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KMID : 0921420100150030307
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Korean Journal of Communication Disorders
2010 Volume.15 No. 3 p.307 ~ p.320
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The Comprehension of Figurative Meaning in ADHD Children with and without Language Impairment
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Lim Jong-Ah
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Abstract
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Background & Objectives: The purpose of the present study was to investigate the comprehension of figurative meaning in children with Attention Deficit Hyperactivity Disorders (ADHD).
Methods: Fifteen ADHD children without language impairment (ADHD only), 13 ADHD children with language impairment (ADHD+LI) and 19 typically developing children participated in this study. All 47 children were elementary school first to third graders. In the figurative sentence completion task, the children listened to a list of metaphoric (simile) sentences with a blank. The children were asked to choose the word which produced the most appropriate figurative connection from three words, one figurative, one literal, and one irrelevant to the context, for each metaphoric (simile) sentence. The figurative meaning included three types of similarities, a visible similarity, an attributive similarity and a psychological similarity.
Results: A mixed ANOVA of group (3) x condition (2) x type (3) revealed significant main effects of group, condition and type and significant interactions between group and condition and group and type. The total number of correct figurative responses was significantly reduced in the ADHD children with or without language impairment compared to that of the typically developing children. In particular, ADHD+LI children tended to interpret the figurative meaning literally.
Discussion & Conclusion: The ADHD children appeared to experience difficulty with figurative meaning comprehension. The results are further discussed regarding figurative meaning processing, word and word knowledge, analogical inference and metalinguistic skills.
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KEYWORD
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attention deficit hyperactivity disorder (ADHD), comprehension of figurative meaning, metaphor, simile
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