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The Development of Pragmatic Competence in Metonymy and Metaphor Processing

转喻和隐喻处理的语用能力的发展

基本信息

批准号：
1890562
负责人：
金额：
--
依托单位：
University College London
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-1890562
关键词：
Development Pragmatic Competence Metonymy Metaphor

项目摘要

My research focuses on non-literal uses of language, specifically metaphor (e.g. 'Sally is an iceberg') and metonymy (e.g. 'The ham sandwich left without paying'), and poses the key question: how do children acquire competence in producing and comprehending metaphor and metonymy, in relation to other linguistic, cognitive and pragmatic skills that may support figurative language development (e.g. receptive vocabulary size, semantic knowledge, 'theory of mind', etc.)?The aim of my project is to investigate the developmental trajectories of metaphor comprehension vs. metonymy comprehension, and to determine whether different 'skill sets' are required for the two phenomena. The answer will help to adjudicate a prominent theoretical debate between relevance theorists and cognitive linguists as to whether metonymy and metaphor are distinct pragmatic phenomena.I intend to combine cross-sectional and longitudinal research, using behavioural methods to investigate the acquisition of metonymy and metaphor in a group of 60 typically developing children aged 7,0 to 12,0. In the course of my empirical work, I will also investigate property activation in metonymy and metaphor processing, in order to elucidate the on-line processes responsible for the derivation of metonymic vs. metaphorical interpretations. Further, looking ahead to post-doctoral work with clinical populations, I hope to carry out a pilot study to examine metonymy and metaphor development in children with autism (ASD). My ultimate goal in identifying linguistic, cognitive and pragmatic abilities that underpin metonymy and metaphor development is to guide educational and clinical programmes aimed at enhancing the communication competencies of all children.

我的研究主要集中在语言的非字面用法，特别是隐喻（例如，“莎莉是一座冰山”）和借代（例如，“火腿三明治没有付钱就走了”），并提出了关键问题：儿童如何获得产生和理解隐喻和转喻的能力，以及其他可能支持比喻语言发展的语言、认知和语用技能（例如，接受词汇量，语义知识，“心理理论”等）？本研究的目的是探讨隐喻理解与转喻理解的发展轨迹，并确定这两种现象是否需要不同的“技能组合”。本文采用联合收割机和纵向研究相结合的方法，对60名年龄在7.0 - 12.0岁的儿童进行了为期一周的行为研究，旨在探讨儿童在认知过程中对转喻和隐喻的习得情况。在我的实证研究过程中，我也将研究属性激活的转喻和隐喻处理，以阐明在线过程中负责推导的转喻与隐喻的解释。此外，展望未来的博士后工作与临床人群，我希望进行试点研究，以检查转喻和隐喻的自闭症儿童（ASD）的发展。我的最终目标是确定语言，认知和语用能力，支持转喻和隐喻的发展是指导教育和临床计划，旨在提高所有儿童的沟通能力。