Influence of Figurativeness on Metaphor Comprehension in Elementary, Middle, and High School Students with Hearing Impairments : An Analysis of Impressions of Metaphor Sentences

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  • 聴覚障害児の隠喩文理解における修辞性の影響 : 隠喩文の心理的印象評定に基づいて
  • チョウカク ショウガイジ ノ インユブン リカイ ニ オケル シュウジセイ ノ

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Abstract

The present study was designed to examine the influence of figurativeness on metaphor comprehension in elementary, middle, and high school students with hearing impairments. 160 such students were tested on a metaphor-comprehension task. The percentage of students who answered correctly was the measure of the degree of difficulty of each metaphor sentence. Each metaphor sentence used was rated on 33 adjective scales by 45 undergraduates. Factor analysis was applied to the data from the undergraduates' ratings. The present study had two goals: One was to examine the relationship between figurativeness and difficulty in the comprehension of metaphors. The other was to compare the influence of the figurativeness of the metaphors on the results from the good comprehension group (G-group) and poor comprehension group (P-group) of subjects with hearing impairments. The main results were as follows: (1) Metaphor sentences that were idiomatic or impressive (e. g., "The lion is a king." "The cook is a magician.") were easy to comprehend. (2) Metaphor sentences that were intellectual (e. g., "The engine is a heart") were difficult to comprehend. (3) Intellectuality and impressiveness of metaphors influenced the good comprehension group's comprehension, and the idiomatic nature of metaphors influenced the poor comprehension group's comprehension.

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