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Linguistic factors in children's understanding of idioms*

Published online by Cambridge University Press:  17 February 2009

Raymond W. Gibbs Jr
Raymond W. Gibbs Jr*
Affiliation:
University of California, Santa Cruz
*
Program in Experimental Psychology, Clark Kerr Hall, University of California, Santa Cruz, CA 95064, USA.
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Abstract

This study examined the effect of two linguistic factors on children's understanding of idioms. Kindergarten, first, third and fourth graders listened to idiomatic expressions either alone or at the end of short story contexts. Their task was to explain verbally the intended meanings of these idioms and then to choose the correct idiomatic interpretations of these phrases. The results showed that in the presence of supporting context younger children (kindergarten and first graders) understood idioms that were syntactically frozen (e.g. turn back the clock) better than they did idioms which can be seen in a variety of syntactic forms (e.g. lay down the law). Older children (third and fourth graders) comprehended both kinds of idiom equally well. Moreover, with context, children at all grade levels were better at explaining the figurative meanings of idioms whose literal and idiomatic interpretations were closely related (e.g. hold your tongues) than they were at explaining idioms whose literal and figurative meanings were not closely related (e.g. beat around the bush). Without context there were few significant differences noted in children's understanding of the different kinds of idiom. The significance of these findings for developmental models of idiom comprehension is discussed.

Type
Articles
Information
Journal of Child Language , Volume 14 , Issue 3 , October 1987 , pp. 569 - 586
Copyright
Copyright © Cambridge University Press 1987

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Footnotes

*

This research was supported by a Faculty Research Grant from the University of California, Santa Cruz. I wish to thank Ms Hanolore, her staff, and the students of the Gateway School of Santa Cruz, and Mr Nelson, his staff, and the students of the Branciforte Grammar School for their generous help and participation in the project. I also wish to thank J. J. Hamlyn and Jan Huntoon for their assistance in the data collection and analysts. Gayle Gonzales and Laura Thompson provided valuable comments on an earlier draft of this paper.

References

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