نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه سیستان و بلوچستان، زاهدان، ایران.
2 دانشگاه علوم پزشکی زاهدان، زاهدان، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
In recent years, synonymy comprehension in children’s lexical development has attracted increasing research attention. However, the developmental sequence of different types of synonymy and the role of age in these abilities among Persian-speaking children remain underexplored. This study aimed to examine age-related patterns and propose a sequence for comprehending eight types of synonymy: semantic-inclusion-based, collocational, functional, affective, analytical, context-bound, implicit, and dialectal synonymy, and to investigate age-related differences in performance among typically developing Persian-speaking children aged 6–9 years. This descriptive-analytical study employed a cross-sectional design. Its theoretical framework was based on Safavi’s (2015) lexical semantics, Murphy’s (2003) semantic network theory, and Clark’s (2009) theory of the development of semantic relations. Participants were 404 Persian-speaking children (168 girls and 236 boys), assessed using researcher-made tests. Data were analyzed using descriptive statistics, analysis of variance, Welch’s test, Games–Howell pairwise comparisons, and Pearson’s correlation coefficient. The results revealed that children’s performance across the types of synonymy is different; semantic-inclusion-based synonymy showing the highest mean performance and dialectal synonymy the lowest. Performance differed significantly across the three school grades for all types (P < 0.05). Pairwise comparisons showed the greatest improvement between the first and second grades, whereas differences between the second and third grades were nonsignificant for most types. The findings suggest that children’s different performance patterns in synonymy comprehension can be interpreted as an interconnected network of semantic relations.
کلیدواژهها [English]
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