The aim of this study is to explore children's comprehension of the space/time metaphor, focusing on understanding of extent – 'long' and 'short' – in the domains of space and time. Exploring the space/time metaphor provides a way to better understand how people think about and potentially share knowledge between these domains. The role of metaphor, using information from one domain to understand another domain, and its impact on cognition extends beyond our proposed investigations of the space/time metaphor; metaphor research can provide insight into how we transfer and extend knowledge between many different domains.
This research project will focus on children's ability to understand and transfer information between the domains of space and time. We completed a CHILDES analysis (Study 1) of spontaneous production of 'long' and 'short' by children and parents. We also conducted two experimental studies to further investigate children’s knowledge of 'long' and 'short'. Study 2 (N = 64) explored children’s ability to make connections between the domains of space and time and potential directional effects within the metaphor. Using training with either spatial or temporal stimuli, 3- and 5-year-old children were taught a novel word – 'blicket' – which was consistently paired with one dimension of extent. Children's ability to transfer knowledge within the domain of training and to the opposing domain was evaluated. Compared to 5-year-old subjects, 3-year-old children had difficulty transferring knowledge outside the domain of training when they receive spatial training. Three-year-olds also appeared to have difficultly learning and transferring temporal information. This suggests that the space/time metaphor, and temporal information in general, is not readily apprehended by young children. Both age groups performed better in the spatial training condition for novel word learning, within domain transfer and across domain extension; these results show a directional effect that suggests that, if the space/time metaphor exists, the spatial domain may anchor the metaphor. Study 3 (N = 64) investigated how language influences mapping between space and time. In this study, subjects received non-linguistic training instead of novel word training; there was no specific linguistic item, 'blicket', to facilitate learning, transfer and extension of knowledge. Results for the non-linguistic training in study 3 show similar patterns of performance to study 2 where children received linguistic training. This suggests that a linguistic item is not necessary and does not facilitate mapping between space and time.