Resumen

CALDERON GUERRERO, Gabriela; MALDONADO AHUAMADA, Cynthia  y  VERNON, Sofía. Elementary School Students’ Understanding of Metaphors. REDIE [online]. 2017, vol.19, n.2, pp.104-113. ISSN 1607-4041.  https://doi.org/10.24320/redie.2017.19.2.1108.

This paper aims to describe the development of children’s understanding of metaphors and the type of part-whole relationships they are capable of establishing when solving puzzles. The study was carried out with 30 students from a federal elementary school in the state of Querétaro, Mexico: 10 second-year students, 10 fourth-year students and 10 sixth-year students. They were asked to answer four metaphorical puzzles and explain what information they had taken into account to arrive at their answers. The results show that: a) children’s understanding of metaphors increases with their school year, and b) participants from higher years tend to establish more comprehensive and coherent part-whole relationships than students from lower years, which allows them to better understand metaphors in puzzles. The results confirm findings by Calderón (2012) and Calderón, Vernon and Carrillo (2012).

Palabras llave : Cognition; language; comprehension; development.

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