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Alternative TitleThe Effectiveness of Multi-sample Training for Children Aged 4 to 7 by Establishing Relational Frame on Metaphors
毛晓翎1,2,3,4; 王分分1,2,3; 曹静1,2,3; 祝卓宏1,2,3
Source Publication心理与行为研究


Other Abstract

The purpose of this study is to examine the effectiveness of enhancing the ability to comprehend metaphors for children aged 4 to 7 by multi-sample training. 56 children trained by using the multi-sample training and by composing our own metaphor stories and questions according to the Relational Framing Theory are tested. The result shows that the ability to comprehend metaphors for children aged 4 to 7 increases with their age, and there are significant differences between children belonging to each age group in their ability to comprehend metaphors. The effect shows significant difference between each experimental stage. The correctness of the children's answers can be significantly influenced by their retelling ability, familiarity of context, and understanding of vocabularies. Familiarity of context might have a bigger impact on their ability to comprehend metaphors than understanding of vocabularies. The conclusion is that the ability of children to establish the relationship between tenor and vehicle in a metaphor is influenced by factors such as familiarity of context and understanding of vocabularies. Multi-sample training is effective in enhancing children's ability to comprehend metaphor by helping children to distinguish relationships such as con elation and distinctiveness. Multi-sample training can be further applied to reasoning of metaphors not yet learned by children.

Keyword多范例训练 儿童 隐喻 关系框架理论
Indexed By其他
Funding Organization北京科技计划项目(D151100002315003)
Document Type期刊论文
First Author AffilicationInstitute of Psychology, Chinese Academy of Sciences;  Key Laboratory of Mental Health, CAS
Recommended Citation
GB/T 7714
毛晓翎,王分分,曹静,等. 多范例训练提升儿童隐喻理解能力的干预性研究[J]. 心理与行为研究,2017,15(5):675-682.
APA 毛晓翎,王分分,曹静,&祝卓宏.(2017).多范例训练提升儿童隐喻理解能力的干预性研究.心理与行为研究,15(5),675-682.
MLA 毛晓翎,et al."多范例训练提升儿童隐喻理解能力的干预性研究".心理与行为研究 15.5(2017):675-682.
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