Idiom comprehension in French children: A cock-and-bull story

• Published in: European journal of developmental psychology Vol. 3; no. 2; pp. 189 - 206
• Main Authors: Caillies, Stéphanie, Le Sourn-Bissaoui, Sandrine
• Format: Journal Article
• Language: English
• Published: Psychology Press 01.06.2006; Taylor & Francis (Routledge)
• Subjects: Humanities and Social Sciences; Psychology
• ISSN: 1740-5629; 1740-5610
• DOI: 10.1080/17405620500412325

The aim of this study was to investigate the comprehension of idiomatic expressions by children from second-kindergarten grade to second-grade (from 4.2 to 9.2 years old). Two kinds of idioms were of interest: decomposable and nondecomposable expressions (Titone & Connine, 1999 ). We expected a developmental effect: decomposable expressions would be earlier and easier to understand than nondecomposable expressions. An experiment was designed to determine whether and when children's comprehension of decomposable and nondecomposable expressions takes place, and to assess the figurative developmental changes that occur with verbal competence, and academic competence such as reading. Children's ability to understand idiomatic expressions was tested using multiple-choice questions. The results showed that children as early as third-kindergarten grade are able to grasp the figurative meaning of decomposable idioms presented in context, while they need to be in second grade to understand nondecomposable expressions. Results are discussed with respect to verbal and academic competence.