Metaphor, metonymy, and their interaction in the production of semantic approximations by monolingual children: A corpus analysis

  1. Pérez-Hernández, L. 1
  2. Duvignau, K. 2
  1. 1 Universidad de La Rioja

    Universidad de La Rioja

    Logroño, España


  2. 2 University of Toulouse II - Le Mirail

    University of Toulouse II - Le Mirail

    Tolosa, Francia


First Language

ISSN: 0142-7237

Year of publication: 2016

Volume: 36

Issue: 4

Pages: 383-406

Type: Article

DOI: 10.1177/0142723716648845 SCOPUS: 2-s2.0-84978700984 WoS: WOS:000380909200002 GOOGLE SCHOLAR

More publications in: First Language

Institutional repository: lockOpen access editor


Cited by

  • Scopus Cited by: 9 (06-06-2023)
  • Web of Science Cited by: 9 (03-06-2023)
  • Dimensions Cited by: 10 (30-03-2023)

JCR (Journal Impact Factor)

  • Year 2016
  • Journal Impact Factor: 1.196
  • Journal Impact Factor without self cites: 0.765
  • Article influence score: 0.449
  • Best Quartile: Q2
  • Area: LINGUISTICS Quartile: Q2 Rank in area: 49/182 (Ranking edition: SSCI)
  • Area: PSYCHOLOGY, DEVELOPMENTAL Quartile: Q4 Rank in area: 56/70 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2016
  • SJR Journal Impact: 0.975
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 152/1388
  • Area: Linguistics and Language Quartile: Q1 Rank in area: 62/887


  • Social Sciences: A
  • Human Sciences: A+

Scopus CiteScore

  • Year 2016
  • CiteScore of the Journal : 2.7
  • Area: Linguistics and Language Percentile: 91
  • Area: Language and Linguistics Percentile: 91
  • Area: Education Percentile: 84


(Data updated as of 30-03-2023)
  • Total citations: 10
  • Recent citations: 5
  • Field Citation Ratio (FCR): 3.11


The present study looks into the largely unexplored territory of the cognitive underpinnings of semantic approximations in child language. The analysis of a corpus of 233 semantic approximations produced by 101 monolingual French-speaking children from 1;8 to 4;2 years of age leads to a classification of a significant number of them as instances of a set of principle-governed cognitive operations, including metaphor and metonymy-based cognitive operations, and conceptual complexes, such as metaphtonymies and double metonymies. The results shed light on cognitive operation preferences and their level of conceptual complexity at this stage of language development. Additionally, it points to the need to expand the inventory of functions traditionally assigned to these cognitive operations. © SAGE Publications.