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Providing explanations shifts preschoolers’ metaphor preferences ...
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Abstract:
In order to learn from metaphors, children must not only be able to understand metaphors, but also appreciate their relative informativeness. Although functional metaphors based on abstract commonalities (e.g. “Eyes are windows”) allow for more learning than perceptual metaphors based on superficial commonalities (e.g. “Eyes are buttons”), previous research shows that preschoolers prefer perceptual metaphors over functional metaphors. In the present studies, we ask whether providing additional context can shift metaphor preferences in preschoolers and adults. Experiment 1 finds that pedagogical context increases preferences for functional metaphors in adults, but not preschoolers. Experiment 2 finds that providing explanations for conceptual similarities in a metaphor increases preschoolers’ preferences for functional metaphors. These findings suggest that providing explanations allows even preschoolers to appreciate the informativeness of functional metaphors. ...
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Keyword:
Applied Developmental Psychology; Cognitive Linguistics; Cognitive Science; Didactics; Semantics
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URL: https://dx.doi.org/10.48448/f655-6f83 https://underline.io/lecture/26581-providing-explanations-shifts-preschoolers-metaphor-preferences
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Discriminating relational and perceptual judgments: Evidence from human toddlers.
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In: Cognition, vol 166 (2017)
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The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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Ensemble perception of size in 4-5-year-old children.
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In: Developmental science, vol 18, iss 4 (2015)
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Learning by thinking and the development of abstract reasoning
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Language acquisition and the onset of relational reasoning in infants
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In: Walker, Caren M.; Hubachek, Samantha; & Gopnik, Alison. (2014). Language acquisition and the onset of relational reasoning in infants. Proceedings of the Cognitive Science Society, 36(36). Retrieved from: http://www.escholarship.org/uc/item/5v53n7n8 (2014)
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Toddlers infer higher-order relational principles in causal learning.
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In: Psychological science, vol 25, iss 1 (2014)
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