Research Behind Metaphor Fun!
While many children on the spectrum demonstrate unique creative abilities, they sometimes have trouble comprehending figurative language (1). The exact cause for this is yet to be determined, but may be linked to emotional understanding and empathy. In fact, in a study by Francesca Happe of England’s Medical Research Council, individuals on the spectrum who demonstrated good understanding of others’ emotions also performed well on metaphor questions (2).
When matched by language ability instead of age, the disparity in figurative language comprehension between children on the spectrum and typically-developing peers was minimized, suggesting that general language skills play an important role in figurative language competence. Thus, improvements in core language skills may lead to improved figurative language comprehension as well (1).
Additionally, while many people on the spectrum pay exceptional attention to details in language, they sometimes tend to interpret language literally—this tendency also contributes to difficulty understanding figurative language. In a study, participants on the spectrum were shown visual images that interpreted the Spanish phrase “You are a tomato” in different ways. The participants had difficulty choosing the right option (one where the person has a sunburned face). The study continued using different types of metaphors, and individuals on the spectrum had the hardest time with conventional metaphors, or metaphors frequently used in everyday speech (3). Thus, it is very important that parents and educators continue to use figurative language in their daily interactions with individuals on the spectrum, and explain them thoroughly when needed (1).
Several studies have proven the effectiveness of an intervention called “thinking maps,” or variations of it, in helping children on the spectrum improve their figurative language comprehension (4, 5). In one of the studies, an elementary-aged child on the spectrum participated in three main activities designed to improve figurative language competence. In the first activity, the child converted a metaphor (X is Y) into a corresponding simile (X is like Y) and used thinking maps to look for similarities in meaning between X and Y. In a thinking map, a child lists several properties of X and Y, and identifies commonalities between the two. The child showed remarkable improvement in subsequent metaphor comprehension tests (6). The program Metaphor Fun! uses the same concepts; it includes digital thinking maps that allow the user to go through the same thinking process to approach and comprehend a metaphor. First, the user is introduced to a poem with metaphors. Then, they are guided through each metaphor (X is Y) through a digital thinking map. In this thinking map, the user is prompted to list some properties for either X or Y, and identify a common property between X and Y. They are then introduced to a simile-version of the metaphor using the common property they just found (X is “common property” like Y).
One added feature of Metaphor Fun! is that it fosters an understanding of metaphors in context. After the user works through all the metaphors in a poem, they are then led to a different version of the same poem, where all the metaphors are converted into similes they just constructed through the thinking maps. This transformation was designed to help the user gain confidence in their ability to understand figurative text that might seem confusing at first glance.
Because metaphors are often used in literature, especially poetry, a lack of understanding of metaphors prevents children on the spectrum from experiencing various literary works to their fullest extent. Thus, it is very important that they are able to understand metaphors not just in isolation but also in relation to other parts of a text. In doing so, the children can also gain a deeper appreciation for the richness that metaphors add to a piece of writing.
However, it is important to note that individuals on the spectrum often show exceptional creative ability. A study discovered that adults on the spectrum produced more creative metaphors than their typically-developing peers. This study points to extraordinary creative potential in individuals on the spectrum (7). Metaphor Fun! also includes activities where the user can try creating their own metaphors. This metaphor-creating activity is designed to build off on the mental process that the user went through (identifying a property that describes two objects, converting metaphors into similes, etc) while completing the thinking maps in the program.
While the comprehension of metaphors may naturally improve with age, it is important that children, whose experiences may have a far-reaching impact, receive any interventions that might help them better understand metaphorical language. It is my hope that, through the program, children on the spectrum can develop skills to comprehend and create metaphors, and thus gain access to a full, rich experience of literature.
References:
1: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5843023/
2: https://pubmed.ncbi.nlm.nih.gov/8040158/
3:https://medicalxpress.com/news/2015-08-people-autism-spectrum-disorders-idioms.html
4: https://link.springer.com/referenceworkentry/10.1007%2F978-1-4614-4788-7_55
5: https://www.frontiersin.org/articles/10.3389/fnhum.2014.00615/full
6: https://www.frontiersin.org/articles/10.3389/fpsyg.2016.02004/full
7: https://www.frontiersin.org/articles/10.3389/fnhum.2014.00615/full
