) gave slightly fewer formal and more absurd responses (68% and 32%, respectively).We also examined how metaphor comprehension depended on academic performance. It turned out that A-students from an ordinary school quickly and easily comprehended 90% of the metaphors presented. B-students worked more slowly and made more mistakes; they correctly understood 69% of the metaphors. Underachieving children had the poorest results. They chose the cards after a long hesitation, and correct matches accounted for only 41% of their responses. A separate group (six boys and nine girls) was formed from school-age members of an art studio. Their upbringing included fine-art education, which was started in early childhood. Pictures drawn by them are expressive and imaginative. Three persons from this group who had relatively low creative abilities correctly assessed only 41% of the metaphor presented. Hence, their metaphor-comprehension performance was comparable with that of underachieving children and teenagers attending an ordinary school. In contrast, highly creative children and teenagers (n= 12) correctly responded to 83% of the metaphors (χ2= 20.6, p< 0.001). Like A-students of the ordinary school, they easily performed the task.
