The capacity to appreciate and produce metaphoric language is thought to develop at adolescence. Yet metaphors are frequently noted in the speech of preschool children. To resolve this apparent contradiction, a test probing metaphoric capacity was devised. Matched groups of subjects ranging in age from 3 1/2 to 19 were required to indicate…

Various approaches to teaching creative writing to children are described. The book contains many examples of children's writing and stresses the need to listen to the child, to praise, to make suggestions gently, and to encourage the child to use his own senses for firsthand impressions and to say what he truly feels. Some of the chapters discuss…

The author reports on a study designed to determine the effects of figurative language--particularly the metaphor--on persuasive discourse, by comparing hypotheses developed from the theories of Michael Osborn, Jean Piaget, and Charles Osgood. In addition to a figurative language variable (metaphor versus literal), other variables in the study…

Describes how to use the "Make a Wish" television series to stimulate student interest in the art of playing with language; includes a sample of student writing based on study of the series. (DD)

A discussion of three classes of metaphors in the context of Whorf's thesis that language reflects culture with a view to uncovering cultural differences between Chinese and English. It is concluded that universal psychological constraints on human language impose limits by dictating some patterns of metaphors and ruling against others. (AMH)

Presents a developmental study of children's understanding and appreciation of figurative language. Results replicated previous findings that kindergarten children are capable of interpreting figurative language whereas appreciation appears to require increased cognitive sophistication. (JMB)

Questions the assumption that literal, figurative, and anomalous sentences should be regarded as qualitatively different kinds of speech rather than as portions of a continuum of language use. (RL)

Argues that metaphor should be given a more important place in language teaching and considers ways in which the expanded available knowledge about metaphors can be incorporated into language art curricula, through such methods as multi-text exercises. (Author/CB)

Reviews use of "figurative" language by Supreme Court justices in court decisions relating to First Amendment rights of students and teachers. Outlines how use of metaphor, metonomy, and other tropes has led to expressions in judicial opinions that have been used repeatedly in constitutional defenses. Discusses dangers and strengths of…

Describes the results of two studies indicating that people do not ordinarily process the complete literal or compositional interpretations of idiomatic expressions, and that people are automatically biased toward interpreting such language as idioms before deriving their intended literal meanings. (HTH)

Demonstrates that business writers rely far more heavily than expected on classical figures of speech. Uses Aristotle's "Rhetoric" to show that figures of speech offer a powerful tool for the persuasive function of modern business communication. (PD)

Looks at research and practice in the area of idioms and offers suggestions for teaching them effectively. (FL)

Data indicate that the form of writing does affect both the kinds and the numbers of figurative language examples that will be found. Children do use all of the elements of figurative language, although there is no natural development of such language in grades 4 through 6. (JA)