Perspective-taking and pretend-play: Precursors to figurative language use in young children

2020 ◽  
Vol 156 ◽  
pp. 100-109 ◽  
Author(s):  
Eve V. Clark
Author(s):  
Roy Tzohar

This book is about what metaphors mean and do within Buddhist texts. More specifically, it is about the fundamental Buddhist ambivalence toward language, which is seen as obstructive and yet necessary for liberation, as well as the ingenious response to this tension that one Buddhist philosophical school—the early Indian Yogācāra (3rd–6th century CE)—proposed by arguing that all language use is in fact metaphorical (upacāra). Exploring the profound implications of this claim, the book presents the full-fledged Yogācāra theory of meaning—one that is not merely linguistic, but also perceptual.Despite the overwhelming visibility of figurative language in Buddhist philosophical texts, its role and use have received relatively little attention in scholarship to date. This book is the first sustained and systematic attempt to present an indigenous Buddhist philosophical theory of metaphor. By grounding the Yogācāra’s pan-metaphorical claim in its broader intellectual context, both Buddhist and non-Buddhist, the discussion reveals an intense Indian philosophical conversation about metaphor and language that reached across sectarian lines, and it also demonstrates its potential contribution to contemporary philosophical discussions of related topics. The analysis of this theory of metaphor radically reframes the Yogācāra controversy with the Madhyamaka; sheds light on the school’s application of particular metaphors, as well as its unique understanding of experience; and establishes the place of Sthiramati as an original Buddhist thinker of note in his own right, alongside Asaṅga and Vasubandhu.


Author(s):  
Mitchell Green

We first correct some errors in Lepore and Stone’s discussion of speaker meaning and its relation to linguistic meaning. With a proper understanding of those notions and their relation, we may then motivate a liberalization of speaker meaning that includes overtly showing one’s psychological state. I then distinguish this notion from that of expression, which, although communicative, is less cognitively demanding than speaker meaning since it need not be overt. This perspective in turn enables us to address Lepore and Stone’s broadly Davidsonian view of figurative language, which rightly emphasizes the role of imagination and perspective-taking associated with such language, but mistakenly suggests it is sui generis relative to other types of pragmatic process, and beyond the realm of communication. Figurative utterances may influence conversational common ground, and may be assessed for their aptness; they also have a characteristically expressive role that a Davidsonian view lacks the resources to explain.


2021 ◽  
Vol 6 (1) ◽  
pp. 213
Author(s):  
Julia Nee

Long-format speech environment (LFSE) recordings are increasingly used to understand language acquisition among young children (Casillas & Cristia 2019). But in language revitalization, older children are sometimes the largest demographic acquiring a language. In Teotitlán del Valle, Mexico, older children have participated in Zapotec language revitalization workshops since 2017. To better understand how these children use language, and to probe whether the language workshops impact language use, I invited learners to collect LFSE recordings. This study addresses two main questions: (1) what methodological challenges emerge when children ages 6-12 collect LFSE data?; and (2) what do the data suggest about the effects of the Zapotec workshops? I argue that, while creating LFSE recordings with older children presents methodological challenges, the results are useful in highlighting the importance of not only teaching language skills, but of creating spaces where learners are comfortable using the Zapotec language.


2018 ◽  
Vol 3 ◽  
pp. 239694151881722 ◽  
Author(s):  
Daniela Bühler ◽  
Alexandra Perovic ◽  
Nausicaa Pouscoulous

Background and aims Difficulties with aspects of morphosyntax, phonology and/or vocabulary are the hallmark of Development Language Disorder (DLD). Yet, little is known about the linguistic-pragmatic abilities of young children with DLD. Previous studies suggest that children with DLD are experiencing difficulties with idioms, sayings and slang expressions, often interpreting them in a literal or unconventional fashion. However, it is unclear whether this is caused by difficulties to make pragmatic inferences in general or whether it stems from their semantic abilities. We therefore investigated novel metaphor understanding in young children with and without DLD. Methods We assessed novel metaphor comprehension using a reference assignment task with 15 children with DLD diagnoses (ages 42–49 months) as well as typically developing peers matched on chronological age (n = 15) and on language (n = 15). Results Children with DLD performed worse than their age-matched peers but in a comparable manner to the (younger) language-matched typically developing children. Performance was not related to non-verbal intelligence in the children with DLD. Conclusion The findings indicate that young children with DLD have difficulties with metaphor comprehension but also suggest that these difficulties are in line with their general language difficulties and linked to their overall linguistic competence rather than reflecting additional specific issues with deriving pragmatic inferences. Implications Our study adds to a growing body of literature showing that children with low language abilities are also likely to display more difficulties in understanding figurative language independently of any other symptomatology of their clinical diagnosis. It also supports the argument that deficits in the pragmatic domain are a secondary impairment rather than a core deficit in children with DLD. Nonetheless, children with DLD do show difficulties in understanding metaphors. Understanding figurative language is necessary for everyday communication and should therefore be targeted alongside traditional treatments by clinicians treating children with DLD.


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